Bibliografie tematiche / India Education

Letteratura scientifica selezionata sul tema "India Education"

Autore: Grafiati
Pubblicato: 25 luglio 2024
Ultima modifica: 31 luglio 2024

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Articoli di riviste sul tema "India Education"

1

., Dr Seema. "Recent trends in Indian Education and special education and inclusive education". Global International Research Thoughts 11, n. 1 (2023): 58–62. http://dx.doi.org/10.36676/girt.2023-v11i1-012.

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Abstract (sommario):
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, n. 1 (30 giugno 2023): 58–62. http://dx.doi.org/10.36676/girt.2023-v11i1-12.

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Abstract (sommario):
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, e Shagil Akhtar. "Industrial Engineering Education in India". Comparative Professional Pedagogy 7, n. 3 (26 settembre 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, e V. Sreedevi V. Sreedevi. "Rural Education – In India". Indian Journal of Applied Research 3, n. 12 (1 ottobre 2011): 241–43. http://dx.doi.org/10.15373/2249555x/dec2013/71.

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Chothani, Sumitaben K. "Rural Education in India". Indian Journal of Applied Research 3, n. 3 (1 ottobre 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, n. 4 (1 giugno 2012): 373–75. http://dx.doi.org/10.15373/22778179/apr2013/137.

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Burza, Mehak. "Shoah Education: The Indian Scenario". Volume 4 4, n. 1 (1 agosto 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 e Qian Wu. "Education for Improving Female’s Status in India". Asia Social Science Academy 7, n. 3 (30 giugno 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 e Sanjeev Bahadursha. "Paradigm Shift of Digital Education Systems in Indian Education Industry". International Journal for Research in Applied Science and Engineering Technology 11, n. 4 (30 aprile 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., e 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, n. 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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Tesi sul tema "India Education"

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Lysyk, Roksolana. "Chemistry education in India". Thesis, КНУТД, 2017. https://er.knutd.edu.ua/handle/123456789/6591.

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Keikung, Anjo L. "Theological education by extension in India /". Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Kataria, Sanjay. "Libraries in Higher Education in India". University Librarians Association of Sri Lanka, 2007. http://hdl.handle.net/10150/106230.

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Paper was presented in ULA of Sri Lanka, 2007 Conference
This was presented at the Third International Conference of the University Librarians Association of Sri Lanka, held on 8 and 9 June 2007, Galadari Hotel Colombo, Sri Lanka. The presentation briefly discusses the genesis of the education system in India from third century to present scenario. This includes formal and informal education, Gurukul and Traditional System, Scientific and Technical Education. The higher education system includes role of the guiding and quality controlling authorities such as UGC, AICTE, NACC etc. The state of libraries in higher education institutions in India and their role is the main consideration of the presentation. The development of academic institutions and their libraries have been discussed from the point of view of government as well as public sector. The presentation also discusses problems related to finance and other issues. The state owned academic institutions face severe financial crisis as the axe falls on the libraries affecting the higher education system and intellectual growth. The major issues of automation, digitization, copyright, institutional repository, consortium support, networks support, staff resistance, training etc. also find due attention in the presentation. It also emphasizes the need of overall restructuring and reframing higher education policies as envisaged by the D.S. Kothari commission expecting six percent budget allocation on higher education. A few recommendations to the UGC are included. The presentation closes with the remarks on emerging trends and future perspectives in the field of libraries in higher education in India.
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Amato, Sarah. "Non-formal education, voluntary agencies and the role of the women's movement in educational development in India". Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66255.

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Shimray, David Luiyainao. "Educational philosophy in India compared and contrasted with Christian philosophy of education". Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Tigadi, Nageshwar. "LEGAL EDUCATION IN THE REPUBLIC OF INDIA". Thesis, Сучасна правова освіта: [матеріали VIІ Міжнародної науково-практичної конференції, Київ, Національний авіаційний університет, 23 лютого 2018 р.]. – Тернопіль: «Вектор», 2018, 2018. http://er.nau.edu.ua/handle/NAU/32833.

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Steinberg, Mary BM. "On the Demand for Education in India". Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467486.

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In this dissertation I examine the impacts of market forces and government programs on households' demand for human capital in India. The first chapter examines the impact of ITES Centers on school enrollment using administrative enrollment data from three states in India, and finds that when these centers open, enrollment in primary school increases significantly. The effects are very localized, and using supplementary survey evidence we argue that this is driven by limited information diffusion. The second chapter introduces a simple model of human capital production which predicts that wages can negatively impact human capital under reasonable assumptions. Using data on test scores and schooling from rural India, we show that human capital investment is procyclical in early life (in utero to age 3) but then becomes countercyclical. We argue that, consistent with our model, this countercyclical effect is caused by families investing more time in schooling when outside options are worse. The final chapter applies the findings from this study to understand how workfare programs (a common anti-poverty strategy in the developing world) can impact school enrollment through their effects on wages. We examine the effect of the largest anti-poverty workfare program in world: NREGA in India. Using a fixed effects estimator, I show that the introduction of NREGA caused increases in child employment, and decreases in school enrollment, particularly among children ages 13-17.
Economics
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Kawatra, P. S., e Neeraj Kumar Singh. "E-learning in LIS education in India". School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105799.

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Traces the history of e-learning to the learning age where knowledge will be freely accessed, profoundly abundant, and offered in cornucopia of formats. Distance learning has been accepted and recognized as a mode of education in LIS. The concept of open and distance learning is discussed. In the changing scenario of the society, the skills required of LIS professionals are also identified. The paper also examines the impact of the Internet on the teacher's role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The paper provides an insight into the innovative multi-channel delivery modes adopted by the different universities and their effectiveness for the LIS distance learners. Guidelines for distance learning Library services approved by Association of College and Research Libraries on June 29, 2004 are also discussed. For assessment and accreditation of LIS distance education institutions in India, areas have been identified.
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Mishra, Pawan Kumar. "Constitutional contours of right to education and education system in India". Thesis, University of North Bengal, 2008. http://hdl.handle.net/123456789/1301.

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Michael, Nisha Jacintha. "Educators’ Attitudes towards Inclusive Education in Bangalore, India". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/367160.

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Advocacy of inclusive education is a key part of the United Nations’ broader effort to encourage countries across the world to commit to the provision of 'education for all'. This United Nations educational policy is directed towards promoting social justice and equality and erasing the invisible and tangible barriers that segregate the marginalized sections of society from quality education. The Government of India has endorsed this broad objective and recognized the urgent need to provide equal opportunities to all learners. This commitment becomes complicated when considered within a political and social context that has simultaneously endorsed the significance of education for social development while limiting access to education for various groups, including students with disabilities. In this complex situation teachers’ attitudes towards the implementation of the inclusive education have a major impact upon how students with disabilities actually experience education. Yet relatively little is known about Indian teachers’ attitudes to inclusive education principles and practices and/or how they believe they are able to take up the United Nations’ and the government of India’s apparent commitment to meeting the needs of students with disabilities. In response to this gap in literature and policy, the aim of this mixed method study was to investigate pre-service teachers’ and in-service teachers’ attitudes towards the implementation of inclusive education in the city of Bangalore within Karnataka State, India. The project involved the use of a 30 items questionnaire followed by semi-structured interviews with participants from several groups: pre-service teachers with a special education focus; pre-service, generalist teachers; in-service teachers working in general education settings; and in-service teachers working in special education. This data set was analysed by drawing upon the Theory of Planned Behavior advocated by Ajzen (1991). This analysis highlighted teachers’ beliefs and how these shape their attitudes towards, and actions regarding, inclusive education.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Libri sul tema "India Education"

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Vasantha, Ramkumar, e National Book Trust, a cura di. Education in India. New Delhi: National Book Trust, India, 2005.

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Sharma, Sita Ram. Education in India. New Delhi: Anmol Publications, 1990.

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R, Govinda, National Institute of Educational Planning and Administration (India) e Unesco, a cura di. India education report. New Delhi: Oxford University Press, 2002.

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Khandwalla, Pradip N. Management education in India. Ahmedabad, India: Indian Institute of Management, 1994.

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Koul, Rekha, Geeta Verma e Vanashri Nargund-Joshi, a cura di. Science Education in India. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9593-2.

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Thakur, Manish, e R. Rajesh Babu, a cura di. Management Education in India. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1696-7.

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Banerjee, Bhabatosh. Accounting education in India. Calcutta: DSA in Commerce, 1994.

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Rakhe, S. M. Education in ancient India. Delhi, India: Sri Satguru Publications, 1992.

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Altekar, Anant Sadashiv. Education in ancient India. Delhi: Isha Books, 2009.

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Usha, Sharma, e Sharma B. M, a cura di. Women education in India. New Delhi, India: Commonwealth Publishers, 1995.

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Capitoli di libri sul tema "India Education"

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Panda, Santosh, e Suresh Garg. "India". In SpringerBriefs in Education, 27–42. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5787-9_4.

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Sharma, Ramesh Chander. "India—Commentary". In SpringerBriefs in Education, 43–45. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5787-9_5.

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Vakkayil, Jacob. "Internationalisation of Business Education". In Managing India, 48–61. London: Routledge India, 2024. http://dx.doi.org/10.4324/9781032724461-5.

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Bhalla, Veena, e Krishnapratap B. Powar. "India: International Students in Indian Universities". In Understanding Higher Education Internationalization, 215–17. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_47.

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Ponnuswami, Ilango, Sonny Jose e Praveen Varghese Thomas. "India". In International Perspectives on Older Adult Education, 179–87. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_16.

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Patel, Ila. "India". In Adult Education — The Legislative and Policy Environment, 75–96. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-007-0795-5_7.

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Patel, Ila. "India". In Adult Education — The Legislative and Policy Environment, 75–96. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-3450-5_7.

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Zhang, Wei. "India". In Taming the Wild Horse of Shadow Education, 79–88. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003318453-8.

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Parmar, Chandrika. "PRME Chapter India". In Responsible Management Education, 153–68. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003186311-15.

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Sunkari, Satyam. "Tribes in India". In Education as Development, 222–40. London: Routledge India, 2023. http://dx.doi.org/10.4324/9780429285561-19.

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Atti di convegni sul tema "India Education"

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Kale, Sandip, e S. N. Sapali. "Private Engineering Education Scenario in India". In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39952.

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Abstract (sommario):
In India, government aided and private engineering institutes provide engineering education. Government aided institutes include Indian Institutes of Technology (IITs), National Institutes of Technology (NITs), Regional Engineering Colleges (RECs) and government engineering colleges. Ten percent of the total students get education in government-aided institutes and are globally accepted too. Remaining ninety percent of the total students get education in private self-financed engineering institutes. To meet the increasing demand of engineers from various industrial sectors, a quantitative growth of private engineering institutes took place with an average annual intake capacity of four hundred to five hundred students. With increasing annual intake capacity, the trend of vacant seats in private engineering institutes is also increasing rapidly year wise. Indian industry demands many engineers, but only a few students passed out from private institutes are employable. There is a challenge to build the gap between what industries are looking for the engineers and the education provided in the institutes. In this article, the authors have tried to frame the strengths, weaknesses, opportunities and threats (SWOT) analysis and recommend some remedial actions needed for private engineering institutes in India.
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Pietkiewicz-Pareek, Beata. "Muslim education in India". In The 2nd Virtual International Conference on the Dialogue between Science and Theology. EDIS - Publishing Institution of the University of Zilina, Slovak Republic, 2015. http://dx.doi.org/10.18638/dialogo.2015.2.1.9.

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Singh, Salam Michael, Shubhmoy Kumar Garg, Amitesh Misra, Aaditeshwar Seth e Tanmoy Chakraborty. "SUKHSANDESH: An Avatar Therapeutic Question Answering Platform for Sexual Education in Rural India". In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. California: International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/826.

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Abstract (sommario):
Sexual education aims to foster a healthy lifestyle in terms of emotional, mental and social well-being. In countries like India, where adolescents form the largest demographic group, they face significant vulnerabilities concerning sexual health. Unfortunately, sexual education is often stigmatized, creating barriers to providing essential counseling and information to this at-risk population. Consequently, issues such as early pregnancy, unsafe abortions, sexually transmitted infections, and sexual violence become prevalent. Our current proposal aims to provide a safe and trustworthy platform for sexual education to the vulnerable rural Indian population, thereby fostering the healthy and overall growth of the nation. In this regard, we strive towards designing SUKHSANDESH, a multi-staged AI-based Question Answering platform for sexual education tailored to rural India, adhering to safety guardrails and regional language support. By utilizing information retrieval techniques and large language models, SUKHSANDESH will deliver effective responses to user queries. We also propose to anonymise the dataset to mitigate safety measures and set AI guardrails against any harmful or unwanted response generation. Moreover, an innovative feature of our proposal involves integrating "avatar therapy" with SUKHSANDESH. This feature will convert AI-generated responses into real-time audio delivered by an animated avatar speaking regional Indian languages. This approach aims to foster empathy and connection, which is particularly beneficial for individuals with limited literacy skills. Partnering with Gram Vanni, an industry leader, we will deploy SUKHSANDESH to address sexual education needs in rural India.
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Khare, Sushant, Shubham Chowdhry e Shrish Bajpai. "Control engineering education in India". In 2014 International Conference on Power, Control and Embedded Systems (ICPCES). IEEE, 2014. http://dx.doi.org/10.1109/icpces.2014.7062808.

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Joseph, P. Mani, Jibulal Nair, Smiju I. S. e Barry Lunt. "Information technology education in india". In Procedding of the 8th ACM SIG-information conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1324302.1324363.

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Roy, Bidhan Chandra, e Vikram Pawar. "Conservation discourses in technical education, India". In IABSE Congress, New Delhi 2023: Engineering for Sustainable Development. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2023. http://dx.doi.org/10.2749/newdelhi.2023.0640.

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<p>Heritage, both natural and cultural deserves to be treated with care and is vulnerable to neglect and apathy. Over past decades, in its quest for a ‘new India’, urban and infrastructure growth has been a-sympathetic to its built &amp; natural heritage due to lack of awareness, knowledge and trained human resource.</p><p>Indian heritage has a huge potential of contributing to the liveability index and UN’s sustainable development goals. Awareness building, public mobilisation towards cultural and ecological heritage and adequately trained and skilled human resource across the country for conservation is the requirement today.</p><p>Technical education institutions sensitising of youth towards acknowledging and nurturing heritage through creation of environment for conservation learning and imparting necessary knowledge and skills need further impetus. State, Private Organisations and Corporates can provide this impetus to promote excellence in conservation discourses of technical education and to encourage and facilitate a conservation approach to urban and infrastructure development.</p>
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Devi, K. Madhavi, Murali Krishna e V. Muralidharan. "Empowering IT education in rural India". In 2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2013. http://dx.doi.org/10.1109/ithet.2013.6671049.

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Chouksey, R. G., e Nishith Dubey. "SKILL EDUCATION AND TRAINING IN INDIA". In 24th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.024.022.

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Varkey, Tessy, Binumol Tom e Biju Augustine. "Sustainability in Architectural Education in India". In 2022 Second International Conference on Next Generation Intelligent Systems (ICNGIS). IEEE, 2022. http://dx.doi.org/10.1109/icngis54955.2022.10079770.

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Priyadarshini, Anita, e Santosh Panda. "Professional Development through ODL during the Pandemic: A Comparative Study of India and Guyana". In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8828.

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The Covid-19 pandemic affected educational systems all over the world, leading to shift from face-to-face teaching-learning to a system of emergency remote learning. There are many studies that have examined the impact of these developments on conventional education as well as open and distance learning (ODL) systems. The present study is a transnational study of learners engaged in professional development in ODL institutions of India and Guyana. The study investigates comparative learner experiences with respect to four dimensions namely, quality of technology, engagement with teachers, student-student dialogue, and education-work-life balance while studying through virtual mode including in a cross-border learning scenario. // The study is a descriptive survey using a mixed mode methodology. The sample comprised 60 learners from India and Guyana enrolled in the Post Graduate Diploma in Distance Education (PGDDE) programme offered by the Indira Gandhi National Open University, India. The findings revealed that there were commonalities among learners in India and Guyana. Learners found live counseling sessions more engaging and interactive. It was seen that social media played a positive role in connecting learners during the pandemic and helping them to form their own learning communities. Learners in both countries felt that the education-work-life balance was disturbed during the pandemic. However there was determination among all learners to complete their online professional development programmes. This study will contribute to leveraging learners’ experiences for formulating future policy and designing practices for continuing professional development in developing countries for achieving SDG 4 for quality education.
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Rapporti di organizzazioni sul tema "India Education"

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji e Pratyush Tripathy. India Higher Education Atlas. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315556.

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji e Pratyush Tripathy. India Higher Education Atlas - Volume 1. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315563.

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji e Pratyush Tripathy. India Higher Education Atlas - Volume 2. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315570.

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Serneels, Pieter, e Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), ottobre 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
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Seddon, Emma. Gender, Higher Education and STEM in India. Low and Middle Income Countries Research Network (LMIC), 2021. http://dx.doi.org/10.36399/gla.pubs.260012.

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Chauhan, Virander Singh. India: tapping into the higher-education boom. A cura di Reece Hooker. Monash University, aprile 2022. http://dx.doi.org/10.54377/b201-a09c.

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Banerjee, Abhijit, Shawn Cole, Esther Duflo e Leigh Linden. Remedying Education: Evidence from Two Randomized Experiments in India. Cambridge, MA: National Bureau of Economic Research, dicembre 2005. http://dx.doi.org/10.3386/w11904.

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Kumar, T. Vijay, e A. Giridhar Rao. All-English education in India neither desirable nor doable. A cura di Tasha Wibawa. Monash University, agosto 2022. http://dx.doi.org/10.54377/0b12-40d4.

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Castelló-Climent, Amparo, Abhiroop Mukhopadhyay e Ravinder. Transforming rural economies through tertiary education: Evidence from India. UNU-WIDER, luglio 2023. http://dx.doi.org/10.35188/unu-wider/2023/397-0.

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Kim, Kyuseok. South Korea’s higher education should make inroads in India. East Asia Forum, febbraio 2024. http://dx.doi.org/10.59425/eabc.1708700400.

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