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Journal articles on the topic 'India Education'

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Author: Grafiati

Published: 25 July 2024

Last updated: 31 July 2024

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1

., Dr Seema. "Recent trends in Indian Education and special education and inclusive education." Global International Research Thoughts 11, no. 1 (2023): 58–62. http://dx.doi.org/10.36676/girt.2023-v11i1-012.

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The field of education in India has made significant strides in recent years, especially in the areas of special education and inclusive education. the most recent developments and innovations in Indian education, with a spotlight on the progress gained in special education and the move toward inclusive education practises. what effect India's different legal and policy initiatives and educational reforms have had on the state of special and inclusive education there. the value of inclusive practises in terms of the equality and inclusion they promote for students with disabilities in the classroom and beyond. implications for the future of inclusive education in India, including the challenges that need to be solved and the directions that should be adopted. With the ultimate goal of creating an inclusive and fair education system for all learners in India, this article aims to shed light on current developments in Indian education, with a specific focus on special education and inclusive education.

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Seema. "Recent trends in Indian Education and special education and inclusive education." Global International Research Thoughts 11, no. 1 (June 30, 2023): 58–62. http://dx.doi.org/10.36676/girt.2023-v11i1-12.

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The field of education in India has made significant strides in recent years, especially in the areas of special education and inclusive education. the most recent developments and innovations in Indian education, with a spotlight on the progress gained in special education and the move toward inclusive education practises. what effect India's different legal and policy initiatives and educational reforms have had on the state of special and inclusive education there. the value of inclusive practises in terms of the equality and inclusion they promote for students with disabilities in the classroom and beyond. implications for the future of inclusive education in India, including the challenges that need to be solved and the directions that should be adopted. With the ultimate goal of creating an inclusive and fair education system for all learners in India, this article aims to shed light on current developments in Indian education, with a specific focus on special education and inclusive education.

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Bajpai, Shrish, and Shagil Akhtar. "Industrial Engineering Education in India." Comparative Professional Pedagogy 7, no. 3 (September 26, 2017): 84–92. http://dx.doi.org/10.1515/rpp-2017-0040.

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Abstract The industrial revolution can be termed as the catalyst of human growth. The establishment of various industries has been detrimental to the meteoric rise of any commodity, product or service across the world. Industries fuel the economy of countries and form the main constituent of their GDP. Industries not only generate the production of the market ready material but also generate the employment for the citizens of the country, which drives multiple factors of any country progress. In order to keep the industries thriving, we need commendable industrial engineers who have not only the skills of a technician but also as a manager to run the plant successful. Indian Government initiative “Make in India” to establish the industries in India, will not be successful without the capable Industrial Engineers. This paper focuses on the engineering education structure of India with regard to Industrial Engineering from diploma level to post doctoral level and assesses how our education system is incubating future industrial engineers. We have made some suggestions why this engineering discipline should be offered as a regular engineering discipline in India and highlighted the contribution of the Indian government to this discipline. We have given a brief view on the comparative status of industrial engineering with other countries and provided the suggestions to improve the industrial engineering education in India. Thus, Industrial Engineering plays a pivotal role in the field of engineering for the proper development of industries in any nation. Indian government’s initiatives in laying the framework of the industries for those commodities, which India is purchasing from the other parts of the world since independence is praiseworthy. These production plants across the country will see the advantage in the manufacturing and production engineering. Present scenario of industrial engineering education seems in its premature stages in India. With a mere number of colleges offering this stream in undergraduate studies leaves a chasm to be filled promptly in near future. Although the platform set in India regarding industries at present gives a kick start for employment and research opportunities in Industrial Engineering.

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P. Sunitha, P. Sunitha, and V. Sreedevi V. Sreedevi. "Rural Education – In India." Indian Journal of Applied Research 3, no. 12 (October 1, 2011): 241–43. http://dx.doi.org/10.15373/2249555x/dec2013/71.

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5

Chothani, Sumitaben K. "Rural Education in India." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 369–70. http://dx.doi.org/10.15373/2249555x/mar2013/126.

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Meenakshi K. C, Meenakshi K. C. "India: An Education Hub." International Journal of Scientific Research 2, no. 4 (June 1, 2012): 373–75. http://dx.doi.org/10.15373/22778179/apr2013/137.

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7

Burza, Mehak. "Shoah Education: The Indian Scenario." Volume 4 4, no. 1 (August 1, 2022): 46–58. http://dx.doi.org/10.33929/sherm.2022.vol4.no1.04.

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India represents a country that was neither directly affected nor involved with the Holocaust. As the timeline of the Holocaust overlaps the timeline of the struggle for freedom for the Indian subcontinent, the later events overshadow the former. Holocaust education is neither mandatory nor prevalent in India. Equating the partition of India with the Holocaust and tagging the Holocaust as one of the genocides, represents one of the few misconceptions about the Holocaust in India that often strips off the uniqueness of the catastrophic event. My article describes the present status of Holocaust education in schools and universities. The survey stems from the standard books used in Indian schools and my personal experience as an educator. The article not only articulates the need of creating awareness regarding the Holocaust in India but also traces a few examples, which illuminate the fact that India proved a haven for Jewish refugees during the Holocaust. The need of the hour is to recognize such connections, which would serve as the appropriate entry wedges to create awareness regarding Holocaust education in India.

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Jiang, Maoxia, Boyun Wang, and Qian Wu. "Education for Improving Female’s Status in India." Asia Social Science Academy 7, no. 3 (June 30, 2022): 69–83. http://dx.doi.org/10.51600/jass.2022.7.3.69.

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There are many things in India to be considered as embodiments, like nation and rivers, etc. Especially in Indianism, there are many “Goddesses” worshiped, like Shakti (power Goddess), Saraswati (knowledge Goddess), Prithvi (earth Goddess), Patri (night Goddess), Laxmi (treasure Goddess). Generally speaking, there are lots of beautiful words to describe women while it is a large group in India, so female should deserve same status in society as male having got. However, there exists gender-biased disparities in Indian society, such as education neglected, economic rights deprived, etc, which has negative impacts on female socioeconomic status and creative roles in society. Therefore, Indian government tries to adopt all kinds of measures, for instance, consider education as the strong tool and medium to change the situations faced by female who is the weak group in the evolution of Indian society. But the traditional patriarchy mindsets and caste divisions, such as strong socio-cultural and religious preference for boys, are still strongly entrenched in Indian society, which cannot be challenged and eradicated in a short period of time. There is still much work to do for Indian government.

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Gupta, Mr Vivek, Dr Richa Tiwari, Devansh Ojha, S. Varun, Dharun Sankar R, Nithish Kumar TS, and Sanjeev Bahadursha. "Paradigm Shift of Digital Education Systems in Indian Education Industry." International Journal for Research in Applied Science and Engineering Technology 11, no. 4 (April 30, 2023): 2909–22. http://dx.doi.org/10.22214/ijraset.2023.50759.

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Abstract: The fast adoption of digital technology in the Indian educational system has resulted in a paradigm change in recent years. This research paper aims to study the changing landscape of digital education systems in India and its impact on the education industry. The paper draws on an extensive literature review and associated data analysis to provide insight into the key drivers and challenges of this paradigm shift. The paper also delves into the challenges and limitations of the digital education system in India, including issues related to accessibility, affordability, quality, and equity. It addresses the digital divide, socioeconomic disparities, and unequal distribution of digital infrastructure that hinder the widespread deployment of digital education systems in the country. Furthermore, the research paper explores the potential benefits of digital education systems in India, such as increased access to quality education, personalized learning experiences, and improved outcomes. better learning outcomes. It also discusses emerging trends in digital education, including the use of artificial intelligence, virtual reality, and gamification, which are changing the way education is delivered and consumed in India. In summary, this research paper presents a comprehensive overview of the paradigm shift of digital education systems in the Indian education sector. It highlights the dynamics, challenges, benefits, and trends associated with the adoption of digital technologies in education. The findings of this study contribute to the existing database on digital education and provide valuable insights for policymakers, educators, and stakeholders to shape the future of education in India.

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Mubarak, B. S., and Manish Sinha. "The Role of Commercial Diplomacy in Promoting India as a Destination for Higher Education: A Case Study of Sudan." Australasian Accounting, Business and Finance Journal 17, no. 1 (2023): 205–19. http://dx.doi.org/10.14453/aabfj.v17i1.05.

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There are several studies on the internationalization of higher Education in India. However, most of these studies are based on initiatives that have been taken up by private universities in India. Indian Embassies and Consulates (Indian Missions) around the world play an important role in promoting India as a destination for higher education among foreign students. Indian Missions become the first interface for foreign students travelling to India. Sudan is the third largest African country, with a population of over 45 million. India is one of the preferred destinations for Sudanese students travelling abroad for higher studies. Annually about 1500 students travel to India for higher studies, mainly to Pune, Mumbai, Hyderabad, Chennai and Bangalore. A study was conducted on students who have completed University education in India to understand the role of Commercial Diplomacy and Indian Missions in promoting India as a destination for higher education. The outcome of the study provides insights into the importance of Commercial Diplomacy and the role of Indian Missions in promoting India as a destination for Higher Education. Outreach events to promote India as a destination for Higher Education and facilitation of Student visas play a major role in students choosing India as a destination for higher education.

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11

Raina, M. K. "India: India Education of Gifted." G/C/T 8, no. 4 (July 1985): 44–46. http://dx.doi.org/10.1177/107621758500800421.

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N. V. Varghese. "Education and Migration:." International Journal of African Higher Education 8, no. 2 (May 23, 2021): 103–17. http://dx.doi.org/10.6017/ijahe.v8i2.13481.

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The Indian diaspora consists of low- and semi-skilled migrants mainly tothe Middle-East; migration of the highly-skilled to developed countries;and cross-border students who seek employment and remain in their hostcountries. India initially viewed the migration of the best educated fromits prestigious institutions as ‘brain drain’. However, with the reverse flowof these professionals, the diaspora came to be seen as ‘brain gain’. Thehighly-skilled Indian diaspora assumed positions of responsibility in thecorporate world, in academia (including Nobel laureates), and in the politicaland social spheres in some host countries, thereby enhancing India’simage abroad. Key words: India, skilled migration, human aspirations, brain drain, braingain

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Sambhaji Shinde, Shivaji. "A Study on Educational Schemes for Tribal Education in India." International Journal of Science and Research (IJSR) 12, no. 10 (October 5, 2023): 1262–64. http://dx.doi.org/10.21275/sr231015125757.

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14

Kumar, Vinod. "Digitalization Higher Education in India." Journal of Advanced Research in Education 3, no. 1 (January 2024): 14–17. http://dx.doi.org/10.56397/jare.2024.01.03.

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India is well-progressing towards digital education, backed by rising adoption of digitalization by universities and colleges, increasing internet penetration and soaring demand from students. As per Red Seer Consulting, the online education market (higher education and lifelong learning market) in India is forecast to reach ~ US$ 5 billion by 2025, driven by the government’s focus on designing online education programmes, strengthening digital infrastructure across the country and catering to the rising demand for up skilling among students. This paper presents key initiatives taken by the Indian government to boost digital education in Higher Education.

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Cerulli, Anthony. "Politicking Ayurvedic Education." Asian Medicine 13, no. 1-2 (September 10, 2018): 298–334. http://dx.doi.org/10.1163/15734218-12341417.

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AbstractAs the Indian population’s interest in biomedicine increased at the end of the nineteenth century, public confidence in India’s indigenous medicines flagged. Physicians of Ayurveda and officials of Indian medical organizations responded with discussions about and plans for reconfiguring the āyurveda (“life science”) of the Sanskrit medical classics of Caraka, Suśruta, and Vāgbhaṭa to be compatible with the anatomical, physiological, and pharmacological frameworks of biomedicine. This article considers some of the negotiations that shaped Ayurveda in late colonial and postcolonial India, paying special attention to how these debates affected the history of ayurvedic education. Reflecting on how the presence of biomedicine in India prompted ayurvedic practitioners to reimagine the history of their profession, it examines the revitalization of Ayurveda through the reinvention of ayurvedic education. It probes the historical move away from the gurukula as the seat of education and the institutionalization and standardization of education in the ayurvedic college. The historical record is expanded periodically with ethnographic data collected at gurukulas in South India to offer contemporary views on changes in ayurvedic education over the past 130 years.1

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Tejasvi, Ashish. "National Education Policy 2020: Progressive Changes in Higher Education and Agricultural Education." International Journal of Research in Science and Technology 12, no. 04 (2022): 01–06. http://dx.doi.org/10.37648/ijrst.v12i04.001.

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Education and medical system are the two important pillars of all round development of a country, only on the basis of multidimensional education and latest medical system, any nation can progress in the right direction. The new education policy comes is all set to change the existing educational system of India after 30 years with the aim of making it at par with the international standard of academics. It is an education system developed from Indian values which will contribute directly to transform India into a vibrant society by providing high quality education to all and making country a global knowledge superpower. It is envisaged in this policy that the curriculum of our institutions and the method of education should generate awareness among the students for their fundamental responsibilities and constitutional values. The vision of this policy is that the pride of being an Indian should be reflected in the students, not only in thought but in behaviour, intelligence and actions; it should also possess knowledge, skills, values and thinking, A human right who is committed for sustainable development, survival and global well-being so that every Indian can become a truly worthy citizen.

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CHOWDHURY, DR PIKU. "Ancient India and Inclusive Education." Issues and Ideas in Education 4, no. 2 (September 5, 2016): 131–39. http://dx.doi.org/10.15415/iie.2016.42010.

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18

Ushadevi, M. D. "Education: Higher Education in India." India Quarterly: A Journal of International Affairs 42, no. 4 (October 1986): 478–81. http://dx.doi.org/10.1177/097492848604200412.

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Aalam, C. Syed, and S. Arul Selvan. "Education Policies in India since Independence: A Review." International Journal for Research in Applied Science and Engineering Technology 10, no. 6 (June 30, 2022): 4158–60. http://dx.doi.org/10.22214/ijraset.2022.44876.

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Abstract: This review is anthology of education system of India since independence. The British imposing rule in India implanted into the Indian society the education system which was proposed by the British government for the safeguarding of their colonial admin in India, termed the Macaulay education scheme. The Indian higher education started inflating and was promoted time and another time through different national policies and configuration of various committees and commissions, like the University Education Commission (UEC) in 1948, the University Grants Commission (UGC) in 1956, Kothari Commission (KC) in 1964, the first National Policy on Education (NPE) in 1968, et cetera, and now, an initiative of the Indian government is on to direct in and implement a New Education Policy (2019). The present reviews discussed the committees and commissions formed from 1945 to 2011 taking into consideration.

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20

Reddy, S. H. K., Jayanthi Narayan, and D. K. Menon. "Education in India." Journal of the British Institute of Mental Handicap (APEX) 18, no. 1 (August 26, 2009): 26–30. http://dx.doi.org/10.1111/j.1468-3156.1990.tb00566.x.

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21

Malviya, A. N. "Education in India." Nature 368, no. 6468 (March 1994): 182. http://dx.doi.org/10.1038/368182b0.

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Prathap, S. "Education in India: Issues and Challenges." Journal of Educational Research and Policies 6, no. 6 (June 30, 2024): 111–14. http://dx.doi.org/10.53469/jerp.2024.06(06).24.

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Education is one of the significant factors instrumental to the development of a country. It should be transformed to the needs of the time and changing scenario of the world. It provides an opportunity to critically reflect upon the social, economic, cultural, moral and spiritual issues facing humanity. India needs more efficient and educated people to drive our economy forward. There are many Indian around the corner who known for their capabilities and skills. To develop India as an education hub or to become a prosperous partner in global economy, India has to qualitatively strengthen education in general and higher education with research and development in particular. This paper is mainly focused on the overall performance of higher education system in India. We try to find out the initiatives taken by the government to raise level of education system. This paper aims to identify emerging issues and challenges in the field of Higher Education in India. Finally, the paper concludes here is need of plans requires solutions that combine, employers and youth need of Expectations of from various stakeholders Students, Industry, Educational Institutions, Parents and Government.

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Ratan Chaugule, Suryakant. "COVID-19 IN INDIA: EDUCATION DISRUPTED AND LESSONS LEARNED." International Journal of Advanced Research 8, no. 9 (September 30, 2020): 1269–74. http://dx.doi.org/10.21474/ijar01/11784.

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In India, 320 million students have been affected by COVID-19 school closures, and though the government quickly recommended shifting to online teaching, this ignores Indias immense digital divide-with embedded gender and class divides. The 2017-18 National Sample Survey reported only 23.8 percent of Indian households had internet access. In rural households (66 percent of the population), only 14.9 percent had access, and in urban households only 42 percent had access. And males are the primary users: 16 percent of women had access to mobile internet, compared to 36 percent of men. Young peoples access is even less: A recent news report stated only 12.5 percent of students had access to smartphones. Furthermore, most teachers are ill-equipped for online teaching.

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Bajpai, Shrish, and Naimur Rahman Kidwai. "Renewable Energy Education in India." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 103–13. http://dx.doi.org/10.1515/rpp-2017-0057.

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Abstract The issue of renewable energy sources that have great potential to give solutions to the longstanding energy problems of India has been considered. It has been stated that renewable energy sources are an important part of India’s plan to increase energy security and provide new generation with ample job opportunities. India’s plans to move towards green technology and address environmental concerns associated with the country and the world have been characterized. The peculiarities of the renewable energy education in India as a subject and as a specialized branch of engineering or science at different education levels in both government-funded and private institutes across India have been outlined. Science and engineering education system with detailed structure of the degree (undergraduate, postgraduate, doctoral and post-doctoral) course has been described. Comparative study of renewable energy education systems of other countries has been performed. It has been stated that currently in India science colleges offer undergraduate renewable energy course as BSc. (Renewable Energy) and Postgraduate level course (MSc) that are offered in different science institutes in the specialization of Renewable Energy, Energy Management, Energy Studies, Physics (Energy) etc. Doctoral and postdoctoral research is offered by a few science institutions in India which is a more focused research (issues) in solar energy or wind energy field. The process of studying in a number of Indian institutes specializing in renewable energy has been described and compared to other world educational establishments of Spain, Mexico, and Russia. Advantages and disadvantages of renewable energy specialization education have been defined. It has been determined that there is an immediate need for the development of requisite demonstration which should be provided at appropriate levels in which both on-job as well as traditional training in these areas should be given to the expansive audience with the aid of modern andragogy techniques.

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Khandelwal, Shweta, Tanusree Paul, and Lawrence Haddad. "Postgraduate Nutrition Education in India." World Nutrition 8, no. 2 (December 8, 2017): 264. http://dx.doi.org/10.26596/wn.201782264-283.

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Background: Capacity building in nutrition has been viewed as an important strategy in accelerating undernutrition reduction in low and middle income countries. This paper investigates whether current nutrition programmes in India are aligned well enough to tackle the nutrition needs of the community. Objective: Nutrition curricula of postgraduate modules in India are analyzed to examine whether the current nutrition programs are in accord with the three pillars of nutrition (nutrition specific, nutrition sensitive and nutrition enabling environments). Methods: Combination of internet search, email and telephonic enquiries were used to collect the names of universities offering master’s degree in nutrition in India. The variables quantified include types of modules taught with respect to three nutrition pillars (nutrition specific, sensitive and enabling environment), quality of teaching materials, and reading lists and institutional attributes. Descriptive and bivariate analyses were used to accomplish the objectives of the study. Results: 116 universities in India offered 146 masters’ programmes in nutrition. Each program’s modules were listed (duplicates removed). Of these 680 modules, about two thirds were nutrition specific, 5% were underlying / basic and merely one tenth focused on public health nutrition. Further analysis of reading list available for 186 modules, suggests that of the total 2235 reading lists, only 4.2% were published in journals and 9.2% were recent publications. Conclusions: Nutrition curricula in Indian universities are dated, skewed towards the immediate determinants and over reliant on books. There is an urgent need to update and align readings to current thinking on how best to accelerate undernutrition.

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Dr R K Patel, Dr R. K. Patel, and Dr P. V. Nayak Dr P V Nayak. "Development of Women Education in India." Indian Journal of Applied Research 3, no. 12 (October 1, 2011): 124–27. http://dx.doi.org/10.15373/2249555x/dec2013/33.

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Saini, Pawan. "Education and Women Empowerment in India." Journal of Advances and Scholarly Researches in Allied Education 15, no. 6 (July 1, 2018): 54–57. http://dx.doi.org/10.29070/15/57678.

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Prathap, S. "Education in India: Emerging Issues, Challenges." International Journal of Science and Research (IJSR) 13, no. 3 (March 5, 2024): 505–8. http://dx.doi.org/10.21275/sr24307103449.

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Kumar, Ajit. "Ideas Old and New: Bharatiyakaran/Indianisation of Social Work." International Journal of Community and Social Development 1, no. 3 (September 2019): 254–63. http://dx.doi.org/10.1177/2516602619878353.

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This article discusses the current development of Bharatiyakaran/Indianisation of social work education and practice in India. Drawing on relevant information from Bharatiyakaran workshops and conferences, it analyses mission and motives, and prospects and perils of Bharatiyakaran. The Indic-religions and emic approach are crafting a unique form of the Indian religio-cultural nationalism. The Bharatiyakaran advocates assert that their initiatives of de-colonisation, Indianisation and indigenisation would challenge the Eurocentric domination of the Indian social work. While indigenisation of social work in India is overdue, the current Bharatiyakaran trend raises more contradictions and questions.

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Lardinois, Roland. "Caste and Higher Education in India." Journal of Interdisciplinary History 51, no. 3 (December 2020): 443–58. http://dx.doi.org/10.1162/jinh_a_01594.

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Subramanian’s The Caste of Merit addresses the issue of educational inequality in colonial and independent India, focusing on the Indian Institutes of Technology (iits) that have trained the engineering elites since the 1950s. The members of the high caste who initially comprised this group ascribed their personal success to merit, not to background. India’s policy of allowing disadvantaged caste groups to enter the (iits), however, challenged the high castes’ representation of their educational privilege as simply a matter of talent. Subramanian’s view of the upper-caste position as an attempt to forestall progress toward a more egalitarian Indian society opens a methodological debate about the fundamental epistemic demands that scholars must satisfy before they adopt social causes above and beyond the conveying of objective information.

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Nandram, Sharda. "Vedic learning and management education." Journal of Management Development 33, no. 8/9 (September 2, 2014): 860–70. http://dx.doi.org/10.1108/jmd-07-2013-0093.

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Purpose – The purpose of this paper is to discuss how management education in India can benefit from applying a Vedic Learning style. It argues that transformational learning, a key to transforming mindset, also increases the importance of ethical behavior in management education. Design/methodology/approach – The paper is based on a literature review of Vedic education principles and transformational learning. It focusses on how to apply it in the management education. Findings – It presents an analysis of Vedic Learning, the Indian mindset and the role of transformational learning in Indian management education. While there is a decline in practicing Vedic Learning in India, in fact, it carries a huge potential for all-round development which would transform management education. The paper proposes ingredients for management education following Vedic Learning in terms of philosophy, designing programs, teacher's role, teaching environment and by integrating different types of skills for management. Practical implications – It implies that management education can be designed in a Vedic Learning style for revitalizing practical wisdom for facing the challenges of modern society, both in India and other parts of the world. Originality/value – It strengthens the relevance of the concept of Vedic Learning and shows its similarities with transformational learning.

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Kumari, Rakhi, Prof H. B. Patel, Dr Y. Vijaya Lakshmi, and Dr Ajay Pal. "A SWOT Analysis of E-Learning for Digital Education." April-May 2023, no. 33 (April 18, 2023): 23–29. http://dx.doi.org/10.55529/ijitc.33.23.29.

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The 21st century has become synonymous with E-learning as technological advancements continue to upgrade our daily lives, providing a crucial role in skill improvement within school education. Recently, E-learning has transformed and enhanced skill development in various areas, prompting the government of India to launch the Digital India flagship program with a vision to empower India into a digitally enabled society and knowledge economy. Furthermore, the Ministry of Human Resource Development's National Digital Library of India project provides education through information and communication, aimed at improving the Indian school education system. Therefore, this paper presents a SWOT analysis of E-learning in digital education for schools.

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Kumari, Rakhi, Prof H. B. Patel, Dr Y. Vijaya Lakshmi, and Dr Ajay Pal. "A SWOT Analysis of E-Learning for Digital Education." April-May 2023, no. 33 (April 18, 2023): 23–29. http://dx.doi.org/10.55529/ijitc33.23.29.

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The 21st century has become synonymous with E-learning as technological advancements continue to upgrade our daily lives, providing a crucial role in skill improvement within school education. Recently, E-learning has transformed and enhanced skill development in various areas, prompting the government of India to launch the Digital India flagship program with a vision to empower India into a digitally enabled society and knowledge economy. Furthermore, the Ministry of Human Resource Development's National Digital Library of India project provides education through information and communication, aimed at improving the Indian school education system. Therefore, this paper presents a SWOT analysis of E-learning in digital education for schools.

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Viktorovich, Matvienko Valentin. "The status of journalism and journalist education in india." Geopolitical, Social Security and Freedom Journal 2, no. 2 (December 1, 2019): 101–7. http://dx.doi.org/10.2478/gssfj-2019-0019.

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Abstract Journalistic education in India in the context of booming media sector is a relatively new topic of scientific interest in the Russian Federation. The object of scientific research is vast: it includes a numerous list of problems and specific circumstances of the Indian national level concerning the freedom of journalism as a social institution and consists of fragmentary issues such as the rights of journalists, peculiar properties of journalistic trainings in India and their practical realization. It should be mentioned that journalistic education in India is a peculiar system with its specific structure, concrete goals and traditional objectives.The article is devoted to the analysis of the Indian national system of journalists training and its role in the social and partly “ political environment of the country. As the topic is rather complicated, the author researches different aspects of journalistic education in India: the process of forming the professional ethics, working on the qualification upgrade, communication with the audience and other media workers. After the conducted research the author concludes that despite the improving economic policy of the country and growing role of social responsibility, the Indian journalists are in their mass still poorly qualified on the one hand and the editorial policy doesn’t objectively reflect the kaleidoscopically changing economic and social conjuncture of the country” on the other hand.

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Rajkhowa, Gautam. "Internationalising Indian Higher Education: Opportunities, Challenges and the Way Forward." Space and Culture, India 5, no. 1 (June 30, 2017): 25. http://dx.doi.org/10.20896/saci.v5i1.259.

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This paper examines the higher education system in India together with its status regarding internationalisation, and presents the case for the higher education sector in India to embrace internationalisation.Starting with an overview of the academic literature around the concepts of globalisation and internationalisation, and their interrelationship particularly in the context of higher education, the paper focuses on the specific issues of Indian higher education especially within the context of internationalisation. Reviewing the current landscape of the Indian higher education sector, the paper concludes that, in the context of a globally connected world, higher education in India is characterised by asymmetry in flows and unclear policies. Recommending that the internationalisation strategy focuses on the four strands of student and programme mobility; infrastructure and policy support; development of research capability; and the employment of technology as an enabler, the paper concludes that a clear approach to internationalisation would offer the potential to secure India a formidable global standing in higher education.

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Adi Bandono, Avando Bastari, and Okol Sri Suharyo. "The relations concept of Indonesia-India; political, education, and defense perspective." Global Journal of Engineering and Technology Advances 7, no. 3 (June 30, 2021): 071–82. http://dx.doi.org/10.30574/gjeta.2021.7.3.0080.

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Indonesia and India see the Indian Ocean as their strategic political, education, defense, and maritime security. Diplomatic relations between Indonesia and India have been established since 1951 and were upgraded to become a Strategic Partnership in the fields of politics, defense, and maritime security aimed at increasing Confidence Building Measures (CBM). This study aims to analyze the perspective of Indonesia's cooperation with India in the fields of politics, defense and maritime security. The development of Indonesia-India relations has included mutual influence between soft power and hard power. Soft power in Indonesian and Indian foreign policy began to shift to strategic thinking or hard power in entering the stages of the development of Indonesian and Indian Education. This development is in line with Indonesia's foreign policy, which embraces free and active politics. Free means not being bound by ideology or by a foreign country's politics or by a specific bloc of nations, or superpowers, while active means a realistic contribution to developing freedom of friendship and international cooperation by respecting the sovereignty of other countries. Commemorating 70 years of Indonesia-India relations is expected to be a momentum to strengthen strategic cooperation between the two countries is neighboring and have the same interests, covering the Indian Ocean, South China Sea, and the Indo-Pacific as part of emerging strategic entities.

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Mino, Takako. "Building a Liberal Arts Tradition in India." Revista Española de Educación Comparada, no. 39 (June 30, 2021): 123–37. http://dx.doi.org/10.5944/reec.39.2021.30042.

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Postcolonial nations often struggle with the legacy of higher education systems built by and for the benefit of former colonizers. In India, several visionaries have endeavored to design new approaches to higher education that are suitable to India’s unique context while taking inspiration from the US liberal arts college model. Interest in the liberal arts has grown - in an interconnected world, where a broader scope of understanding is required to craft solutions to societal challenges, young Indians are seeking an alternative to the specialized university model that has dominated the Indian higher education landscape since colonial times. This paper explores the practice of the liberal arts in India through three questions: How does the liberal arts approach fit within the Indian context? How have Indian universities built their own liberal arts tradition? What tensions do these universities navigate? I collected data through a document analysis and interviews with founders, faculty, students, and alumni at three new liberal arts universities in India. While communicating the practical value of the liberal arts to a largely unfamiliar population, the universities built their own liberal arts tradition to help students appreciate, analyze, and develop a commitment to improving the Indian context. At the same time, universities faced numerous tensions: responding to pressures to produce highly employable graduates while remaining true to their institutional ideals, balancing wisdom from both the western liberal arts model and indigenous Indian traditions, and fostering greater inclusion while maintaining financial sustainability. The study’s findings contribute to the field of higher education in India and other postcolonial countries seeking to create new culturally relevant education traditions.

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Khan, Faraz Yusuf, and Shrish Bajpai. "Electrical Engineering Education in India: Past, Present & Future." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 72–81. http://dx.doi.org/10.2478/rpp-2018-0044.

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Abstract The present paper deals with the issue of Electrical Engineering, particularly its impact and standard of education in India from its initiation till present date. We have explored the transition of Electrical Engineering from disciplines of science to a discipline of engineering and technology. A comprehensive study of Electrical Engineering education framework in India at various stages has been done along with a comparison of educational institutes among BRICS nations, namely Brazil, Russia, India, China and South Africa. We have also acknowledged Electrical Engineering as an important domain of engineering and technology. Indian Government’s efforts to improve the quality of Electrical Engineering education in India through internet based interactive online tools and its endeavors to decrease the rising levels of greenhouse emissions for the betterment of our environment has been appreciated in this paper. We have analyzed a plethora of Electrical Computer Aided Design (ECAD) simulation tools, available for the welfare of electrical engineering academia, as well as industry based electrical engineering applications. Electrical Engineers are destined to play a decisive role in the socio-economic future of India and the world, as they have been doing this since the 19th century. Keeping this fact in mind, we have decided to refer to the present employment opportunities available in India covering the private sector as well as the public one. The role of renewable energy in the creation of numerous sustainable jobs for the already huge and exponentially growing youth population of India has a mention in this paper. In conclusion we have formulated some recommendations to educational institutes and Indian Government which will help Electrical Engineering academia-industry flourish in the near future.

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Raman, Sethuraman K. "Medical Education in India." Asia Pacific Scholar 3, no. 2 (May 2, 2018): 55–57. http://dx.doi.org/10.29060/taps.2018-3-2/pv1060.

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Sarfaraz, Hasan. "Dental education in India." Journal of Interdisciplinary Dentistry 6, no. 3 (2016): 101. http://dx.doi.org/10.4103/2229-5194.201654.

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Syed Kuduruthullah, SK, and M. Thubashini. "Dental education in India." Journal of Education and Ethics in Dentistry 1, no. 2 (2011): 75. http://dx.doi.org/10.4103/0974-7761.103680.

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Rocher, Ludo, and Hartmut Scharfe. "Education in Ancient India." Journal of the American Oriental Society 124, no. 1 (January 2004): 197. http://dx.doi.org/10.2307/4132197.

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Bulsara, Liza, and Sunil Mhaske. "Medical Education in India." Indian Journal of Trauma & Emergency Pediatrics 7, no. 3-4 (2015): 97–100. http://dx.doi.org/10.21088/ijtep.2348.9987.73415.1.

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Saxena, Vartika, Ravi Kant, and Jayanti Pant. "Medical education in India." Journal of Medical Evidence 1, no. 1 (2020): 42. http://dx.doi.org/10.4103/jme.jme_95_20.

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Puri, Kanchan, Arumugam Senthil Vel, Natesan Manoharan, Rathinam Arthur James, and Ritesh Joshi. "Environment education in India." Holistic approach to environment 11, no. 4 (September 7, 2021): 122–27. http://dx.doi.org/10.33765/thate.11.4.3.

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It is now widely acknowledged that the impact of human activities on environment is significant and will have serious consequences for future generations. Environment education has a significant role in making the youth conscious about their environment, adopting green social behaviour and thus responding to the environment crises. Recognizing the importance and need of environment education, India has initiated several efforts including making the environment education compulsory at all level of education. Today when environmental conditions are changing adversely and all living beings are suffering from the negative consequences of environmental pollution and climate changes, there is a need to reorient the curriculum of environment education for making it more attractive and responsive to the local environmental issues. Moreover, related policies are also needed to be restructured for sensitizing the people, especially school and college level students about the issues related to environment management.

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Roy, Aditya, and Kaushal Mukherjee. "Entrepreneurial Education in India." INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING AND MANAGEMENT 2, no. 1 (January 1, 2017): 15. http://dx.doi.org/10.24999/ijoaem/02010008.

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Basak, Subal C., and Dondeti Sathyanarayana. "Pharmacy Education in India." American Journal of Pharmaceutical Education 74, no. 4 (September 2010): 68. http://dx.doi.org/10.5688/aj740468.

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Roy, S. C. Dutta. "DSP Education in India." IETE Journal of Education 40, no. 3-4 (July 1999): 57–60. http://dx.doi.org/10.1080/09747338.1999.11415700.

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Pant, K. C. "Education Policy for India." Indian Journal of Public Administration 32, no. 3 (July 1986): 461–67. http://dx.doi.org/10.1177/0019556119860302.

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Rajan, R. V. "Communication Education in India." Media Asia 17, no. 1 (January 1990): 32–37. http://dx.doi.org/10.1080/01296612.1990.11726325.

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