scholarly journals The Big Indian Dream Package and IIT JEE

2021 ◽  
pp. 251660422110205
Author(s):  
Mahalakshmi Sankar
Keyword(s):  
Environmental Factors ◽  
Education Policy ◽  
Consumer Behaviour ◽  
Sales Promotion ◽  
Advertising Appeals ◽  
National Education ◽  
Buyer Behaviour ◽  
National Education Policy

This case study describes the macro-environmental factors responsible for the growth of coaching classes in India with particular reference to IIT JEE preparation. The case chronicles the explosive growth in the coaching classes industry fuelled by big dollar packages promised to IIT graduates. Consumer behaviour related to selecting a coaching class is analysed with particular reference to dissonance-reducing buyer behaviour that parents strive to achieve. The role of advertising appeals and sales promotion through admission and scholarship examinations in influencing consumer behaviour can be debated and analysed. The case study opens up a discussion on the effect of National Education Policy 2020 on the industry.

scholarly journals A journey towards the commitments of national education policy 2020 through concept mapping

2021 ◽  
Vol 14 (12) ◽  
pp. 984-989
Author(s):  
Sunil Kumar Pandey ◽  
◽  
Harish Kumar Tyagi
Keyword(s):  
Critical Thinking ◽  
Education Policy ◽  
Human Resource Development ◽  
Concept Mapping ◽  
Learning Process ◽  
Concept Maps ◽  
National Education ◽  
National Education Policy ◽  
Pedagogical Goals

Objectives: To explore pedagogical goals and concerns in National Education Policy (NEP 2020), Ministry of Human Resource Development, Government of India. The current review tries to find some ways and methods to make learning process enjoyable and meaningful as desired by NEP 2020. The roles of concept mapping in achieving the pedagogical goals of NEP 2020, also objectify this paper. Method/Analysis: In pursuing of the objectives, NEP 2020 and a set of articles related to the topic were explored. This study provides critical analysis and review on the role of concept mapping in achieving the pedagogical goals of NEP 2020. The paper deals with the common concerns of NEP2020 and Concept Mapping. Findings: The outcome of the review is that Concept mapping can offer an effective tool in education for both, teaching and learning process by supporting an active and meaningful learning. Concept maps provide a unique graphical view of how students organize, connect, and synthesize information. Concept maps give students an opportunity to think about the connections between the concepts being learnt and reflect on their understanding of the concept which develops critical thinking of the learners. Further, it provides platform for collaboration, discussion; arriving at shared understandings among members of groups. Concept map can be used to replace rote learning with meaningful and enjoyable learning. Novelty: NEP 2020 has been explored and taken into consideration keenly to find its pedagogical goals. The role of concept mapping in achieving pedagogical goals of NEP 2020 has been highlighted in the present paper. Thus, the paper explores how concept mapping can be an effective tool in contributing to a great extent to meet the pedagogical goals of NEP 2020. Keywords: National Education Policy 2020; Pedagogy; Critical Thinking; Concept Mapping

Pandemic, policy, and pedagogy: analyzing the tripartite role of covid 19 pandemics, national education policy 2020, and pedagogical innovations vis-a-vis educational implications

2021 ◽  
Vol 4 (3) ◽  
pp. 111-116
Author(s):  
Deepa Idnani ◽  
- Aditi
Keyword(s):  
Education Policy ◽  
Educational System ◽  
Educational Institutions ◽  
National Education ◽  
National Education Policy ◽  
Educational Implications ◽  
The Government ◽  
Pedagogical Innovations ◽  
Pedagogical Changes

The paper draws interlinkages between three factors, i.e., COVID 19 pandemic, the release of National Education Policy (NEP), 2020 by the Government of India, and the need for pedagogical changes and innovations concerning their educational implications the Indian context. The paper argues that COVID 19 pandemic has been a major setback for the ailing academic infrastructure in India. The immediate outcome might cause the severity of the pandemic and the increasing cases of infections across the nation, and the closure of schools and other educational institutions. However, to overcome further educational losses and compromises, the schools and colleges alternatively moved to online modes haphazardly. Initially, this push from the government came as a shock to many teachers and learners, bearing in mind the circumstances and ground realities in India, wherein this sudden ‘top-down’ transition appeared more as an imposition. Ever since this transition happened, everyone has been trying to adapt to this new ‘normal. Despite the relentless working of stakeholders at various levels owing to these unprecedented times, the situation does not look inspiring. Though NEP 2020 was envisioned as a sigh of relief and a major game-changer in metamorphosing the educational system in India, it is inept in addressing the immediate challenges posed by the pandemic, and there is a long way to go in its effective implementation. Therefore, policymakers and researchers have to deal with the compounded challenges. The most critical one can assess and address the learning gaps induced due to the ongoing pandemic. This paper attempts to look into the dynamics of the major debates emerging as a result of the anxieties and upheavals posed by the COVID 19 pandemic; the response of various stakeholders such as administrators, policymakers, teachers, educators, learners etc. The pedagogical implications for the teachers and educators due to these uncertain circumstances derive insights and strategies that will help make the educational system more resilient, resource-rich, and prepared to tackle future crises.

scholarly journals Role of Education Planning in Promoting Social Sciences in Pakistan

2021 ◽  
Vol 6 (2) ◽  
pp. 186-200
Author(s):  
Imran Sabir ◽  
Abida Sharif
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Education Policy ◽  
Social Science ◽  
State Intervention ◽  
National Education ◽  
Education Planning ◽  
National Education Policy ◽  
Science Disciplines

Social Science disciplines have always been considered the second choice as compared to the hard sciences in the academic institutions of Pakistan. Does this apply to the national education policy as well, where the state intervention is catalytic in setting up the academic choices of the people? This study, by critically reviewing the national education policies and plans, endeavors to address this important question to understand the role of education planning in promoting/demoting social science academic disciplines in Pakistan. Education policy in Pakistan has been predominantly proposed through eight national five-year plans between 1955 and 1998, to primarily focus on increasing the national literacy rate, and promoting hard science education and vocational training. After the creation of Higher Education Commission of Pakistan in 2002, the policy significantly shifted to Higher Education, yet to focus (natural/computer) science, and technology. Social science is at the periphery of the knowledge mission in Pakistan. The paper concludes that even the long-awaited recent quantitative growth of social science disciplines fails to produce significant impact on national education policy that almost unanimously seeks their economic worth, instead of their inherent social value. Keywords: Education Policy, Social Sciences, Pakistan, Five-Year Plans, HEC

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

Sign in / Sign up

Export Citation Format

Share Document