Mahatma Gandhi University - Case Study Example

Global Serving The Needs of 21st Century of the Mahatma Gandhi Mission To create, disseminate and apply knowledge, under the spirit of freedom of thought and plural critical judgments, through the promotion of higher education. To construct a society paradigm based on humanistic principles, and through having knowledge, creativity and innovation as cornerstones for growth, sustainable development, welfare and solidarity. To provide speciall opprtibities through reservation of seats for classes of students as defined by the National Policy on Education, Government of India. Notes: The mission of higher education in India is based on the ideals promoted by the 19th century philosopher and thinker, Rabindra Nath Tagore (O’Connell, 2002). Tagore promoted the dissemination of education in a manner that the human mind is liberated from the inhibitions and barriers that were imposed by the colonial rule (Tagore, 1929). According the Ministry of Education, government of India, education in higher institutes is aimed at promoting a sustainable and holistic development of Indians. Additionally, based on the constitutional directive principles, the Ministry has to ensure, through reservations and quotas, an adequate representation of the scheduled classes and the scheduled tribes (those sections of Indian society that have been traditionally economically backward and were not allowed to get education or participate in the economic growth) and the minorities (based on religious, ethnic or regional considerations) (DHE, 2010). All Universities in India have to follow the directives of the Ministry of government and the legislative framework in setting their missions and objectives. Institutional Goals and Objectives 1. To inculcate scientific temper and inquisitive nature that encourages students to become creative and innovative in outlook. 2. To encourage development of initiative-taking, leadership skills, and decision making abilities. 3. To encourage collaborative and collective approach to learning, where learning is open and based on student interaction and involvement within the classroom. 4. To encourage holistic development of individuals to become not only academically qualified, but also better citizens and human beings 5. To develop participation of students into varied activities from academics, sports, and various other extracurricular to provide a rounded education. 6. To promote inclusive education where students with different abilities, gender and ethnicities are given the opportunity to develop their potential. 7. To inculcate an appreciation of diversity and sense of integration with the Indian community. 8. To achieve physical, emotional, rational, aesthetics, and spiritual education in both the teachers and students. 9. To promore moral, spiritual and mental development that enables students to become ethical and productive contributors to the world and the society. 10. To encourage students to adopt learning as a lifelong quest. 11. To promote integration of modern thoughts, ideals and knowege with local contexts. Notes: Most of the structure and legislative system of the Universities in India are drive from the mission of promoting equal opportunities to minorities and the special categories. However, there are certain objectives that are chosen based on the current needs of all Indians, and on the principles of sound education. The higher education is not based on any one theory of education but it’s a mix of several paradigms to attain what is best for the current needs of the students (Thomas, 2007) This is the reason, why there are several objectives, though not all of them are exclusive and may be linked to each other. The objectives of educational institutes are based on the concept of critical pedagogy – an approach that aims to develop students to have a critical consciousness and initiative taking (Kincheloe, 2008). The objectives also reflect the need for inclusive education where all the participants are allowed to contribute towards the acquisition of knowledge and learning (Jorgensen, Schuh & Nisbet, 2005). Additionally, education is expected to lead to a sustainable vocation and economic independence for the students in the future (UNESCO World Conference on Higher Education in the Twenty-First Century, 1998). Finally, there is a need for the students to have a rounded development, both in terms of skills and attitudes to become good citizens of the nation (Harman, 1992) Curriculum Bachelor’s Degree in Arts and Sciences 3 years course (after 12 years of school education) Bachelor of Technology (B-Tech) and Bachelor of Medicine, Bachelor of Surgery (MBBS) 4 years course in professional fields (engineering and medicine) Master’s Degree in Arts and teh Sciences 2 years course (after at least 3 years of Bachelor’s Degree) Ph.D Minumum 3 years duration course Postgraduate Diplomas and Professional Programs Between 1 and 3 years Notes: There is a wide difference in the courses and subjects offered by universities across India, with some universities offering a limited number of and only traditional subjects and others moving ahead with a variety of courses and subjects relevant to the changed realities of globalization (Times of India, 2002). Howver, the basic modules of non-technical and non-medical graduation and post graduation remain the same across the Universities and run on the 3+2 patterms with 3 years of graduation course and 2 years post graduation (World DIDAC, 2010). Increasingly, Indian Universities are including papers and subjects like globalization and management, environmental management, sustainable development, culture diversity etc (Biranchi and Shikha, 2008). Still the variety of newer subjects that reflect the current changing needs of the Indian population – for example, gender issues, communalism, terrorism – are neither readily available nor popular amng students (Biranchi and Shikha, 2008). Delivery Systems a. Classroom Lectures The teachers -Teachers adopt an interactive, two way method of teaching where the lectures are followed by discussions. -Teachers encourage to use gender-neutral terminology as well as ensure un-biasness regarding minorities or special needs students. Use of Aids -The University employs visual aids like projectors, slides and marker pens. The classrooms are equipped with computers and workstations. -Students receive assignments and instructions through emails and they can submit the same online. Notes: There are numerous methods of teaching and proposed by theorists and educators (Aoki, 2002). These methods range from case study methods and simulation (LeFever, 1996), to reflective teaching and action research (Borich, ). The effectiveness of the different types of teaching methods depends upon the backgrounds, experiences and past education of those involved in the teaching process (Bernard 1994). Some universities actively encourage the teachers to act as mentors and to indulge in participative teaching (Maloney and Campbell-Evans, 2002). In the case of Indian Universities, most of the teachers adopt a top down approach to teaching where they come prepared with a lesson plan and a lecture. Discussions are kept to the last and it is rare that demonstrations and role playing is adopted. The method of delivery is directly dependent upon the teaching method that is employed and as such, the most common method of delivery is lecture with the aid of audio visual equipment. b. Demonstrations Ina addition to classroom lectures, the University also encourages live demonstrations and role play method of learning. In these methods, the students participate and enact out sections of their academic learning as a practical experience. c. Educational Visits Students of Mahatma Gandhi University are encouraged to visit various sites, both in city as well as in other states, that are relevant to their subject areas. These visits include museums, national parks, art galleries, trade fairs, business parks, cyber parks, industrial areas, botanical gardens etc. d. Sports Students can participate in both outdoor and indoor sports. They can participate in cricket, hockey, football, basketball, badminton and volleyball sessions, as well as play carom, table tennis or chess. e. Extra-curricular Extra-curricular activities like yoga, painting, crafts, drama, theatre and music are also available on campus. Note: Most of the universities in India have some form of sports and extracurricular activities however there is a lack of focus on these non-academic activities. Students are not overly encouraged to participate at the cost of their academic development (Agarwaal, 2003). Note: Most educators promote the inclusion of non-academic activities to be included in the curriculum for the students’ holistic development (Borich, 2010). It is however, not promoted as one of the aims of the Universities and the students are fairly let to take their own leads in the same. Student Services Students Cell The university has a student’s cell that has an official to look into student’s orientation and acclimatization on the campus. The students can register their feedback and suggestions and can get any grievances addressed through this cell. Note: Indian Universities generally have a student’s affairs cell or a placement office that looks after the campus placement of the students. However, this facility is more active for the students of technical education like B-tech or management (Agarwaal, 2003). . The tasks that these students cells are involved in largely revolve around getting business organizations to come for interviews. These cells also work to get feedback from students towards library or other up-gradations. Curriculum Development Team The university has a curriculum development team that includes senior teachers and several students that discuss any changes that are desired in the course curriculum. While all the university courses and curriculum are finally determined by the Ministry of Education, this team serves to channel the modern requirements to the decision makers. Facilities Library Canteen Café Theatre Hostel Mess References 1. Agarwaal, P. 2003. The Higher Education in India: The Need for Change. Working Paper for Indian Council for Research on International Economic Relations. Available online at: http://www.icrier.org/pdf/ICRIER_WP180__Higher_Education_in_India_.pdf Retrieved on 15 February 2010 2. Aoki, N. 2002 “An Alternative Way for Teachers to Develop” The Teacher Trainer Journal. Vol 16, No, 2. 3. Bernard J. 1994. Karen Horney: a Psychoanalysts Search for Self-understanding New Haven: Yale University Press 4. Biranchi, S. N. and Shikha, P. 2008. Impacts of Globalization on Higher Education. Gyanodaya: The Journal of Progressive Education Volume : 1, Issue : 1 5. Borich, G. D. 2010. Effective Teaching Methods: Research-Based Practice (7th Edition) UK: Allyn & Bacon 6. “Education of SCs and STs”. Department of Higher Education (DHE), 2010 Government of India. Available at: http://education.nic.in/scst/scst.asp Retrieved on 15 February 2010 7. Harman, W. 1992. “The Shifting Worldview: Toward a More Holistic Science," Holistic Education Review. September 1992: 15-25 8. Higher Education in India, “Higher Education in India Vision and Action Country Paper” 1998. UNESCO World Conference on Higher Education in the Twenty-First Century. India: Indian National Commission for Cooperation with UNESCO 9. Jorgensen, C., Schuh, M., & Nisbet, J. (2005). The inclusion facilitators guide. Baltimore: Paul H. Brookes Publishing Co. 10. Kincheloe, J. (2008). Critical pedagogy. 2nd edition. NY: Peter Lang. 11. LeFever, M.D. 1996. Creative Teaching Methods. UK: Cook Ministry Resources 12. Maloney, C. and Campbell-Evans, G. (2002) ‘Using Interactive Journal Writing as a Strategy for Professional Growth’, Asia-Pacific Journal of Teacher Education, 30:1, 39-50. 13. Murphy, M. M. (2005). The history and philosophy of education: Voices of educational pioneers. Upper Saddle River, NJ: Pearson Education. 14. O’Connell, K. 2002 Rabindranath Tagore: The Poet as Educator. Calcutta: Visva-Bharati 15. Tagore, R. 1929 “Ideals of Education”, The Visva-Bharati Quarterly (April-July), 73-4. 16. Thomas, G. (2007) Education and Theory: Strangers in Paradigms. Open University Press. 17. Times of India, 2002. “All the universities in India should follow a uniform syllabus” available at: http://timesofindia.indiatimes.com/All-the-universities-in-India-should-follow-a-uniform-syllabus/articleshow/2359049.cms Retrieved on 15 February 2010 18. ‘University and Higher Education System” Department of Higher Education, Ministry of Human ResourceManagement, Government of India. http://www.education.nic.in/uhe/uhe-overview.asp 19. Whitehead, J. and J. McNiff, 2006. Action Research: Living Theory. Sage Publications Ltd: London 20. World DIDAC, 2010 India Factfile available online at: http://www.worlddidacindia.com/india-factfile.php Retrieved on 15 February 2010 21. Zeichner K. M., D. P. Liston, 1999. Reflective Teaching Lawrence: Erlbaum Associates Read More