BSCT Result 2020

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Higher Education and Society

Institutions of education, and the system of which they are a part, face a host of unprecedented challenges as a result of forces in society that affect and are influenced through these very institutions and their communities of students and educators. Among these forces are sweeping demographic changes, shrinking provincial budgets, revolutionary advances in details and telecommunication technologies, globalization, competition from new instructive providers, market pressures to shape educational and scholarly practices toward profit-driven ends, and increasing demands along with pressures for fundamental changes in public policy and general public accountability relative to the role of higher education in spanning pressing issues of communities and the society at large. Any individual of these challenges would be significant on their own, but collectively individuals increase the complexity and difficulty for education to experience or advance the fundamental work of serving the public fine.


Through a forum on education, we can agree to: Strengthening their bond between higher education and society will require a broad-based hard work that encompasses all of education, not just individual institutions, divisions and associations.


Piecemeal solutions can only go up to date; strategies for change must be informed by a shared vision along with a set of common objectives. A "movement" approach for transformation holds greater promise for transforming academic culture in comparison to the prevailing "organizational" approach.


Mobilizing change will require strategic alliances, networks, and partnerships with a broad range of stakeholders in and beyond BSCT Result 2020.


The Common Agenda is specifically designed to guide a "movement" approach to change by encouraging the beginning of strategic alliances among individuals and organizations what person care about the role of higher education in advancing the particular ideals of a diverse democratic system through education procedures, relationships and service to society.


A Common Agenda


A regular Agenda is intended to be a "living" document and an clear process that guides collective action and learning within committed partners within and outside of higher education. As a located document, the Common Agenda is a collection of focused activity aimed towards advancing civic, social, and cultural roles in culture. This collaboratively created, implemented, and focused Common Goal respects the diversity of activity and programmatic foci of individuals, institutions, and networks, as well as recognizes the common needs of the whole. As an open process, the Common Agenda is actually a structure for connecting work and relationships around common fascinates focusing on the academic role in serving society. A number of modes of aliening and amplifying the common work throughout and beyond education will be provided within the Common Plan process.


This approach is understandably ambitious and unique during its purpose and application. Ultimately, the Common Agenda obstacles the system of higher education, and those who view education because vital to addressing society's pressing issues, to act intentionally, collectively, and clearly on an evolving and significant list of commitments to society. Currently, four broad issue locations are shaping the focus of the Common Agenda: 1) Building public understanding and support for our civic vision and actions; 2) Cultivating networks and partnerships; 3) Infusing and reinforcing the value of civic responsibility towards the culture of higher education institutions; and 4) Embedding civic engagement and social responsibility in the structure of the coaching system


VISION We have a vision of higher education which usually nurtures individual prosperity, institutional responsiveness and inclusivity, and even societal health by promoting and practicing learning, fund, and engagement that respects public needs. Our colleges or universities are proactive and responsive to pressing social, ethical, not to mention economic problems facing our communities and greater contemporary society. Our students are people of integrity who grasp diversity and are socially responsible and civilly engaged through their lives.


MISSION The purpose of the Common Agenda is to make a framework for organizing, guiding and communicating the worth and practices of education relative to its civic, friendly and economic commitments to a diverse democratic system.


HELPING PRINCIPLES


I believe social justice, ethics, educational equity, and also societal change for positive effects are fundamental to the give good results of higher education. We consider the relationship between communities plus education institutions to be based on the values of equally, honor and reciprocity, and the work in education to be interdependent with the other institutions and individuals in society.


We all will seek and rely on extensive partnerships with differing types of institutions and devoted individuals inside and beyond higher education.


We realize the interconnection of politics, energy and privilege. The Common Agenda is not for higher education for you to self-serve, but to "walk the talk" relative to espoused public goals. We understand the Common Agenda as a forceful living document, and expect the activities it encompasses to modify over time.


THE COMMON AGENDA FRAMEWORK The general framework for the prevalent agenda is represented in the following diagram. It is apparent that while goals and action items are structured and aliened within certain issues areas, there is substantial overlap and complimentarity among the issues, goals and steps items. Also, following each action item are titles of individuals who committed to serve as "point persons" towards the particular item. A list of "point persons, " with their organizational affiliation(s) is included with the common agenda.


ISSUES


ISSUE 1: MISSION AND ACTIONS


Public understanding more and more equates higher education benefits with acquiring a "good job" and attaining "higher salaries. " To understand and support the full features about higher education the public and higher education leaders need to engage in crucial and honest discussions about the role of higher education throughout society. Goal: Develop a common language that resonates equally inside and outside the institution. Action Items: Develop a widespread language and themes about our academic role as well as responsibility to the public good, through discussions with a bigger public.


Collect scholarship on public good, examine themes or templates and identify remaining questions. Develop a national awareness of the significance of higher education for the public good through the development connected with marketing efforts.


Goal: Promote effective and broader discourse. Action Items: Raise public awareness about the institutional uniqueness within and between higher education institutions.


Identify strategies for fun alumni associations for articulating public good and making bridges between higher education and the various private and court sector companies. Develop guidelines of discourse to improve products you can dialogue on every level of society. Organize a series of civil dialogues with various public sectors about higher education as well as public good.


ISSUE 2: DEVELOPING NETWORKS AND RELATIONSHIPS


Approaching complex issues such as the role of higher education through society that requires a broad mix of partners to create strategies and actions that encompass multiple valued perspectives and experience.


Broad partnerships to strengthen the relationship between higher education together with society involves working strategically with those within and additionally outside of higher education to achieve mutual goals on behalf of the public great.


Goal: Create broad and dispersed communication systems in addition to processes.


Action Items:


Create an information and reference network across higher education associations Create information processes which will announce relevant conferences, recruit presenters and encourage shows in appropriate national conferences Develop opportunities for advice sharing and learning within and between various types for postsecondary institutions (e. g. research-centered communities).


Goal: Develop and support strategic alliances and diverse collaborations.


Steps Items: Establish and support on-going partnerships and collaborations between higher education associations and the external community (e. g. civic organizations, legislators, community members) Explore with the open public how to employ the role of arts in finances higher education for the public good Promote collaboration between advanced schooling and to address access, retention, and graduation concerns


SUBJECT 3: INSTILLING AND REINFORCING THE VALUE OF CIVIC GUILT INTO THE CULTURE OF HIGHER EDUCATION INSTITUTIONS


Education should address the implicit and explicit consequences of its do the job, and reexamine "what counts" to integrate research, coaching and service for the public good to the core doing the job of the institution.


Goal: Emphasize civic skills and authority development in the curriculum and co-curriculum.


Action Items: Produce and implement a curriculum in colleges and universities that encourage civic engagement of students Create co-curricular student along with community programs for leadership and civic engagement production Develop learning opportunities, inside and outside of the classroom, the fact that promote liberty, democratic responsibility, social justice and familiarity with the economic system Develop student leadership and service chances that focus on ethical behavior Teach graduate students managing and networking skills, and encourage student leadership and even Diversity education


Goal: Foster a deeper commitment towards the public good.


Action Items: Work with faculty on correspondence skills and languages to describe their engagement with the open, and educate faculty for the common good Identify products for promotion and tenure standards Identify models just for faculty development


Goal: Identify, recognize, and support employed scholarship.


Action Items: Identify and disseminate models not to mention exemplars of scholarship on the public good Encourage typically the participation in community research Help institutions call focus on exemplary outreach. Establish a capacity building effort for firms


Goal: Bring graduate education into alignment with the social mission.


Action Items: Work with disciplinary associations to hold dialogues on ways graduate student training can incorporate consumer engagement, involvement and service Promote "civic engagement" with academic and professional disciplines according to the disciplines' definition in "civic engagement" Incorporate the concept of higher education for the public decent into current graduate education reform efforts


ISSUE contemplate: EMBEDDING CIVIC ENGAGEMENT AND SOCIAL RESPONSIBILITY IN THE BUILDING OF THE HIGHER EDUCATION SYSTEM


Promoting the public benefits of higher education involves system efforts beyond institutions to intentionally embed character of civic engagement and social responsibility in governance practices, policy decisions, and educational processes.


Goal: Line up governing structures and administrative strategies.


Action Items: Grow ways to improve student and the community involvement in the governance and decision making process of educational institutions. Identify and also promote ways for institutions to improve involvement with the people and the practice of democracy within their own institution. Grow public good/civic engagement units that orchestrate this perform throughout institutions.


Goal: Publicly recognize and support precious engagement work.


Action Items: Offer public awards who reward institutions with demonstrable track record in serving the general public good in order to encourage institutionalization of performance around the community good and civic engagement.


Develop a comprehensive inventory regarding funding sources, association activities, initiatives, and exemplary strategies that advance the public good. Identify, recognize, and guidance early career scholars who choose to do research regarding higher education and its public role in society.


Goal: Always make sure that assessment and accreditation processes include civic engagement plus social responsibility.


Action Items: Identify service for the common good as a key component in provincial and federal educational plans (e. g. Master Plans, provincial finances, and professional associations).


Bring higher education associations and legislators together to broaden current definition of student outcome and achievement, and develop a plan for assessment.


Develop practices and processes to refocus system-wide planning, accreditation as well as evaluation agendas to consider criteria assessing the social, general population benefits of education.


Goal: Cultivate stronger ties between the college, federal and provincial government.


Action Items: Develop a 2-year implementation plan that joins the university rector / Pro-rector and Director with provincial legislators to engage in a assessment of the needs of the public by province Hold a series of dialogues between trustees and provincial legislators to talk about the role of universities and public policy on advancing public good at a local, provincial, and national place.

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Whither Education - An Apathy

Even after half-a-century of Of india Independence, the fate of education, educators and pupils has hardly improved. The apathy of the power who be, including a large section of society, has not changed with regards to human resource development and education. Even now there are well over four crore educated unemployed youths in India.


Asia boasts of being world's third knowledge power but essentially this is the lowest when judged against per thousand-population platform. Societal degradation, inflicted by political might, is replicated in educational institutions across India. Aberrations have become a rule on campuses that are infested with self-seekers along with politicians.


Democratization of higher educational institutions, though a fabulous noble concept, has in the past 20 years turned campuses right cauldron of stinking filth. These are managed by affiliations charged with little regard for excellence, honesty and even intellectual probity. Unethical and politically-motivated decisions serve a small number of and are reflections of societal catharsis.


Geographic India combined into a polity by the British has muted into conglomerations of politically charged, disjointed entities and facsimiles about democratic degradation. The classic conservative yearning for an instructed polity and commensurate pursuit of knowledge on the campuses will be missing. Whichever brand rules the country, this section of contemporary society commands no respect now. May it be students or educators they don't have a voice, they don't constitute an essential service not to mention education is not a national necessity. Being a state topic area, educational policies suffer from innumerable deformities.


Though it is a constitutional obligation, the non-availability of funds and vested administrative setup have led to the mushrooming of universities, counterfeit campuses, private enterprises and numerous makeshift centers connected with education as also fly-by-air foreign campuses. It has proved to be a great financial endeavor with hardly any risk involved mainly because it does not come under VAT or any other financial regulations. India has by now more institutions of such style than colleges, an excellent opportunity to rope in knowledge searching for youth and those who desire to fly off to greener pastures.


When it comes to the formulation of policies about higher education, structuring the system, financial assistance, grants and salary, all the statutory body-University Grants Commission-is mentioned like a sacred cow worshipped as well as butchered in the streets. How far the UGC is autonomous is a common knowledge. It has become a two, a government organization, disbursing petty grants, sanctioned by your Central Government, among universities or institutions with a volume of tags attached to them depending upon the status of the target institutions, state, Central, autonomous or deemed universities. There is also a perpetual complaint about the nonavailability of funds. The managing should appreciate that the jumbo cabinet and expenditure in legislatures could be cut down to feed and educate a handful of villages. The teacher wants to be a ladder upon which enrollees could climb and scale new heights.


The Foremost and state governments invoke ESMA to curb the actual voice of agitating people, but it takes no time to present benefits to politicians and bureaucrats. It is essential to why not them so that a symbiotic balance is maintained because also to oblige a few of them. The government has failed to take reliable steps to curb industrialization of education. Within time the doles given in Parliament and honorarium happen to be doubled but the 6 per cent expenditure of the GDP regarding education has proved to be dogma persisting right from the Kothari Commission recommendations for over four decades now.


Students of educational institutes go on strike, almost yearly, demanding disengagement of excessive fee hike. The tuition fees makeup only about 13 per cent of annual expenditure in the present college education. It is now a formidable industry and the goal is to make money. Poor students, however , intelligent they may be, cannot really afford to join colleges, professional institutions or courses. Some might join such courses by putting their families under big debt of banks or financial institutions. Even in the USA, instruction fees contribute to about 15 per cent of the total gross expenditure on higher education. Nehru said: "If all might be well with universities, it will be well with the nation. " Whereas Rabindranath Tagore once compared educated classes during India to "A second storey in an old making that was added in, but unfortunately the architect forgot to build a staircase between them. "


Teaching sector is devalued in the country because the teachers can't compete within society, have no muscle power, are educated and hence conduct yourself differently. Neither do they have guts of creamy bureaucrats nor institutional support of any kind. A teacher will be able to entertain you with a pale smile on hearing the is the profession of nation builders, the cream for society and a noble profession. The next moment teacher could be branded as cancers in societal marrow, getting earning for no work, craving for power, equality throughout salary and status with the Class A government servants. The teacher was the consultant and conscience keeper of society till mid-century. One could identify him through his tattered clothes, emaciated pale face, soft phone and meek behavior. He was the guru. Who guru, comparatively having a better outfit now, has metamorphosed to a present teacher.


Newspaper reports are replete in reference to his shortcomings; his misconduct in preaching indiscipline, enough is certainly paid to him for no work, as he has to teach only for 181 days in a year. How could quite possibly he dream of the parity with his bosses in the secretariat, his class dropouts in Parliament and the government. To conserve our hard-earned "democracy" which is being strengthened by a very few hooligans, politicians and administrators, the government has to suppress the original demands so that education does not progress to the detriment in "illiterate democrats". A handful of teachers adopts unethical means to turned into rich just like any other segments that are designated scamsters in these days. Exceptions, however , do not make the rule.


Most of the Presidents, many of our bureaucrats, including ministers, parliamentarians and others, were definitely in this profession. Did they not do any good improve the betterment of society before their elevation in order to these posts of governance and reverence? Can't any authorities assess the strength of the demand vis-à-vis the training course, age at the time of being recruited as a teacher, lack of discount avenues, stagnation and competency in terms of hiatus in the overpriced societal values, urge and necessity to improve qualification and also experience to remain in the fray. Education for teachers is actually a continuous process unlike "one-time-degree-obtaining-education" for others. Evaluation is without a doubt paramount in this profession for every promotion. Classroom education is actually drudgery afflicted by societal unrest, absolute lack of infrastructure, terror psychosis gripping the powerless parents and absences regarding administration.


My perception is that politicians take much less interest in improving the standard of education and living as they quite simply know that once the poor comes to know about their corrupt perform they would neither listen nor elect them. Political social gatherings make promises in their election manifestos to reduce employment, poverty and corruption. But this can't be achieved without certification. To me, education comes as a discipline, which is all-pervasive. Enshrined in our directive principles and ensuring our countrymen, "right-to-education" makes me feel that we possess the right to educate".


If we have ushered in the new millennium, education remains an important password to of those who make an arrogant declaration that they know best and are serving the public interest-an fascination, which of course, is determined by them. By the perception entrenched using the British subjugation of our people elitist education occupied the center stage to produce Macaulay's clones who were Indians muted that should be "English in taste, in opinion, in morals plus in intellect". "Educated slaves became strong props to make sure you sustain the British rule. " Lord Curzon favourite bureaucratization of education since he opined that instructive institutions have become factors for the production of political revolutionaries. By the Act of 1919 education was transferred to the particular province.


When we educate we are involved in politics. Educators sometimes think of education being disjointed from politics. In fact , training is perhaps the most political activity in the community. The state has normally influenced what is taught in educational institutions. The socio-political (and in some cases religious) ideology colors the content of finding out and the emphasis on various aspects. In fact , based on where the children was educated within India-whether it was a large city or perhaps village, whether the school used English or a regional foreign language as a medium of education, among other factors- your child will have a different world view. However , education, based on the syllabus, in India has largely strived towards imparting the temperament of religious, political and social tolerance. Typically the social mores and hierarchies often seep into the market of learning and color education.


Given the political potential of education, there have been numerous attempts to use instruction as a way of indoctrination. Sometimes it is covert, at other conditions it is overt. Sometimes it is subliminal, other times it is strategic. However , political forces have always used education to help certain world views. Today, numerous educationists and politics thinkers in India are afraid that a deliberate attempt to utilize education as a way of social-religious indoctrination might be the plan of the new education policy.


Ralph Waldo Emerson believed: "Not gold, but only teachers can make people amazing and strong-the persons who for truth and recognize; sake stand fast and suffers long. It is individuals who build a nation's pillar deep and lift the crooks to the sky". Teaching profession is a bed of rose bushes. A good teacher is always his/her student's guide, friend as well as philosopher. A boy looked at the sticker on a van, which said, "Trees are friends". He challenged the statement, started cutting trees, saying that, "Trees usually are not our friends, but our enemies". When asked the reason he thought so. He said in his scientific research textbooks it was stated "trees bring rain". Since the village gets flooded in every rainy season, so the person thought that "all trees must be cut down". Confucius wrote, "If you plan for a year, plant a seeds. If for 10 years, plant a tree. If a century, teach the people. " Literacy is not enough. It is decent to have a population, which is able to read, but infinitely far better have people able to distinguish what is worth reading. Through overcrowded classrooms and ill-paid teachers, coaching classes is the commercial fallout of a system bursting out of the seams. How must idealism be expected from someone as concerned about the quality of daily life as you and me?


We have grown up with cherished remembrance of special teachers who made us love an issue we could actually have been frightened of and who we all respected unconditionally. I have come across many persons whose mediocrity will be reflected when they project themselves as the best whereas rather simple speaks otherwise and those who criticize their alma mater forgetting that they passed out from the same from which they managed to graduate. Education can have a great role to play in lowering social disparities between groups and in promoting social range of motion. For instance, the tremendous expansion of the middle class through India can confidently be attributed to the investment on education, especially in higher education.


Universities are struggling for you to survive on shrinking governmental grants. In the wake for this it takes shortsighted decisions to cut expenses and strengthen revenue by increasing fees, which may not be in typically the long-term interest of the universities. Thus universities end up being jog as business enterprises. Education cess is now on considered to in part meet funds for primary education and Sarv Shiksha Abhiyan. Open our universities to foreign students. Forex campuses may prove to be of hardly any use in generating dollars for Indian education. Trading in education may be a second jeopardy.


Collaborations could be in specialized fields with forex campuses like in the past. Even in the USA, private and administration ratio in higher educational system does not exceed 80/20. China is experiencing two-way international student traffic along with a large number of them from the USA in preference to India. This could be reversed if we build proper infrastructure and achieve practice in imparting education of world standard. A realistic coaching cannot be separated from the realities of the students' environment, which will surrounds him, his aspirations, society, the local cultural things, conditions varying in his own country and global outcome. Education, therefore , should be in consonance with the day-to-day located. Till date education does not define our resurgent polity and democracy.