scholarly journals Inclusive Higher Education in India in the Age of Neo-liberalism

2021 ◽  
Vol 2 (1) ◽  
pp. 65-74
Author(s):  
Manas Behera
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Education System ◽  
Inclusive Development ◽  
Access To Higher Education ◽  
Higher Education System ◽  
Historical Perspectives ◽  
Driven System ◽  
Education In India ◽  
Liberal Approach

Education is now considered a pre-condition in all societies, particularly in the developing societies, for inclusive development and to fight different inequalities. This can only be possible if access to higher education is based on equity, and a public-funded education system can ensure this. The paper is based on qualitative research and analyses the changes in the higher education system in India from a largely public-funded education system towards a commercial, profit-driven system. The policy shifts are analyzed from comparative and historical perspectives. The neo-liberal approach to education facilitates commercialization, leading to the exclusion of the poor from the higher education system and defeating the constitutional goals of building an inclusive democratic society. The functioning of democracy is also dependent on education as it creates citizens and empowers the marginalized to enter into the democratic system, thus legitimizing the state. The paper concludes that the neo-liberal paradigm of development is contradictory to inclusive education and inclusive development as it commoditizes education.

scholarly journals ANECDOTES AND CONTOURS OF HIGHER EDUCATION IN INDIA

2015 ◽  
Vol 3 (11) ◽  
pp. 35-42
Author(s):  
Gopal Krishna Thakur
Keyword(s):  
Higher Education ◽  
Education System ◽  
The Sustainable Development ◽  
Higher Education System ◽  
The Core ◽  
Education In India ◽  
World Class ◽  
Historical Trajectory ◽  
World Class Universities

Higher education is considered as an invaluable instrument for the sustainable development of human being and society through a dynamic process of creation, advancement, and dissemination of knowledge. In a fast developing country like India the role of higher education assume utmost importance. Universities have a pivotal role in realizing this goal. Our higher education system has had a glorious past in the form of world-class universities like Nalanda, Vikramsila, and Taxila, which attracted students and intellectuals from all over the world those days. However, in the present time we are lagging far behind in terms of qualitative education and research. This necessitates a serious concern and introspection to look into the nuances and flaws of our system that make our higher education system stand at where it is now. This paper, based on the analysis of various reports and Govt. documents, discusses some of the issues, which are at the core of the main concerns pertaining to higher education in India. Taking a snapshot of the historical trajectory of higher education system in India to the present time, this paper presents an overview of the higher education system in India and points out some most relevant concerns troubling the issue at the core.

scholarly journals DEVELOPMENT OF HIGHER EDUCATION IN INDIA SINCE INDEPENDENCE TO MODERN ERA

2020 ◽  
Vol 8 (11) ◽  
pp. 506-512
Author(s):  
Chetlal Prasad ◽  
◽  
Sanjay Kumar ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
State Level ◽  
National Council ◽  
State Governments ◽  
Higher Education System ◽  
Education In India ◽  
State Educational ◽  
Enrolment Ratio ◽  
Teaching Learning

The institutional framework of higher education in India consists of Universities and Colleges. As reported in 2019, India has 993 universities and 39,931 colleges. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020. Higher Education system in the country is governed by multiple agencies with University Grant Commission (UGC) as the apex body. The rule and regulations by these agencies makes the higher education system more complex. The various stakeholders in the regulatory framework in the country are State Governments, professional councils like University Grant Commission (UGC), All India Council for Technical Education (AICTE), National Council for Teacher Education (NCTE) etc. and five professional councils at the state level like Rehabilitation Council of India (RCI), State Educational and Research Council (SCERT) etc. This regulatory arrangement of higher education in India is very complex and disfunctional. Global Initiative for Academics Network (GIAN): The programme seeks to invite distinguished academicians, entrepreneurs, scientists, experts from premier institutions from across the world, to teach in the higher educational institutions in India.UGCs Learning Outcome-based Curriculum Framework (LOCF) in HEIs.by updating curriculum fromacademic year 2019-20.and adopting learner centric teaching learning processes bysuitable improvement in the pedagogy.

scholarly journals E-learning Opportunities and Limitations in Inclusive Higher Education

2018 ◽  
Vol 50 ◽  
pp. 01138 ◽  
Author(s):  
Svetlana Ponomareva ◽  
Ekaterina Ugnich
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Education System ◽  
Institutional Environment ◽  
Evolutionary Economics ◽  
State Level ◽  
Education Development ◽  
Higher Education System ◽  
E Learning ◽  
Learning Development

The objective of this work is to study the limitations and opportunities for e-learning development in the inclusive education system in higher education establishments. To determine the possibility of e-learning application in inclusive higher education, the principles of evolutionary economics and institutional theory were used. It is shown that e-learning development in the national higher education system and its perception by the higher inclusive education system depends on the development level of social and information interrelations in society. Moreover, e-learning application in inclusive higher education is possible only in collaboration with traditional learning. E-learning efficiency in inclusive higher education depends on institutional environment existing both at state level and separate university level. Herewith, institutional environment should be aimed not only at e-learning development and inclusive education, but also their collaboration. The results achieved are verified by empirical study of e-learning implementation into the inclusive higher education system by the example of Russia. The results of the conducted research, which indicated peculiarities, opportunities and limitations of an e-learning mechanism in inclusive higher education, can be applied to increase its efficiency both at separate universities level and at the level of state strategies formation for higher education development.

scholarly journals A Study of Pedagogical Conditions of Realization of Inclusive Education in Universities

2015 ◽  
Vol 20 (2) ◽  
pp. 5-15 ◽  
Author(s):  
V.V. Volkova ◽  
E.V. Mihalchi
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education System ◽  
Educational Institutions ◽  
Higher Education System ◽  
Theoretical Structure ◽  
Education Of Students

The article provides a classification of pedagogical conditions of realization of inclusive education in the higher education system and their analysis in six universities in Moscow. The study involved 212 students from 1 to 4 year studying in different majors and levels of training. The study was conducted by surveying. To study the teaching conditions two groups were identified in a contingent of students: students with disabilities, and without deviations in health. For the analysis of the data we used correlation and factor analysis. The results of the study confirmed the theoretical structure of the classification and showed differences in the estimates of pedagogical conditions of implementation of inclusive education of students with disabilities, and without them. The theoretical framework for the analysis and classification can be used in practice for the study of pedagogical conditions of implementation of inclusive education in educational institutions of different tupes.

scholarly journals Adaptation of persons with disabilities to inclusive education in the university as a condition of their successful functioning in the labour market

2019 ◽  
pp. 130-136
Author(s):  
E. V. Gurova ◽  
N. I. Laas ◽  
A. V. Pritolyuk ◽  
I. A. Romanova
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Inclusive Education ◽  
Education System ◽  
Educational Environment ◽  
Persons With Disabilities ◽  
Higher Education System ◽  
Basic Concepts ◽  
The University

The main way to implement this principle of equality in the education of persons with disabilities and persons with disabilities (HIA) is now inclusive education at all levels of education throughout life. The basic concepts related to disability, integration of persons with disabilities into society, educational environment have been highlighted in the article, the differences in the understanding and interpretation of these concepts have been shown. The factors of adaptation of students with invalidity and disabilities have been disclosed. The formation of an inclusive educational environment in the University is impossible without improving the management of inclusive education in higher education system.

Dilemmas in Reforming Higher Education in India

2020 ◽  
Vol 7 (1) ◽  
pp. 54-66
Author(s):  
Jandhyala B. G. Tilak
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education System ◽  
Contemporary World ◽  
Different Types ◽  
Education In India

Higher education system in India facing daunting challenges from within—forces from within the institutions, and from outside within the country, and from global forces. The system needs major and somewhat pressing, if not emergency reforms. At the same time, we are confronted with a variety of dilemmas in reforming higher education. It is argued here that some dilemmas are redundant, a few valid and genuine, and some need a little bold re-thinking—drawing from traditional wisdom and contemporary world experience. The paper deliberates on these different types of education dilemmas.

In the Name of Living with Virus: Enforcement of (Hidden) Agenda to Throttle Idea of Inclusive Education and Development

2021 ◽  
pp. 2455328X2110427
Author(s):  
Dharma Rakshit Gautam
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Inclusive Education ◽  
Social Stratification ◽  
Inclusive Development ◽  
Hidden Agenda ◽  
Golden Opportunity ◽  
The Status ◽  
Education In India ◽  
Education And Development

Inclusive idea of education in India though implied in the Indian constitution, has always been looked upon with suspicion by the privileged castes, classes, gender, and ethnic groups. The reason was apprehension of undoing of the status quo that has had remained primordial and backed by religious sanctions for social stratification. Therefore, idea of affirmative action towards disadvantaged sections in education in general and higher education in particular has faced stiff resistance by the conservative (status quoist) forces with ideas such as merit, efficiency and promotion of liberalization. However, with the limited implementation of the affirmative action policies such conservative idea was challenged, and representation of the disadvantaged sections was ensured, albeit partially. As a result, glimmerings of hope could be seen alongside with the amelioration of the disadvantaged statuses and (partial) inclusive development. But the present government with their covert strategies has always wished to hamper such inclusive idea in education. And amidst the present pandemic COVID-19 situation, they have found the golden opportunity to blow such development by arbitrarily shifting the policies pertaining to education to cause subtle exclusion of the disadvantaged groups. Such a shift in the policies is deliberate as has been proposed as universal and non-temporary change especially in higher education, that is, changes have been introduced with post-pandemic effect. Also, this change that has tendency for leaning towards liberalization/privatization can be seen as a logical continuation of their policies for withdrawal of the state from providing (higher) education in terms of continuous reduction in allotment of budget towards education. Interestingly, to divert attention and avoid critical reflection the change in policies are conveniently placed under the guise of (forced) living with the virus that has caused pandemic COVID-19.

Features of the Functioning of the Modern Inclusive Education System

2020 ◽  
Vol 8 (4) ◽  
pp. 49-53
Author(s):  
N. Logachev
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education System ◽  
Study Groups ◽  
Qualitative And Quantitative Analysis ◽  
Persons With Disabilities ◽  
Higher Education System ◽  
Modern System ◽  
Methodological Approaches

The article contains the results of a study focused on identifying problems of inclusive higher education in Russia. The author, based on the systematization of scientific and scientific-methodological literature, identifies the main methodological approaches to building an inclusive higher education system in modern Russia, conducts a survey of students with disabilities and disabilities, as well as conditionally healthy students studying in inclusive study groups, about the features the functioning of the modern system of inclusive higher education. The results of a qualitative and quantitative analysis of the survey data allowed the author to identify the problems of modern vocational education of persons with disabilities and disabilities.

Re-Thinking Inclusive Higher Education for Students With Disabilities

2021 ◽  
pp. 235-250
Author(s):  
Emnet Tadesse Woldegiorgis
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Education System ◽  
Public Universities ◽  
Access To Higher Education ◽  
Higher Education System ◽  
Disadvantaged Groups ◽  
Epistemic Access ◽  
Physical Access ◽  
Depth Interviews

Several studies address the notion of inclusive higher education from the perspective of access questioning who participates, where, and how in the sense of equity, raising issues of enrolment of disadvantaged groups. This chapter approaches the concept of inclusion in the Ethiopian higher education system from an epistemic access perspective. The argument is that discussions on access to higher education for disadvantaged groups should go beyond mere physical access and should be conceptualized in a manner that reflects educational outcomes and post-enrollment experiences. This chapter aims at exploring the notion of inclusive higher education and epistemic access to students with disabilities in Ethiopian public universities. The study is based on in-depth interviews of 25 students with disabilities from five Ethiopian public universities. The chapter argues that the higher education system in Ethiopia should re-approach the notion of access and take a proactive measure to ensure epistemic access to students with disabilities.

Sign in / Sign up

Export Citation Format

Share Document