Statistical Analysis of Facilitating and Impeding Factors for the Sustenance of Autonomy

2021 ◽  
pp. 258-264
Author(s):  
B. L. Gupta ◽  
Ajay Kumar Choubey
Keyword(s):  
Higher Education ◽  
Statistical Analysis ◽  
Literature Review ◽  
Rating Scale ◽  
Design Strategies ◽  
Weighted Mean ◽  
Factors Affecting ◽  
National Education ◽  
Facilitating Factors ◽  
National Education Policy

Factors play a significant role in change management. In the context of national education policy 2020, it is envisaged that all the higher education institutions will be autonomous universities or autonomous colleges by 2035. In the current study factors affecting autonomy are explored at the institute, faculty, and student level. Researchers made instrument in Google form is used containing pre-identified facilitating and impeding factors to the sustenance of autonomy. These factors are identified based on the literature review and experiences of researchers. The facilitating and impending factors are prepared on a four-point Likert-type rating scale in Google form. The instrument is filled up by 752 respondents. The data were analyzed using a weighted mean. The reliability of the factors is calculated using Cronbach alpha. All the facilitating and impeding factors have been validated by respondents and it is found that all the factors have more than 60% and less than 75% influence. The institutes are suggested to measure the intensity of both the types of factors and design strategies for maximizing the use of facilitating factors and minimize the influence of the restraining forces for the sustenance of autonomy.

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.

scholarly journals Factors Affecting User’s Intention to Adopt Smart Home in Malaysia

2019 ◽  
Vol 13 (12) ◽  
pp. 39
Author(s):  
Ng Tee Wei ◽  
Ahmad Suhaimi Baharudin ◽  
Lubna A. Hussein ◽  
Mohd Faiz Hilmi
Keyword(s):  
Higher Education ◽  
Statistical Analysis ◽  
Clustering Analysis ◽  
Smart Home ◽  
Quantitative Method ◽  
Positive Impact ◽  
Factors Affecting ◽  
Interface Consistency ◽  
Intention To Adopt ◽  
Perceived Security

<p class="Abstract">Nowadays, the advancement of technology makes the life easier and convenience. Smart home is one of the technology provide a better life environment for the residents. The purpose of this study is to make a systematic and empirical study on the factors and model that influencing the intention to adopt smart home in Malaysia. Clear interface, consistency, attractiveness, information accuracy, information completeness, perceived security and perceived privacy used as the variables to investigate the intention to adopt the smart home. The quantitative method was used in this research. The sample size of this research is 102 respondents. The questionnaire was used for data collection. From the statistical analysis, the result verify that clear interface, consistency, attractiveness, information accuracy, perceived security and perceived privacy have positive impact on the Malaysian householder’s intention to adopt smart home. Besides that, the result from clustering analysis shows that, the younger generation or higher education respondents have higher intention to adopt smart home system. By referring this, the practitioner can refer and focus on those variables to develop the smart home that suitable for Malaysian.</p>

scholarly journals National Education Policy 2020 - Mentoring of Faculty Members towards Excellence in Higher Education Institutions

2021 ◽  
Vol 9 (2) ◽  
pp. 85-95
Author(s):  
Badrilal Gupta ◽  
Pratibha Bundela Gupta
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Institutions ◽  
Academic Research ◽  
Educational Leaders ◽  
Faculty Members ◽  
National Education ◽  
National Education Policy

A mentoring approach towards excellence is proposed in this paper. This approach should be followed to develop educational leaders and faculty members to prepare HEIs to build capacity and capability to implement the provisions of the national education policy (NEP) 2020. The approach includes designing the mentoring programme at the institute level, selection and orientation of mentors, selection and orientation of mentees, mentoring process, mentees and mentors’ outcomes, and ultimate outcomes of the mentoring programme-academic, research, and excellence. The authors have noted recommendations to make the mentoring programme successful.

scholarly journals Implementation Strategies of Higher Education Part of National Education Policy 2020 of India towards Achieving its Objectives

2020 ◽  
pp. 283-326
Author(s):  
P. S. Aithal ◽  
Shubhrajyotsna Aithal
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Regulatory System ◽  
Implementation Strategies ◽  
Social Progress ◽  
National Education ◽  
National Education Policy ◽  
Optimal Learning Environment ◽  
Generic Strategies ◽  
New Education

Well defined and futuristic education policy is essential for a country at school and college levels due to the reason that education leads to economic and social progress. India with the leadership of its current prime minister and an expert team with members of varied backgrounds has developed and planned to implement a new education policy during the next decade of the 21st century called Indian National Education Policy (NEP-2020). The aim, objectives, and details are well known to practitioners and the public. NEP-2020 is an innovative and futuristic proposal with both positive and negative aspects, framed with the objective to provide a quality school education and higher education to everyone with an expectation of holistic & research-oriented progress. This paper initially depicts an overview of NEP-2020, distinguish the strengths & weakness of the policy at higher education & research part, evaluation of the implementation suggestions given in the policy, identifying and analyzing possible generic strategies for implementation of NEP-2020 to fulfill its objectives based on focus group discussions. The paper also includes many predictive proposals on issues like developing quality universities & colleges, institutional restructuring & consolidation, more holistic & multidisciplinary education, optimal learning environment & student support, transforming the regulatory system of higher education, technology usage & integration, and online & digital education. Finally, some recommendations are made to implement the NEP2020 effectively irrespective of various constraints. This article can be considered as a reference to the policy implementation teams of Govt of India.

scholarly journals New Education Policy 2020 of India: A Theoretical Analysis

2021 ◽  
Vol 9 (3) ◽  
pp. 302-306
Author(s):  
Dr. Hemlata Verma ◽  
Adarsh Kumar
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Management Practices ◽  
Social Indicators ◽  
Decisive Role ◽  
National Education ◽  
National Education Policy ◽  
Education Levels ◽  
The University ◽  
New Education

Education has a key and decisive role in this scenario of contingencies. The National Education Policy 2020 has therefore been transformed into the framework of this reform, which could help to build a new education system in the country, in addition to strengthening those economic and social indicators. That still needs to be improved. NEP 2020 provides for quality higher education through multidisciplinary universities and autonomous colleges. We have critically examined the policy in this paper and proposed changes to ensure a seamless continuum with its predecessor in addition to its predecessor, boosting its importance. The current paper describes the analysis of the requirements for NEP 2020 provisions and management practices at the university level. Recommendations are made for the design and implementation of NEPs at national and HEIs (Higher Education levels).

Equitable Access to Higher Education: An Analysis of India’s National Education Policy (2020) in a Post-Pandemic World

2021 ◽  
pp. 232200582110424
Author(s):  
Paramita DasGupta ◽  
Saurya Bhattacharya
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Framework ◽  
Access To Higher Education ◽  
Equitable Access ◽  
National Education ◽  
National Education Policy ◽  
The Status ◽  
Blind Spots

Of the various less-than-comfortable narrative strands of the status quo that the COVID-19 pandemic has succeeded in showing up in stark relief—our rather troubling (if somewhat half-hearted) complacence about the systemic blind-spots that continue to colour the prevailing culture of a clearly inequitable higher education policy-framework—easily features among the most worrying, and thus, among those precise pulse-points that carry tremendous potential to help build the post-pandemic reset better, stronger and palpably fairer.1 In this piece, the authors endeavour to elaborate upon this and supplement the same with a brief analysis of India’s year-old National Education Policy, 20202—and how this nation (India) of more than 1.3 billion,3 supposedly poised on the cusp of a massive self-reinvention—is attempting to embark upon this journey.

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