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Organized by

National Seminar On

National Seminar On Towards A Knowledge Society

Towards A Knowledge Society

Sector-3, Vidhyadhar Nagar, Jaipur-302023, Rajasthan (INDIA)

Tel. : 0141-2338371, 2336226, 2338591-95 • Fax : 0141-2338007

E-mail : [email protected] • Website : www.biyanigirlscollege.org

BIYANI GIRLS B.ED. COLLEGE

April 26-27, 2009

Initiatives taken by National Knowledge Commission

Initiatives taken by National Knowledge Commission1

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Welcome Message

Welcome

About Biyani's Group of Colleges

Featured Lecture

Theme of the Seminar

Theme-1 : Contributed Abstracts




Organinsing Committee

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MESSAGE

SECTOR-3, VIDHYADHAR NAGAR,JAIPUR 302023Tel : +91 141 2338371, 2336226, 2338591/95Fax : +91 141 [email protected]

Biyani Girls B.Ed. College

DR. SANJAY BIYANIRAJEEV BIYANIDirector (Acad.)Chairman

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We consider the seminar to be a great event in the campus of Biyani Group of colleges. In a short span

of time, this institute has created a unique niche for itself. We feel proud to see that the Biyani Girls

B.Ed. College is continuing on the way to becoming one of the fastest growing Institute in Teacher

Education. BGBC is now organizing the National Seminar on “Towards Knowledge Society - Initiative

Taken by NKC". We believe, this seminar will provide an opportunity to its participants to discuss about

various recommendations of National Knowledge Commission and its role in developing Indian

education system and bring out common vision on issues and quality of teacher education.

We would like to wish you an a very successful seminar.

“Stand up, be bold, be strong. Take the whole responsibility on your own shoulders, and know that you are the creator of your own destiny. All the strength and succor you want is within yourselves. Therefore, make your own future.”

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SECTOR-3, VIDHYADHAR NAGAR,JAIPUR 302023Tel : +91 141 2338371, 2336226, 2338591/95Fax : +91 141 [email protected]

Biyani Girls B.Ed. College

WELCOME NOTE

It is an honour and privilege for me to welcome all the distinguished guests, key speakers, research scholars, teacher educato and participants to the National Seminar on "Toward a Knowledge Society -

rsInitiatives taken by NKC".

The objective and aim of seminar is to disseminate function, role and recommendations of NKC. The National Knowledge Commission (NKC) was constituted as an advisory body to the Prime Minister of India, with the objective of transforming India into Knowledge Society.

Higher education has made a significant contribution to economic development social progress and political democracy in independent India. The proportion of our population, in the relevant age group, that enters the world of higher education is about 7 percent. In order to compete successfully in the world market, it is necessary to bring about quantitative and qualitative development of Indian education system.

Through this seminar it is our humble effort to bring out common understanding on role of NKC and challenges of higher education and increasing quality of higher education and teacher education. I am happy to convey my thanks to all colleagues, research scholars, teacher educators and participants to have sent their papers on theme and sub themes. This seminar allows us to exchange ideas, information and experiences on knowledge through different technical sessions.

DR. KUSUM LATAPrincipal

“It is our own mental attitude which makes the world what it is for us. Our thoughts make things beautiful, our thoughts make things ugly. The whole world is in our own minds. Learn to see things in the proper light.”—Swami Vivekanand

4 National Seminar On Towards A Knowledge SocietyInitiatives taken by National Knowledge Commission

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Message

I am glad to know that Biyani Girls B. Ed. College, Jaipur is organizing a National Seminar on “Towards a Knowledge Society Initiatives Taken by National Knowledge Commission." I congratulate the organizers for selecting such an important theme for the Seminar and hope the deliberations in it will go a long way in creating awareness in the public about the need and significance of Knowledge Society and also in the qualitative improvement of the scenario of higher education in the country. I wish the Seminar good luck and great success.

(Naresh Dadhich)

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BackgroundThe Biyani Shikshan Samiti was formed by a team of young, dynamic, result oriented and qualified

persons. It is registered under the Rajasthan Society Registration Act, 1958 having Reg. No.

500/Jaipur/1997-98. The overall object of the Samiti is Women Empowerment through Technical

Education. Param Pujya Shri Kirit Bhaiji laid the foundation stone of college in the month of Feb. 2005.

It came into the main stream of education with its affiliation to the University of Rajasthan in 2002 as

Biyani Girls College.It has now increased its scope of education which include more specialized and

professional courses with the Biyani's Group of Colleges :

1. Biyani Girls College (BGC)

2. Biyani Institute of Science & Management (BISMA)

3. Biyani School of Nursing & Para-medical Science (BSNPS)

4. Biyani Girls B.Ed. College (BGBC)

Affiliations The group of colleges are recognized by the following authorities :

1. Approved by the Government of Rajasthan

2. The University of Rajasthan, Jaipur

3. All India Council for Technical Education, New Delhi

4. Rajasthan Technical University, Kota

5. The Institute of Chartered Accountants of India, New Delhi

6. National Council for Teacher Education, New Delhi

7. Tally Solutions Pvt. Ltd., Bangalore

8. MICROSOFT-India Cyber Learning Pvt. Ltd., Delhi

9. Rajasthan Knowledge Corporation Ltd.

Outgoing/Proposed Collaborations1. University of Tokyo, Japan

2. Saitama University, Japan

3. RIKEN, Japan

4. Shimadzu Biotech., Japan

5. Taitec, Japan

6. University of Maryland School of Medicine, USA

7. University of Manchester, UK

College CampusSituated in sprawling 1.1 acre of lush green space at the heart of Vidhyadhar Nagar, Jaipur, the Biyani

College campus has a beautiful state-of-art infrastructure, with a total constructed area of 1,15,000

sq.ft. The campus is surrounded by 2.76 acres of lawns and greenery.

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India has a large system of higher education with over 25 Central Universities, 230 State

Universities, 113 Deemed Universities, 5 Universities of National Importance (State) and 33

Universities of National Importance (Centre) and 28 Private Universities. The number of Universities

increased from 25 to 431 and number of Colleges from 700 to 20677 and number of teachers from

1500 to 5.05 laces. Enrollment at higher education level has increased at an average annual growth

rate of 8%. By 2011, it is projected that 21 million students will enroll. The number of teachers has

increased from 24000 to 271000 in 1990-1991, which is an increase of 11 times.

The National Knowledge Commission has recommended opening of nearly 1500 Universities to

meet the demand. Thereby, the private and public Universities, Colleges in all sectors will need a

large number of teachers. The last decade saw a shift of students to jobs in other sectors because

they were having good packages. The rapid growth of higher education will and is facing a challenge

of short fall of teachers. The short fall of teachers will definitely affect the quality dimension of higher

education. The paper attempts to analyse the demand and supply aspect of faculty, its impact on the

quality of education and the initiative required.

Prof. Rita AroraDean, Faculty of Education University of Rajasthan

OF HIGHER EDUCATION


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ACCESS: Enhancing access to knowledge. Introduction• Right to EducationThere is almost universal recognition that knowledge as a • Literacy product and as an instrument will be the basic foundation • Translationfor competitiveness of individual business and of nations • Librariesin the 21st century. Robust research findings suggest • Languagethat knowledge as a factor of production explains a • Networkssubstantial proport ion of economic growth • Portalsinternationally. Knowledge-economy requires effectively

combining different relevant sub-branches of knowledge CONCEPTS-EDUCATION: Reinvigorating institutions to undertake specific activities and tasks. Dr. Manmohan

Singh realized that movement towards a Knowledge where knowledge concepts are impartedSociety is the need of hour. • School

• Vocational•“The time has come to create a second wave of Higher•institution building, and of excellence, in the fields of Professional•education, research and capability building so that we Open and Distance

stare better prepared for the 21 Century.” • More Talented Students in Maths and Science—Dr. Manmohan Singh • More Quality Ph.Ds

CREATION: Creating a world class environment for The National Knowledge Commission (NKC) was creation of knowledge.constituted on 13 June, 2005 as an advisory body to the

Prime Minister to help restructure knowledge related • Innovation & Entrepreneurship institutions and infrastructure to meet the challenges of • Intellectual Property Rightsthe 21st Century with a focus on meeting the aspirations • Science & Technology of the 550 million young in an increasingly global

knowledge society. India needs a knowledge oriented APPLICATION: Promoting applications of knowledge for paradigm and focused capacity and quality building in the sustained and inclusive growth.field of education. This commission was started under

the chairmanship of tech. evangelist Sam Pitroda. The • Traditional KnowledgeCommission was mandated to last till October 2008. But • Agriculturelooking at the good work the Commission has done, it • Small & Medium Scale has been extended until March 2009. Till now, the

EnterprisesNational Knowledge Commission has proposed an outline for reforms in its approx. 300 recommendations.

SERVICES: Using knowledge National Knowledge Commission : applications in efficient delivery National Knowledge Commission has focused on five key of public service.areas that need to be reformed to transform India into a • e-Governancevibrant Knowledge based Society and these focus areas are:

TowardsA Knowledge Society Initiatives taken by National Knowledge Commission


Initiatives taken by National Knowledge Commission Network Priorities

NKC submitted its first report in October, 2006 in which • e-Governance• Education & Researchsuggestions were made for Libraries, Translation, English • Higher Education & Research InstitutesLanguage Teaching, National Knowledge Network, Right to

Education, Vocational Education and Training, Higher • School EducationEducation, National Science and Social Science • Secondary EducationFoundation and E-Governance. • Primary Education

• HealthLibraries • LibrariesIn this new emerging situation, Libraries in India need to • e-Commercemake paradigm shift from the present strategy of

Right to Educationknowledge acquisition to a strategy of knowledge access. The NKC has recommended that the objectives of Libraries NKC has reiterated the need to ensure that a financial are to: (a) Disseminate knowledge widely, (b) serve as a provision requiring the central government to provide the major vehicle to facilitate creation of new knowledge, (c) bulk of the additional funds needed for realising the Right to facilitate optimal use of knowledge by all sections Education must be there in the central legislation. Government, industry, rural and civil society and (d) ensure Legislation on Right to Education must be enforced by the easy access of knowledge to all relevant to their needs. central government following upon the commitment made NKC suggested that there is need of revamping library by in the Constitutional Amendment Article 21A. setting up national commission on central library fund and by promoting ICT application in all libraries. Higher Education

NKC is familiar that the meaningful reform and change in Translationour higher education system, with a long-term perspective,

A major thrust is proposed in translation across all Indian is both complex and difficult. Recommendations focus on languages to further knowledge creation and information Expansion, Excellence and Inclusion in the Higher dissemination. There is need to provide impetus for Education System. Expand capacity by establishing new developing translation as an industry, to identify knowledge universities and lowering entry barriers for setting up the based texts in different languages (Indian and Foreign) at same - Attain a gross enrolment ratio of at least 15 per cent all levels, and translate them into languages of Education by 2015. NKC also proposed to change system of in India, in a time bound manner. There is also necessity of regulation for higher education.supporting various translation activities through fellowships, subsidies and grants for travel, publication, Vocational Educationand research to individuals and institutions including NKC's recommendations focus on increasing the flexibility publication enterprises and of promoting incorporation of of vocational education and training (VET), within the translated material into syllabi of schools, colleges and mainstream education system. They point to a need for universities. quantifying and monitoring the impact of vocational

education. Increase the flexibility of VET within the Languagemainstream education system. Place vocational education

NKC recognizes the importance of language, not only as a entirely under the Ministry of Human Resource medium of instruction or a means of communication but Developmentalso as a determinant of access. Introduce English, along with the first language starting from Class I in school. National Science and Social Science FoundationModify pedagogy of language learning/ teaching. Train all The National Knowledge Commission feels that in view of school teachers in English language (especially at the the disappearing boundaries between various disciplines primary level) regardless of subject expertise through of knowledge and knowledge emerging as a continuum, vacation training programmes or other short-term courses. India should set up a National Science and Social Induct graduates with high proficiency in English and good Science Foundation (NS3F) which will look at all communication skills without formal teacher-training knowledge as one seamless entity. qualifications. Use all available media for Language learning including audio-visual, print etc. E-Governance

In the perception of NKC e-governance is more about an Knowledge Networkopportunity for administrative reforms than merely about

An important recommendation emerging from NKC is to electronics and information technology and infrastructure. interconnect all knowledge institutions throughout the NKC submitted its recommendations on e-governance country, through an electronic digital broadband network which broadly relate to Processes & Standards, with gigabit capabilities, to encourage sharing of resources Infrastructure and Organization. Reengineer government and collaborative research. It is suggested to build a processes first, to change basic governance pattern for national knowledge network to connect 5,000 nodes simplicity, transparency, productivity and efficiency.across institutions

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Recommendations Submitted in October 2007 campaign is needed across the entire economy from the grassroots to the large firm level to make India global Portalsleader in Innovation.NKC has proposed creating national web based portals

on certain key sectors including Education. The portal Traditional Health Systemwould serve as a single window for information on the NKC has suggested that major efforts be undertaken to given sector for all stakeholders, from students to provide quality education in traditional medicines. NKC researchers and practitioners in the field. These portals recommendations focus on the need for strengthening should be managed by a consortium consisting of research through concreted higher investments and representatives from a wide range of stakeholders to more rigorous methodologies, and documentation of ensure that they are not owned by any one organisation, herbal medications, promoting clinical trials, along with but have a national character. NKC facilitated the setting adhering to a world class certification process.up of a teachers' education portal.

Legal Framework for Public Funded ResearchManagement EducationNKC gave following recommendations for Legal According to NKC as there has been phenomenon growth Framework for Public Funded research. To create more in Management Education in past six years largely due to incentives for R&D, NKC has recommended the entrepreneurial initiatives and thus increasing demand of enactment of legislation that would create a uniform legal management graduates. But there is also great need to framework for government funded research in the focus on new regulatory framework, grading institutions, country. accreditation and improve access in education.

Open and Distance Education & Open Educational Medical EducationResourcesThe quality, the quantity, distribution and availability of This includes the recommendations to promote Distance human resources for the health sector in India at present Education create a national ICT infrastructure, to develop need to be improved substantially to deliver care-driven, web based common open resources and to establish a rural oriented and equitable health services. There is credit bank and provide a national testing service. need to improve regulation accreditation, quality and Regulation will be performed by a sub committee under faculty efficiency.the proposed IRAHE.

Legal EducationRecommendations Submitted in 2008 The National Knowledge Commission recognizes legal School Educationeducation as an important constituent of professional According to NKC there is need of decentralization, education. There is need of regulatory reform, quality and community participation and greater local autonomy in rating system and need of curriculum development in the management of schools. There is need for a national legal education.body to monitor the quality of both government and private schools. The dignity of school teaching as a Health Information Networkprofession must be restored. There is need of revamping The National Knowledge Commission (NKC) is convinced teacher training programmes and institutes. There is that extensive use of IT in health care will promote the also need of promoting the use of ICT in schools and delivery of efficient health care in the country. NKC devise curricular and examination reforms especially at believes that the use of IT in health care needs a national the Board level in light of NCF 2005.direction for its proper implementation.

Engineering EducationIntellectual Property RightsNKC gave emphasis on enhancing access including A nation's future and its ability to compete in the global reduction in regional disparities. It is also essential to market depend greatly on how it generates new ideas and attract and retain faculty. The students should be innovates in science and technology. Intellectual encouraged to do research. There is need of curriculum Property creation and protection are critical issues in reform to meet technological obsolescence and industry global knowledge based competition. NKC gave needs.emphasis on efforts to build a world class IPR

infrastructure. There is need for establishment of new More Talented Students in Maths and Sciencestructures such as a separate IPR Tribunal, a national NKC has suggested launching a massive science institution for cutting edge IPR policy and a Global outreach programme aimed at students and their Technology Acquisition Fund.parents Introduce Mobile labs and establishing science centers. NKC also recommended revamping teacher Innovation training at all levels and promoting development of There is need for more effective synergy between teaching aids. There is need to reform science curriculum industry, government, the educational system, R&D content and increase research component.environment and the consumer. A comprehensive

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More Quality Ph.Ds into resource centres to demonstrate best practices, NKC gave an advice that massive investment is needed evolve local solutions and provide a platform for in education and research at all levels. Initiatives should converging different social sector programmes. In order be taken to launch a national publicity campaign to to use knowledge applications for the well-being of attract the best young minds. It is also suggested that common people, especially in rural areas, NKC has initiatives should be taken to bring major academic and focused on the urgent requirement for ergonomic tools, administrative reforms in universities to enable research especially among NREGA workers. Key issues pertain to environments. Quality of doctoral work should be designing ergonomic tools as a means of improving maintained to match global standards. dignity of labour, encouraging energy efficiency, reducing

workloads for women, reducing drudgery, increasing skillful engagement and improving productivity.Entrepreneurship

NKC has recommended implementing measures such as Therefore, it is comprehensible through the various single window system, deemed clearance, single recommendations of NKC that the constitution of NKC is composite application form, etc. there is need to simplify a crucial step to transform India into a global knowledge administrative procedures in order to reduce time taken hub. The aim of NKC has been to provide a platform to as well as ease processes of company registration, filing harness human capital, which has the ability to change of taxes, property registration, etc. This is also essential the course of development in the country. The right to create web-based portals and information handbooks development paradigm has to be created by investing in for entrepreneursintellectual capital, developing the skill set of the population, strengthening research, encouraging Recommendations submitted in March 2009innovation and entrepreneurship and creating effective Agriculturesystems of e-governance. If the challenge of expansion in NKC has recommended concrete steps to modernize and educational opportunities and special provisions for the stimulate agricultural research institutions, coordinate disadvantaged is met out as recommended by NKC, then research and make research support more flexible. NKC the dream of creating an inclusive knowledge society will has stressed on improving the organisation of be accomplished. agricultural research, directing more research to

neglected areas, providing more effective incentives for “A human society, in which knowledge should bring researchers and reforming the curricula in agricultural justice, solidarity, democracy, peace... a society in universities. which knowledge could be a force for changing society.

Enhancing Quality of Life A society which should provide universal and equitable access to information” NKC has focused on knowledge applications for

enhancing the well being of common people, especially in rural areas. Towards this end, NKC has recommended Anu Chaudhary

Lecturer (M.Ed)the setting up of Panchayat Gyan Kendras (PGKs) Biyani Girls B.Ed Collegethroughout the country which would ensure efficient

implementation of NREGA and would eventually develop

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Role, Function and Recommendations of National Knowledge Commission

THEME-1

TITLE OF THE PAPER AUTHOR

• Role of Independent Regulatory Authority Mrs. Renu Chouhanfor Higher Education (IRAHE)

• NKC: Regulation of Higher Education Mrs. Neelam Sharma

• NKC Recommends More Quality Ph.Ds Dr. Neeru Pathak, Psychologist

• Recommendations of National Knowledge Mrs. Vandana Naruka

Commission on Innovation

• Recommendations of National Knowledge Ms. Priyanka Biyani

Commission on Teacher Education

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• Management Education: Recommendations as proposed Ms. Vaishali Purohitby National Knowledge Commission (NKC)

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The recommendation about setting up an umbrella The NKC suggested the establishment of an Independent regulator in the form of IRAHE which is independent is Regulatory Authority for higher Education (IRAHE) to end well taken. However, asking universities to meet 20 the multiple regulatory agencies in the sector. This is to percent of their expenditure through fees while at the simplify entry as there is a multiplicity of regulators with

confusing overlapping mandates (UGC, Courts, State and same time enforcing the provision of scholarships and Central Governments). It describes the whole system as fee waivers to needy students is impractical. If being overregulated and under-governed and universities set their fees too high to pay for the recommends the need to establish an Independent education and sustenance of needy students and reach Regulatory Authority for Higher Education (IRAHE). It

the floor of 20 percent of expenditure then many more recommends that IRAHE must be at arm's length from

students will be unable to pay the fees and theoretically the government and truly independent of all the

fall into the needy bracket. In other words, making stakeholders.

education more expensive to subsidies the needy is

impractical as it also adds to the numbers of the needy. IRAHE would play following role in improving higher

The question of making education affordable while education:

ensuring its fiscal viability and quality constitutes the It would be the only authority deciding on entry as well as

central problem in the provision of higher education in having the authority to accord degree and granting power

India. Student loans, like in the US, could be a solution. to institutions.

The regulator, IRAHE, could select meritorious students

who are needy and unable to pay the fees in the ¡ It would monitor standards, license accreditation

institutions for which they would otherwise qualify. The agencies and settle disputes.

government could guarantee the payment of these loans ¡ It would apply the same norms to private and public

to banks; however, it is the student who would be liable institutions, domestic and international institutions.

for repayment in installments once education is ¡ The role of the UGC would be confined to the

completed and the student is financially independent. A disbursement of funds.

certain amount of interest subsidy by the government ¡ Universities would be free to decide their level of fees

might be needed but this can be justified on the grounds but as a rule 20 percent of the expenditure would

that education is a resource which has powerful network have to be met through fees. However, needy

externalities. What has been done till now is to tax the students would have to be provided with a fee waiver

suppliers to subsidies recipients which can have a plus a scholarship to meet their cost.

welfare effect which might well be negative.¡ If universities raise more than 20 percent of their

expenditure through fees they should not be

penalised by the UGC in terms of deduction of grants

in aid.

Role of IndependentRegulatory Authority

for Higher Education (IRAHE)Mrs. Renu Chouhan

Lecturer, Biyani Girls B.Ed. College

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NKC: Regulation ofHigher Education

In the present international scenario the nations who institutions based on transparent criteria

excelled themselves in terms of knowledge are reining the • Apply same norms to public, private and international

globe. The matter of discussion is how to move towards the institutions

knowledge society? To gear up the demographic upliftment • Accord degree granting powers to Higher Educational

the need of a concrete and comprehensive programme was Institutions'

needed and so that the constitution of National Knowledge • Responsible for monitoring standards and settling thCommission took place on 13 June 2005 with a time disputes

nd ndframe of three years, from 2 October, 2005 to 2 October • Authority for licensing accreditation agencies

2008.

The goals of IRAHE are as follows:

One of the focus areas of National Knowledge Commission • Minimize conflicts of interest

is Higher Education. NKC took serious concern about it and • Replace present over regulatory system

especially two aspects of Higher Education are discussed • Rationalize confusing and overlapping mandates

at length: • Provide single window clearance

• Opportunities of Higher Education • Dispense with multiplicity of regulatory agencies

• Quality of Higher Education — Role of UGC limited to public disbursing funds

— MCI and BCI to function as professional

Opening up of new Universities can increase the association and conduct licensing examination

opportunities of Higher education. Therefore the issue of — All other agencies like AICTE to be abolished

regulation of Higher Educational Institutions becomes

important and has been dealt carefully by NKC. The present Though the composition as well as functions and goals of

state of affairs regarding regulation is not satisfactory. The IRAHE are set up by taking wider view of enhancing the

system of regulation should be transparent as well as base of Higher Education in India, still few issues need to

hassle free. It should have accountability towards its be discussed.

decisions. To weed out the malpractices, NKC has • It is highly centralized body.

recommended establishing an Independent Regulatory • Abolition of present regulatory bodies in an abrupt way

Authority for Higher Education (IRAHE). The composition of • Increase scope of political influence

IRAHE will be as follows: • Scope of corruption

• Chairperson will be a distinguished academic, • More responsibilities

appo in ted by Pr ime Min is te r , based on • Uncertainty about independent status

recommendation of a search committee If the controversial issues will also be met out

• Six other members will be distinguished academics carefully the constitution of IRAHE will definitely

from various disciplines change the face of Indian Higher Education System.

• Some part time members of standing committees

The functions of IRAHE are as follows:

• Determining eligibil ity for setting up new

Mrs. Neelam SharmaLecturer, Biyani Girls B.Ed. College

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It is widely recognised that a nation's transformation into more quality Ph.Ds:a knowledge and skills economy is critically dependent on • Launch a national publicity campaign to attract the the original research and development taking place best young minds for careers in teaching at all levels, within the country. If India is to make the transition to a and also academic research.knowledge economy, it is vital that research and • Initiate major academic reforms in universitiesdevelopment within the country be dramatically • Implement administrative reforms in universitiesimproved. There is ample evidence that India is not well- • Enable research environments in universities placed for this future transformation. For example, in • Set up more quality undergraduate teaching many disciplines, there is already a severe shortage of institutions across disciplines well-trained young doctorates to fill in existing posts in • Increase funding for education at all levels and for research institutes and universities. This problem is R&D likely to be even more acute in the envisaged new • Rejuvenate doctoral programmes across disciplines universities. The growth in the number of doctorates has • Ensure quality of doctoral work and academic only been 20 per cent in India in the period 1991-2001 research in institutions.compared to 85 per cent in China. Not more than 1 per • Enable vigorous Industry-Academia interaction. cent of those completing undergraduate degrees • Foster a global outlook in research currently opt for doctoral studies in India, and a

If we want development in education sector then it is an substantial number of students prefer to go abroad. To urgent need to give special attention to the dire situation address these problems, there is a pressing need for of the lack of qualified faculty, and to overall spark urgent government policy interventions, including high national interest and attention towards research and priority initiatives to attract, nurture, and retain the development. country's best young minds in academia and research.

NKC has recommended following resolutions to promote

NKC Recommends More Quality Ph.DsDr. Neeru Pathak

Psychologist , Biyani Girls College

The National Knowledge Commission identified the role of dissemination of the survey results across India's innovation as one of the key factors in India's economic industrial spectrum will highlight best practices in industry growth. Innovation is a process to achieve measurable and thereby also generate catalytic impact on a wider value enhancement in any commercial activity, through scale.introduction of new or improved goods, services,

The important point which is worthy to mention is that the operational and organizational processes. It is a

most critical external barrier for both large firms and small significant factor in facilitating competitiveness,

and medium enterprises is skill shortage arising out of improvement in market share and quality as well as

lack of emphasis on industrial innovation, problem-reduction in costs.

solving, design, experimentation, etc in the education NKC conducted a nationwide survey among large firms, as curricula. There is also need for more effective well as small and medium enterprises to explore the role collaboration between industry, universities and R&D being played by innovation in fuelling India's economic institutions. Systematic reform of the higher education growth. The NKC Survey reveals that Innovation Intensity system (including skill based marketable vocational (i.e. the percentage of revenue derived from products/ education) in India is essential to develop the required services which are less than 3 years old) has increased for intellectual capital as well as generate effective synergies large firms as well as small and medium enterprises. The among industry, government, the educational system, the strategic prioritization of innovation as a factor critical to R&D environment and the consumer. Innovation is a growth and competitiveness has also achieved significant complex activity that requires widespread interaction prominence since the start of economic liberalization in across the entire economy, from the grassroots to the India. The NKC Survey further highlights crucial large firm level. Therefore, NKC suggested a parameters at the firm level that have enabled some firms comprehensive campaign to address these issues and to to be more innovative than others, including the role of spur efforts to make India a global leader in innovation.structural frameworks and processes. It is expected that

Recommendations of NationalKnowledge Commission on Innovation

Mrs. Vandana NarukaLecturer, Biyani Girls B.Ed. College

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What kind of destiny has been actually shaped during the last DIETs, SCERTs, BRCssixty years? There are thousands of schools without basic • Create a network for teachers to share best practices needs. While the goals of universal literacy and enrolments (portal).are laudable in themselves. The achievements in these

• ICT must be incorporated more fully into teacher areas would remain hollow without ensuring quality training programs, which in turn leads to ICT being education. It is not only students but also teachers who are used more freely in the classroom.at the receiving end of the ongoing transformation in higher

• It is necessary to develop content for the access to and professional education. Both pre-service and in-service open educational resources for teacher training.teacher training programs face major problems at present.

According to NKC the training school teachers is extremely Therefore, there is need of provision for the coordination of inadequate and also poorly managed. And it has given teachers' education and professional development. Teacher following recommendations for teacher training: education should be coherent and adequately resourced and

it should be ensured that all the teachers possess the • Teacher education to be integrated with Higher knowledge, attitudes and pedagogic skills that they require Education making it more holistic.to be effective. There is need of revamping teacher education • At least five IIT level teacher education institutions by supporting the professionalisation of teaching; by across the country to focus on research and promoting a culture of reflective practice and research within professional development of teachers.the teaching profession; and by promoting the status and

• Career progression linked to professional recognition of the profession. By doing so, the quality of development. education will improve.

• Revitalize the academic support systems such as

mPp f'k{kk ds fy, ,u-ds-lh- dh flQkfj'ksamPp f'k{kk ds fy, ,u-ds-lh- dh flQkfj'ksaJherh fdj.k 'kekZ

O;k[;k=h] lat; f'k{kd izf'k{k.k egkfo|ky;Jherh fdj.k 'kekZ

O;k[;k=h] lat; f'k{kd izf'k{k.k egkfo|ky;

lekt esa f'k{kk dk izlkj mu ns'kksa dh lQyrk dh cqfu;kn jgh gS � fo'ofo|ky; esa okf"kZd ijh{kkvksa dk Lo:i cnyk tk,A

ftuesa fodkl dk flyflyk nsj ls 'kq: gqvk FkkA fodkl dh Hkhrjh ewY;kadu ls fo|kfFkZ;ksa esa fo'ys"kd vkSj jpukRed

izfØ;k esa izkbZejh f'k{kk ije vko';d gS D;ksafd og vk/kkj rS;kj {kerkvksa dks c<+kok feyrk gSA vr% vkjEHk esa vkadyu ds

djrh gS] fdUrq mPp f'k{kk Hkh mruh gh egRoiw.kZ gS D;ksafd og fy, dqy vadksa esa ls 25 izfr'kr~ vad vkSj /khjs&/khjs c<+kdj

nwljksa ds eqdkcys c<+r fnykrh gS vkSj fo'ofo|ky; mPp f'k{kk ds 50 izfr'kr~ fd;k tk ldrk gSA

thou&izk.k gSaA Hkkjr esa mPp f'k{kk ds {ks= esa xgjk ladV gSA � izR;sd fo'ofo|ky;ksa esa 'kSf{kd mRd`"Vrk ikus ds fy,

mlds fy, jk"Vªh; Kku vk;ksx fuEufyf[kr nh?kZdkfyd vkSj vuqlU/kku vkSj 'kks/kdk;Z t:jh gSA 'kks/k vkSj vuqlU/kku ds

vYidkfyd j.kuhfr;ksa dh flQkfj'k djrk gS%& fy, dkQh ek=k esa vuqnku vkoafVr djuk vko';d gSA

� ns'k Hkj esa 1500 fo'ofo|ky;ksa dh LFkkiuk gksuh pkfg, � fo'ofo|ky;ksa esa lalk/kuksa dh xEHkhj leL;k gksus ds dkj.k

ftudh enn ls Hkkjr esa 2015 rd de ls de 15 izfr'kr~ foÙkh; ypd cgqr de jg tkrh gSA izkIr /ku dk 75

dk lady HkrhZ vuqikr gkafly dj ldsxkA izfr'kr~ osru ,oa isa'ku ij [kpZ gks tkrk gSA ckdh 25

� fo'ofo|ky;ksa esa ikB~;Øeksa dh fo"k; oLrq dbZ n'kdksa ls izfr'kr~ ,oa 15 izfr'kr~ fdjk,] fctyh ,oa ijh{kkvksa ds

ugha cnyh gSA vr% mlesa yxkrkj le;≤ ij lq/kkj vk;kstu ij [kpZ gks tkrk gSA cph&dqph 10 izfr'kr~

vkSj la'kks/ku vko';d gSA iz;ksx'kkyk] iqLrdky; bR;kfn ds fy, vi;kZIr gSA

Recommendations of KnowledgeCommission on Teacher Education

Mrs. Priyanka BiyaniB.Ed Student

“The destiny of India is now being shaped in her class rooms”.—Kothari Education Commission

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Hkkjr tSls cgqHkk"kh ns'k esa Hkk"kk u flQZ lh[kus ;k ckrphr djus ds ek/;e ds :i esa egRoiw.kZ gS cfYd Kku vkSj fofHkUu lsokvksa dh lqyHkrk fuf'pr djus esa Hkh bldh izeq[k Hkwfedk gSA ekStwnk fLFkfr esa vaxzsth Hkk"kk dh le> vkSj ml ij etcwr idM+ 'kk;n mPp f'k{kk] jkstxkj dh lEHkkoukvksa vkSj lkekftd voljksa dh lqyHkrk r; djus ds fy, lcls egRoiw.kZ gSA Ldwy NksM+us okys tks cPps vaxzsth Hkk"kk esa detksj gksrs] os ges'kk mPp f'k{kk ds ekeys esa fiNM+s jgs gSaA ftUgsa vaxzsth vPNh rjg ugha vkrh mUgsa gekjs izeq[k f'k{k.k laLFkkuksa esa nkf[ky ikus ds fy, eqf'dyksa dk lkeuk djuk iM+rk gSA mPp f'k{kk ds {ks= esa vf/kdrj i<+kbZ vaxzsth esa gksrh gSA ;g cM+h foMEcuk gS fd vaxzsth ,d 'krkCnh ls Hkh igys ls gekjs f'k{kk O;oLFkk dk vax jgh gS] mlds ckotwn vaxzsth Hkk"kk gekjs vf/kdrj cPpksa dh igq¡p ls ckgj gSA blds fy, jk"Vªh; Kku vk;ksx us Hkk"kk lEcU/kh flQkfj'ksa izLrqr dh gS %&

� jk"Vªh; Kku vk;ksx dh flQkfj'k gS fd Ldwy esa igyh d{kk ls cPps dh igyh Hkk"kk ¼ekr`Hkk"kk ;k {ks=h; Hkk"kk½ ds lkFk vaxzsth Hkk"kk dh i<+kbZ 'kq: dh tkuh pkfg,A

� ijh{kk esa cPpksa dh {kerk dk vkadyu Hkk"kk esa mudh fuiq.krk ds vk/kkj ij gksuh pkfg,A jVkbZ ds ek/;e ls fdlh ,d fo"k; esa Js"Brk ds fy, bZuke nsus dk rjhdk mfpr ugha gSA blds fy, jk"Vªh; ijh{kk lsok dh 'kq:vkr dh tkuh pkfg,A

� vaxzsth Hkk"kh f'k{kdksa dh Hkkjh vko';drk dks iwjk djus ds fy, vaxzsth Hkk"kk esa n{k o laokn dkS'ky esa izoh.k Lukrdksa dks vkSipkfjd f'k{kd izf'k{k.k nsdj HkrhZ fd;k tkuk pkfg,A

� ns'kHkj esa djhc pkyhl yk[k Ldwyh f'k{kdksa dks muds fo"k; dh fo'ks"krk dh ijokg fd;s fcuk vodk'k izf'k{k.k dk;ZØeksa vkSj vU; vYikof/k ikB~;Øeksa ds ek/;e ls vaxzsth esa izoh.krk lq/kkjus dk izf'k{k.k fn;k tkuk pkfg,A

� igyh d{kk ls ckjgoha d{kk rd gj Lrj ij vaxzsth dh vPNh ikB~;iqLrdsa rS;kj djus ds fy, ,d fo'ks"k ny xfBr fd;k tkuk pkfg,A

� Hkk"kk lh[kus ds fy, flQZ f'k{kdksa ds funsZ'k dkQh ugha gS cfYd vkl&ikl oSlk ekgkSy Hkh gksuk pkfg,A blfy, d{kkvksa esa bl rjg dh vkWfM+;ks fotqvy vkSj izdkf'kr lkexzh Hkh miyC/k jguh pkfg,A

� Hkk"kk lh[kus ds fy, cgqr vf/kd lk/kuksa dh t:jr iM+rh gS] blfy, ,d dsUnz izk;ksftr ;kstuk pykbZ tkuh pkfg,] tks vaxzsth Hkk"kk lh[kus ds fy, t:jh f'k{kdksa vkSj lkexzh ds fodkl ds fy, foÙkh; lgk;rk ns ldsA

ijUrq bu flQkfj'kksa ij vey dh j¶rkj /kheh gSA Ldwyksa esa vaxzsth Hkk"kk fl[kkus dk Lrj mruk vPNk ugha gSA f'k{kdksa dh la[;k vkSj i<+kus dh lkexzh tSlh lgk;d O;oLFkk,a u rks i;kZIr gS vkSj u mi;qDrA vr% jkT; ljdkjksa dks bl ;kstuk ij vey ds dke esa cjkcj dh le>nkjh djuh gksxhA

jk"Vªh; Kku vk;ksx dhHkk"kk lEcU/kh flQkfj'ksajk"Vªh; Kku vk;ksx dhHkk"kk lEcU/kh flQkfj'ksaxksfoUn fcgkjh] O;k[;krk] fc;kuh xYlZ ch-,M+- dkWyst

/keZohj 'kekZ] O;k[;krk] egkRek xka/kh f'k{kd izf'k{k.k dkWyst] HkjriqjxksfoUn fcgkjh]

/keZohj 'kekZ]

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jk"Vªh; Kku vk;ksx fopkj.kh; fo"k;] mn~ns'; ,oa mPp f'k{kk gsrq lq>ko

jk"Vªh; Kku vk;ksx fopkj.kh; fo"k;] mn~ns'; ,oa mPp f'k{kk gsrq lq>ko

MkW- izhfr flag] ¼ofj"B O;k[;krk ts-,u-;w-] txriqjk] t;iqj½

';kelqUnj dqekor ¼,e-,M-fo|kFkhZ] ts-,u-;w-] txriqjk] t;iqj½

MkW- izhfr flag]

';kelqUnj dqekor

fopkj.kh; fo"k; %

13 twu 2005 dks tkjh ljdkjh vf/klwpuk ds vuqlkj jk"Vªh; Kku vk;ksx ds fopkj.kh; fo"k; bl izdkj gSa %&

f'k{kk O;oLFkk esa mRd`"Vrk ykuk rkfd og 21oha 'krkCnh esa Kku dh pqukSfr;ksa dk lkeuk dj lds vkSj Kku ds {ks=ksa esa Hkkjr dh Li/kkZ ysus dh {kerk c<+k ldsaA foKku vkSj VsDuksykWth iz;ksx'kkykvksa esa Kku dh jpuk dks c<+kok nsukA ckSf)d laink vf/kdkjksa ls tqM+s laLFkkvksa dk izca/ku lq/kkjukA [ksrh vkSj m|ksx esa Kku ds mi;ksx dks c<kok nsukA ljdkj dks ukxfjdksa ds fy, vljnkj] ikjn'khZ vkSj tokcnsg lsok iznku djus okyh laLFkk dk :i nsus esa Kku {kerkvksa ds mi;ksx dks c<kok nsuk vkSj yksxksa dks vf/kd ls vf/kd ykHk igq¡pkus ds fy, Kku ds O;kid izpkj&izlkj dks c<kok nsukA

mn~ns';%&

1- f'k{kk O;oLFkk dks etcwrh feys] ns'k ds Hkhrj vuqla/kku vkSj vfHkuo iz;klksa dks c<+kok feys rFkk LokLF;] [ksrh vkSj m|ksx tSls {ks=ksa esa bl Kku dk vklkuh ls mi;ksx fd;k tk ldsA

2- iz'kklu vkSj laidZ ;kfu dusfDVfoVh dks c<+kus ds fy, lwpuk vkSj lapkj rduhdksa dk bLrseky fd;k tk ldsA

3- nqfu;k Hkj esa Kku iz.kkfy;ksa ds chp lEidZ vkSj vknku&iznku dk ra= LFkkfir gks ldsA

mPp f'k{kk gsrq jk"Vªh; Kku vk;ksx ds lq>ko%&

¼1½ mPp f'k{kk esa foLrkj%&

¼v½ orZeku esa mPp f'k{kk dks fu;af=r djus ds fy;s vusd laLFkk,¡ gSa ijUrq vkt gesa ,d Independent Regulatery Authority for higher education (IRAHE) vFkkZr mPp f'k{kk ds fy;s vkRefuHkZj] vf/kfu;fer v/khlÙkk dh vko';drk gSA

¼c½ mPp f'k{kk ds foLrkj gsrq 1500 u;s fo'ofo|ky;ksa dh LFkkiuk dh tk;sxhA ftlls mPp f'k{kk esa visf{kr lq/kkj gks ldsA

¼2½ mPp f'k{kk esa mRd`"Vrk gsrq lq>ko%&

¼v½ orZeku esa lapkfyr fo'ofo|ky;ksa esa lq/kkjA

¼c½ LukRkd egkfo|ky;ksa dks iqu% LFkkfir djukA

¼l½ mPp f'k{kk esa xq.koÙkk c<+kus gsrq fofHkUu egkfo|ky;ksa esa izfrLi/kkZ c<+kus ds mik;A

¼3½ mPp f'k{kk esa lHkh oxksZa dks lekfgr djuk %

¼v½ mi;qDr fo|kfFkZ;ksa dks f'k{kk miyC/k djkus ds fy;s jk"Vªh; Kku vk;ksx us lq>ko fn;sA ftlls fd foÙkh; leL;kvksa dk f'k{kk ij vlj uk gksaA

¼c½ foÙkh; lgk;rk ds vfrfjDr fo|kfFkZ;ksa dks vkj{k.k dh lqfo/kk Hkh nh tk;sA ;s vkj{k.k dh lqfo/kk dsoy izos'k esa uk gksdj fo|kFkhZ ds fo|ky; esa Hkh /;ku esa j[kh tk;saA

fopkj.kh; fo"k; %

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mifo"k;%& jk"Vªh; Kku vk;ksx dh Hkwfedk] dk;Z o flQkfj'ksaAizLrkouk%& jk"Vªh; Kku vk;ksx Hkkjr ds iz/kkuea=h ls lEcU/k j[kus okyk ,d mPp Lrj dk vk;ksx gS] ftldk eq[; mís'; Hkkjr dks ,d f'kf{kr lekt esa rCnhy djuk gSA Hkkjrh;ksa dh f'k{kk dk Lrj lq/kkjus vkSj ekuoh; ;ksX;rkvksa dk leqfpr mi;ksx djus ds fy, jk"Vªh; Kku vk;ksx dk xBu fd;k x;kAHkwfedk%& gekjs iz/kkuea=h ds 'kCnksa esa ̂ ^f'k{kk] 'kks/k vkSj ;ksX;rk vtZu ds {ks= esa fodkl djus dk le; vk x;k gS rkfd ge 21oha lnh esa izos'k djus ds fy, iw.kZ leFkZ o rS;kj gks tk,A^^ blh foLr`r o O;kid lksp ds cy ij us'kuy ukWyst deh'ku dh LFkkiuk 13 twu 2005 dks rhu lky ds Vkbe Ýse ds fy, dh xbZA ;g le;kof/k 2 vDVwcj 2005 ls 2 vDVwcj 2008 rd ds fy, gksxhA iz/kkuea=h ds fy, mPp Lrjh; lykgdkj lfefr ds :i esa dk;Z djus okyk us'kuy ukWyst deh'ku viuh lqO;ofLFkr uhfr ds }kjk f'k{kk] foKku] rduhd] d`f"k o m|ksx ds {ks= esa dk;Z djus ds fy, ladYic) gSA Kku ds {ks= esa ljyrk ykus] l`tukRedrk vkSj Kku ds {ks= esa <kaps dks lqn`<+ o lqjf{kr j[kus o mPp Lrj ds Kku dk izlkj djus esa vk;ksx us egRoiw.kZ Hkwfedk fuHkkbZ gSAjk"Vªh; Kku vk;ksx ds dk;Z%&⇒ f'k{kk ds {ks= esa lq/kkj djuk vkSj 21oha lnh dh pqukSfr;ksa dk lkeuk djus ds fy, Hkkjr dks f'k{kk ds {ks= esa l{ke cukukA ⇒ foKku o rduhdh {ks= esa izk;ksfxd Kku dk izlkj djukA⇒ f'k{k.k laLFkkvksa ds izcU/ku esa lq/kkj ykukA⇒ ljdkj dks izHkkoh cukus o 'kklu O;oLFkk dks lqn`<+ djus ds fy, f'k{kk dk lgkjk ysukA⇒ lwpuk izkS|ksfxdh ds {ks= esa lwpukvksa ds rsth ls izlkj ds fy, f'k{kk dk mi;ksx djukA

laxBu o flQkfj'ksa%&jk"Vªh; Kku vk;ksx esa ,d pS;jesu o vU; ikap lnL; dk;Zjr gksrs gSa%&lnL;ksa dh dk;Ziz.kkyh%&o loZizFke vius dk;Z{ks=ksa dk pquko fd;k tkrk gSAo O;fDrxr :i ls {ks= fo'ks"k ds yksxksa ds chp tkdj mudh leL;kvksa dks igpkuk tkrk gSAo leL;kvksa dks tkuus o muds lek/kku <wa<us ds fy, fo'ks"kKksa dk lgkjk fy;k tkrk gSAo izcU/k lfefr o ;kstuk vk;ksx dh lykg dks Hkh utjvankt ugha fd;k tkrkAo blds i'pkr~ vk;ksx egRoiw.kZ flQkfj'kksa dks ,d i= esa fy[kdj iz/kkuea=h dks fHktok nsrk gSAo flQkfj'kksa esa eq[; :i ls ctV fu/kkZj.k o fØ;kfUofr ds izFke pj.k ls lEcfU/kr fcUnq vkrs gSAo flQkfj'kksa ds :i esa lEcfU/kr nLrkost layXu fd;s tkrs gSaA

milagkj%& jk"Vªh; ;kstuk vk;ksx dh Hkwfedk dk;Ziz.kkyh o flQkfj'kksa dk lexz v/;;u djus ds i'pkr~ ge bl fu"d"kZ ij igqaps gSa fd vk;ksx us ns'k ds fodkl esa turk dh Hkkxhnkjh dks lqfuf'pr djus ds fy, f'k{kk o Kku dk lgkjk fy;k gSA ftl rjg cwan&cwan ls ?kM+k Hkjrk gS mlh rjg vk;ksx dh dk;Ziz.kkyh Hkh dqN blh vk/kkj ij gSA ,d&,d O;fDr dks f'kf{kr dj ge ,d ifjokj dks f'kf{kr dj ldrs gSaA dbZ f'kf{kr ifjokj feydj ,d f'kf{kr lekt dk fuekZ.k djrs gSa o dbZ f'kf{kr lekt feydj ,d f'kf{kr jk"Vª dk fuekZ.k djrs gSaA

mifo"k;%& izLrkouk%&

jk"Vªh; Kku vk;ksx ds dk;Z%&

laxBu o flQkfj'ksa%&

milagkj%&

f'kf{kr lekt dh vksjf'kf{kr lekt dh vksjlhek fc'uksbZ

O;k[;krk ¼,e-ts-,e-lh-½] fc;kuh xYlZ dkWystlhek fc'uksbZ

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mPp f'k{kk ds fy,jk"Vªh; Kku vk;ksx dh flQkfj'ksa

mPp f'k{kk ds fy,jk"Vªh; Kku vk;ksx dh flQkfj'ksa

Jherh vkjrh 'kekZO;k[;k=h] fc;kuh xYlZ ch-,M- dkWyst

Jherh vkjrh 'kekZ

mPp f'k{kk us Lora= Hkkjr ds vkfFkZd fodkl] lkekftd izxfr vkSj jktuhfr yksdra= dks vkxs c<+kus esa mYys[kuh; ;ksxnku fd;k gS ysfdu bl le; fpark dk ,d xaHkhj dkj.k gSA mPp f'k{kk esa izos'k djus okys vk;q oxZ dk gekjh tula[;k esa vuqikr yxHkx 7 izfr'kr gSA fo'ofo|ky;ksa esa LFkkuksa dh la[;k dh n`f"V ls mPp f'k{kk ikus ds volj gekjh vko';drkvksa ds fglkc ls fcYdqy i;kZIr ugha gSA gekjs vkcknh ds cgqr cM+s fgLls dks mPp f'k{kk dh dksbZ lqfo/kk lqyHk ugha gSaA

jk"Vªh; Kku vk;ksx dk ekuuk gS fd gekjh Ldwy O;oLFkk dk foLrkj djuk vkSj mlesa lq/kkj djuk csgn t:jh gS rkfd gj cPps dks mPp f'k{kk dh nqfu;k esa dne j[kus ds cjkcj volj fey ldsA jk"Vªh; Kku vk;ksx Ldwyh f'k{kk ds ckjs esa fopkj&foe'kZ dj jgk gS vkSj ;Fkk le; ij egRoiw.kZ {ks= ij flQkfj'ksa nsxkA jk"Vªh; Kku vk;ksx us bl ckjs esa mPp f'k{kk ls tqM+s fofHkUu O;fDr;ksa ds lkFk fopkj&foe'kZ fd;kA lcdk ,der gS fd mPp f'k{kk esa cnyko dh vko';drk gSA ,slk cnyko ftlesa f'k{kk dk Lrj fxjk;s fcuk vf/kd fo|kfFkZ;ksa dks f'k{kk feysA lcdks lekfgr djus okyk lekt gh ,d Kkuoku lekt dh cqfu;kn dh O;oLFkk dj ldrk gSA

mPp f'k{kk ds fy, jk"Vªh; Kku vk;ksx dh flQkfj'ksa %&

⇒ vf/kd fo'ofo|ky;ksa dh LFkkiuk djukA

⇒ mPp f'k{kk ds fy, fofu;eu dk <kapk cnyukA

⇒ lkoZtfud [kpZ c<+kuk vkSj foÙk ds L=ksrksa esa fofo/krk ykukA

⇒ 50 jk"Vªh; fo'ofo|ky;ksa dh LFkkiuk djukA

⇒ ekStwnk fo'ofo|ky;ksa esa lq/kkjA

⇒ voj Lukrd dkWystksa dk <kapk cnyukA

⇒ DokfyVh lq/kkjus dks c<+kok nsukA

⇒ lHkh ;ksX; fo|kfFkZ;ksa dks f'k{kk lqyHk djkukA

Bksl dk;Zokgh % mPp f'k{kk O;oLFkk ,d eq[; y{; ;g lqfuf'pr djuk gksuk pkfg, fd vkfFkZd vkSj lkekftd n`f"V ls de ls de lk/ku lEiUu fo|kfFkZ;ksa ds fy, f'k{kk dh lqyHkrk vkSj vf/kd dkjxj <ax ls cgqr T;knk c<+kbZ tk;sA vkj{k.k vko';d gS ysfdu ;g bl rjg dh Bksl dk;Zokgh dk flQZ ,d :i vkSj ,d vax gSA

;g le>uk egRoiw.kZ gS fd Hkkjr esa mPp f'k{kk ds ekeys esa ladV cgqr xgjk gSA vc bl ladV ls O;ofLFkr <ax ls fucVus dk le; vk x;k gSA bl i= esa nh xbZ flQkfj'ksa ,d egRoiw.kZ 'kq:vkr dk ladsr gSA izLrkfor ifjorZu fLFkfr esa okLrfod cnyko yk ldrs gSaA jk"Vªh; Kku vk;ksx vxys dneksa ij fopkj djrk jgsxk ysfdu mldk dguk gS fd fLFkfr ij rRdky /;ku nsuk t:jh gS D;ksafd Hkkjr dk Hkfo"; bl ij fuHkZj gSA gesa rRdky dne mBkus gksaxsA

Bksl dk;Zokgh %

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jk"Vªh; Kku vk;ksx }kjk izLrqr izcU/k f'k{kk ij lq>kojk"Vªh; Kku vk;ksx }kjk izLrqr izcU/k f'k{kk ij lq>kolhek pkS/kjh] ,e-,M- ¼Nk=k½]t;iqj us'kuy ;wfuoflZVh

lhek pkS/kjh] ,e-,M- ¼Nk=k½]

O;kolkf;d f'k{kk dk orZeku Hkkjr dh vFkZ O;oLFkk ij vR;f/kd izHkko iM+rk gSA O;olkf;d f'k{kk o izf'k{k.k dh egRrk dks le>dj ,udslh us blds fy, fofHkUu lq>ko fn;s gSaA,u-ds-lh- ds vuqlkj O;olkf;d f'k{kk dks iw.kZ :i ls ekuo lalk/ku fodkl ea=ky; ds v/khu dj fn;k tk;sA fofHkUu iz;klksa ds }kjk f'k{kk dh eq[; /kkjk ds nk;js esa O;olkf;d f'k{kk vkSj izf'k{k.k ds yphysiu dks c<kus ds iz;kl fd;s tk;saA fofHkUu vkWadMksa ds ek/;e ls ;g irk yxk;k tk ldrk gS fd izf'k{k.k ls jkstxkj ij D;k izHkko iMrk gS blds fy, ekuo 'kfDr dk foLr`r fo'ys"k.k fd;k tk;sA ljdkj }kjk vkus dqy lkoZtfud [kpZ dk de ls de 10 ls 15 izfr'kr O;kolkf;d f'k{kk ij [kpZ gksuk pkfg,A ljdkj }kjk xq.koRrk izkIr djus ds fy, U;wure ekun.M fu/kkZfjr djus pkfg,A o blesa u;s u;s rjhdksa dks viukdj xq.koRrk dks c<k;k tk ldrk gSA vlaxfBr {ks=ksa ds fy, ljdkj dks vfHkizsjd dh Hkwfedk fuHkkrs gq, foRrh; lgk;rk iznku djus dh O;oLFkk djuh pkfg,A fofHkUu O;olkf;d izf'k{k.k laLFkkuksa esa f'k{kk ds Lrj dks lq/kkjus ds fy, dbZ iz;kl fd;s tk;saA budk o.kZu Hkh jk"Vªh; Kku vk;ksx esa feyrk gSA Hkkjr esa jk"Vªh; dkS'ky fe'ku dk fodkl fd;k tk;sA ftlls dkS'ky dh t:jrksa vkSj deZpkfj;ksa dh Li/kkZ 'kfDr dk vkil esa esy cSBk;k tk ldsA O;olkf;d f'k{kk o izf'k{k.k dks c<kok nsus ds fy, bls lSd.Mjh Lrj ds leku c<kok nsuk pkfg,A u;s laLFkkuksa esa izos'k dks fofu;fer fd;k tk;s ftlds fy, ,d Lora= fofu;eu ,stsUlh dk fuekZ.k fd;k tk;sA izek.ku dh izfdz;k dks lqpk: :i ls pykus ds fy, O;olkf;d izf'k{k.k ifj"knksa ,oa egkfuns'kky; dh Hkwfedk dks Li"V dj fn;k tk;sA

jk"Vªh; Kku vk;ksx ds O;olkf;d f'k{kk ,oa izf'k{k.k ij fopkjjk"Vªh; Kku vk;ksx ds O;olkf;d f'k{kk ,oa izf'k{k.k ij fopkjHkkfo'kk iVsy

,e-,M- ¼Nk=k½] t;iqj us'kuy ;wfuoflZVhHkkfo'kk iVsy

izcU/k f'k{kk ds {ks= esa fujUrj o`f) gksrh tk jgh gSA blls lEcfU/kr laLFkkuksa dh lW[;k Hkh c<+rh tk jgh gSA viuh ijke'kZ izfdz;k ds ,d vax ds :i esa jk"Vªh; Kku vk;ksx }kjk Jh ih-,e- flUgk dh v/;{krk esa izcU/k f'k{kk ds fy, dqN lq>ko fn;s x;s gSa] tks bl izdkj gSa%&& ,u- ds- lh- ekStwnk fofu;ked O;oLFkk laLFkkuksa dks iYyfor djus dh ctk; naMkRed O;oLFkk ij vf/kd cy nsrh gSA blds

vuqlkj futh laLFkkuksa o ljdkjh laLFkkuksa ds fy, ,d tSls ekun.M+ fu/kkZfjr fd;s tk;saxsA bl izdkj dze fu/kkZj.k gksus ls cktkj dks csgrj <ax la dke djus okys mRikn izkIr gks ldsaxsA

& ,e- bzZbZ ds fy, izR;ku;u ds fofHkUu ekun.M fu/kkZfjr fd;s tk;saxsA blds fy, ISO 9001 tSls vUrZjk"Vªh; ekudksa ds leku izR;ku;u dh Hkh cSfMax dh tk ldrs gSaA

& ,udslh ds vuqlkj ,d f}eq[kh n`f"Vdksa.k viukdj ,d foLr`r Nk= leqnk; ds fy, izcU/k f'k{kk miyC/k djokbZ tk ldrh gSA cSadksa }kjk f'k{kk ds {ks= esa fn;s tkus okys _.kksa dks izkIr djus esa vkus okyh dfBukb;ksa dks nwj fd;k tk ldsA

& izcU/k v/;;u ds {ks= dh izklafxdrk c<kus ds fy, fofHkUu iz;kl fd;s tk;saA Hkkjrh; lkWLd`frd fofo/krk dks /;ku esa j[kdj gh v/;;u dh :ijs[kk cukbZ tk;sA

& ikB~;dzeksa dk fuekZ.k O;kikfjd n`f"Vdksa.k dks /;ku esa j[kdj fd;k tk;sA& fofHkUu ladk;ksa ds fodkl ds fy, ,d ,sls laLFkku dh LFkkiuk dh tk, tks Lok;Rr] foRrh; n`f"V ls etcwr gks ,oa

fo'oluh; laLFkku gksA& jk"Vªh; Kku vk;ksx us ijke'kZ rFkk xq.koRrk dks izkIr djus ds fy, fofHkUu lq>ko fn,A& izcU/ku esa m|e'khyrk o uokpkj dks c<kok nsus ds fy, ekud LFkkfir djus pkfg,A bu ekudkas dk iz;ksx dj mRd`"V

dsUnzksa dh LFkkiuk dks izksRlkgu fn;k tk ldrk gSA& izcU/ku laLFkkuksa dks Lora= j[kuk pkfg,A rkfd os Lora= gkdsj uokpkjksa dk iz;ksx dj ldsaA & izf'k{k.k] lEesyu rFkk ikB~;p;kZ esa la'kks/ku dks lfdz; :i ls 'kkfey fd; tkus ds ckjs esa rRijrk ls fopkj djuk pkfg,A& ljdkj esa mUufr ds voljksa dh deh ds dkj.k bl rjg ds dk;Zdzeksa esa ck/kk mRiUu gksrh gSA

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f'kf{kr lekt dh vksjf'kf{kr lekt dh vksj fiz;adk prqosZnh

Nk=k ¼,e-ts-,e-lh-½] fc;kuh xYlZ dkWyst fiz;adk prqosZnh

fo"k;%& mPp f'k{kk esa xq.koÙkk ,oa pqukSfr;kaA

laLfr dh tku f'k{kk gSS]

lalkj dk lexz Kku f'k{kk gS]

,d fo|kFkhZ ds fy, mldk iwjk tgka f'k{kk gS]

O;fDr ds O;fDrRo dh igpku f'k{kk gSSA

f'k{kk 'kCn dh O;qRifÙk ̂ f'k{k~^ /kkrq ls gqbZ gS] ftldk vFkZ lh[kus] fo|k izkIr djus ;k Kku xzg.k djus ds vFkZ esa iz;qDr fd;k tkrk gSA vaxzsth Hkk"kk esa f'k{kk 'kCn ds fy, ̂,twds'ku^ 'kCn dk iz;kx fd;k tkrk gSA ̂,twds'ku^ 'kCn dh O;qRifÙk ysfVu Hkk"kk ls gqbZ gSA ysfVu ds ̂,twdsVe^ 'kCn dk vFkZ gS & ̂ ^f'k{k.k dk;Z djukA^^ dbZ fo}kuksa ds vuqlkj ,twds'ku 'kCn dh O;qRifÙk ̂ ,Mwlh;j^ ls gqbZ gS ftldk vFkZ gS & fodflr djuk ;k iFk iznf'kZr djukA

,twds'ku 'kCn ̂,Mwdks^ 'kCn ls cuk gS tks bZ$M~;wdks ls cuk gSA bZ dk vFkZ gS & vUnj ;k vkUrfjd o M~;wdks dk vFkZ gS & fodflr djukA

ifjHkk"kk ds vuqlkj f'k{kk ls rkRi;Z ̂^gekjh 'kfDr;ksa ds fodkl o lq/kkj ds fy, psrukiwoZ fd;s x;s iz;klksa ls gSA

f'k{kk ds izdkj o egRo % f'k{kk ewyr% nks izdkj dh gksrh gS ¼1½ vkSipkfjd ¼2½ vukSipkfjd

¼1½ vkSipkfjd f'k{kk dk vFkZ gS & iqLrdh; KkuA bl f'k{kk ds vUrxZr fu;fer f'k{kk vFkkZr ftlesa f'k{kk nsus okyk ¼f'k{kd½] f'k{kk izkIr djus okyk ¼fo|kFkhZ½] f'k{k.k lkexzh ¼ikB~;Øe½] f'k{k.k izfØ;k ¼f'k{k.k fof/k½] ewY;kadu ¼ijh{kk½] f'k{k.k le; ¼le; lkj.kh o okf"kZd ;kstuk½ lHkh dqN fuf'pr gksrk gSA

¼2½ vukSipkfjd f'k{kk & ckyd] ?kj&ifjokj] iM+kSl] fo|ky;] lekt] i;kZoj.k vkfn lHkh txg ls lh[krk gS] vuqHko djrk gS] iszj.kk izkIr djrk gSA os lHkh vukSipkfjd f'k{kk ds vUrxZr vkrk gSA vkSipkfjd f'k{kk dks iqu% fuEu Lrjksa esa ckaVk x;k gS & ¼1½ fo|ky; esa nh tkus okyh f'k{kk ¼2½ egkfo|ky; esa iznku dh tkus okyh f'k{kkA

mPp Lrj dh f'k{kk ds vUrxZr Lukrd] LukrdksÙkj] izksQs'kuy f'k{kk o 'kks/k f'k{kk lfEefyr gSA

egRo % vk/kqfud cnyrs ifjos'k esa tgka ihus dk dksdksykbZts'ku] [kkus dk esdMksusykbZts'ku] diM+ksa dk ysohykbZts'ku vkSj laxhr dk ekbdyktsD'kukbZts'ku gks x;k gSA ,sls esa f'k{kk dk gkbZVsdizksQs'kukbZts'ku gks tkuk dksbZ vk'p;Z dh ckr ugha gSA mPp f'k{kk vkRekfHkO;fDr dk l'kDr ek/;e o vkReuqHkwfr dh àn;Li'khZ Hkkouk gSA f'k{kk dk egRo fo".kq iqjk.k dh fuEu iafDr ls Li"V gksrk gS & ^^lk fo|k ;k foeqDr;s^^ vFkkZr fo|k og gS tks gesa cU/kuksa ls eqDr djk;sA ;tqosZn ds vuqokn ̂^fo|k e`re'uqrs^^ vFkkZr fo|k ls vejRo izkIr gksrk gSA

xq.koÙkk % fdlh Hkh in dh xq.koÙkk dk vkadyu nks rjhds ls fd;k tkrk gSA ,d ml in] 'kCn ;k fØ;k ds uke esa fufgr mlds xq.k vkSj nwljk mlds }kjk vU; yksxksa dks feyus okyk ykHkA igys rjhds ds vuqlkj ;fn mPp Lrj dh f'k{kk dh xq.koÙkk dk ewY;kadu djsa rks ge ik;saxs fd f'k{kk og gS tks euq"; dks vkSj Hkh vf/kd lEiw.kZrk iznku djrh gSA nwljs rjhds ds vuqlkj f'k{kk esa og xq.k gS ftlds dkj.k f'k{kk ds ckjs esa dgk x;k gS & ̂^ge dsoy iSlk dekus ds fy, ugha i<+rs] ge dsoy Å¡pk in ikus ds fy, ugha i<+rs] ge dsoy vius ifjokj ds fy, ugha i<+rs] ge dsoy Å¡ph mikf/k ikus ds fy, ugha i<+rs] ge rks lalkj dks le>us] tkuus] lh[kus vkSj f'k{kk ls tks vkuan izkIr gksrk gS] mls eglwl djus ds fy, i<+rs gSaA^^

pqukSfr;ka % fdlh Hkh Lrj ij tc ge fodkl dh vksj c<+rs gSa rks pqukSfr;kas dk ?ksjko c<+rk gh tkrk gS tks gesa vkxs c<+us ds fy, iszfjr djrh gSA viuk gj vxyk dne tc pqukSfr;ksa dk lkeuk djus ds fy, c<+rk gS rks eafty ij igqapdj tks vkuan eglwl fd;k tkrk gS mls 'kCnksa esa ugha cka/kk tkrk gSA mPp Lrj dh f'k{kk ds fodkl esa Hkh pqukSfr;ka o dfBukbZ;ksa dks utjvaankt ugha fd;k tk ldrkA bu pqukSfr;ksa esa tula[;k o`f)] csjkstxkjh] tkx:drk dh deh o xjhch izeq[k gSA

milagkj % f'k{kk iz.kkyh ds lq/kkj esa fo|eku pqukSfr;ksa dks igpkuuk gh mUgsa gy djus dk mik; gSA tc fdlh Hkh leL;k ds dkj.kksa dks ge le> ysrs gSa rks mudk lek/kku Hkh [kqn&c&[kqn le> vk tkrk gSA var esa ;gh dgk tk ldrk gS fd ldkjkRed lksp vkSj ldkjkRed utfj;k gh iszfjr djrk gS O;fDr dks vkxs c<+kus ds fy,A blfy, nwljksa dh miyfC/k;ksa ls iszj.kk ysuk o [kqn dh dfe;ksa dks igpku dj nwj djuk gh pqukSfr;ksa dk lkeuk djus okyk gfFk;kj gSA

ns'k i<+sxk] rHkh c<+sxkA

laLfr dh tku f'k{kk gSS]

lalkj dk lexz Kku f'k{kk gS]

,d fo|kFkhZ ds fy, mldk iwjk tgka f'k{kk gS]

O;fDr ds O;fDrRo dh igpku f'k{kk gSSA

f'k{kk ds izdkj o egRo %

egRo %

xq.koÙkk %

pqukSfr;ka %

milagkj %

ns'k i<+sxk] rHkh c<+sxkA

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jk"Vªh; Kku vk;ksx%Ldwyh f'k{kk flQkfj'ksa o lq>ko

jk"Vªh; Kku vk;ksx%Ldwyh f'k{kk flQkfj'ksa o lq>ko

Jherh lqeu oekZJherh lqeu oekZizoäk] dkSfVY; f'k{kd izf'k{k.k egkfo|ky;] dksVk

Jh ohjsUnz flagJh ohjsUnz flag,e-,M+ fo|kFkhZ] t;iqj us'kuy fo'ofo|ky;] t;iqj

jk"Vªh; Kku vk;ksx dk xBu 13 twu 2005 dks iz/kkuea=h dh mPp Lrjh; lykgdkj lfefr ds :i esa fd;k x;k gSA bldk dk;Zdky 3 o"kZ dk Fkk tks 20 vDVwcj 2005 ls 20 vDVwcj 2008 rd FkkA

egÙoiw.kZ lq>ko o mik; %&

(i) f'k{kk dk vf/kdkj %&d{kk 8 rd ds cPpksa ds fy, mÙke f'k{kk ds vf/kdkj ds fy, dkuwu cuk;k tkuk pkfg;sA lekukUrj f'k{kk iz.kkyh ds LFkku ij mPp Lrjh; f'k{kk iz.kkyh gksuh pkfg;s rFkk f'k{kk dk O;; Hkh vyx ls fu/kkZfjr fd;k tkuk pkfg,A

(ii) ctV izko/kku ,oa O;; djus ds enks esa yphykiu%&f'k{kk dk;Zdzeksa esa ctV izko/ku o ekin.M+ yphys gksus pkfg;sA ftlls ifjfLFkfr vuqlkj muesa vko';d ifjorZu fd;k tk lds rFkk LFkkuh; izca/ku dks vf/kd Lok;rÙkk iznku dh tkuh pkfg,A

(iii) fodsUnzhdj.k rFkk vf/kd LFkkuh; Lok;rÙkk %&lkeqnkf;d lgHkkfxrk dks c<+kok fn;k tkuk pkfg;s rFkk tuizfrfuf/k;ksa dh lg;ksx dks vf/kd ls vf/kd c<+k;k tkuk pkfg;s ftlls vfHkHkkod o vU; O;fä blls tqM+ ldsA

(iv) dk;kZRed lk{kjrk dk foLrkj%&15&35 o"kZ ds efgyk iq:"k dh lk{kjrk ij fo'ks"k /;ku nsrs gq, mudh vko';drkvksa dh iwfrZ ij vf/kd tksj fn;k tkuk pkfg,A

(v) dq'ky fu;kstu%&fo|ky; Hkou dk lgh fuekZ.k] [ksy eSnku o vU; HkkSfrd lqfo/kkvksa ds fy, fo'ks"k izko/kku j[ks tkus pkfg;sA

(vi) Ldwyh f'k{kk ij MkVk csl%&Ldwy ls lEcfU/kr tkudkfj;ksa dk MkVk laxzg gksuk pkfg, rFkk lgh mi;ksx o izpkj&izlkj fd;k tkuk pkfg;sA

(vii) foHkkxksa ds chp lgh o vf/kd leUo;u%&f'k{kk iz'kklu o f'k{kk ls lEcfU/kr lHkh foHkkxksa esa lgh o vf/kd leUo;u gksuk pkfg;sA ftlls lgh fn'kk&funsZ'k izkIr gks rFkk Ldwyh f'k{kk dks lgh fn'kk fey ldsaA LFkkuh; fudk;ksa dks vf/kd Lok;rÙkk nsuh pkfg, ftlls og Lora=rkiwoZd vius dk;Z dj ldsaA

(viii) xq.koÙkk ekWfuVfjax ds fy, jk"Vªh; ewY;kadu] fudk;%&jk"Vªh; Lrj ij f'k{kk dh uhfr;ksa o dk;Ziz.kkyh dh xq.koÙkk ds fy, ,d jk"Vªh; ewY;kadu fudk; dh LFkkiuk dh tkuh pkfg;s tks ;ksX; ekin.M o :ijs[kk cuk;sA

(ix) Ldwy fujh{k.k%&Ldwy fujh{k.k dks vf/kd ikjn'kkZ cukus ds fy, fujh{kdksa ds ekin.Mks esa ikjnf'kZrk] lqfo/kkvksa dk izko/kku] fujh{k.k ds ekin.Mksa ds lgh fu/kkZj.k dh vko';drk ij cy fn;k tkuk pkfg;sA

(x) v/;kiu rFkk v/;kid izf'k{k.k%&f'k{kk esa ;ksX; o izfrc) v/;kidksa dks gh izksRlkfgr fd;k tkuk pkfg;s rFkk v/;kidksa ds mé;u ds fy, lqfo/kk,sa iznku dh tkuh pkfg;sA lsokiw.kZ rFkk lsokdkyhu izf'k{k.kksa esa foLrkj o xq.koÙkk ij fo'ks"k /;ku fn;k tkuk pkfg;sA

(xi) ikB~;p;kZ ,oa ijh{kk iz.kkyh esa lq/kkj%& ikB~;p;kZ esa thou ewY;ksa dks tksM+rs gq, izk;ksfxd rkSj ij f'k{kk nh tkuh pkfg,A fofHké dkS'kyksa dk iz;ksx djrs gq, jkstxkjeq[kh f'k{kk Hkh vkuh pkfg, rFkk ijh{kk dh mlh vk/kkj ij gksuh pkfg,A vr% ikB~;p;kZ o ijh{kk esa lq/kkj dh vko';drk gSA

(xii) lwpuk ,oa lapkj izkS|ksfxdh dk vf/kdkf/kd iz;ksx%&lwpuk ,oa lapkj izkS|ksfxdh dks vf/kd egÙo nsrs gq, dEI;wVj dh lqfo/kk o izf'k{k.k lqfo/kk lHkh dks miyC/k dh tkuh pkfg,A

(xiii) vaxzsth Hkk"kk f'k{k.k%&vaxzsth Hkk"kk dh O;kogkfjd o egÙoiw.kZrk dks ns[krs gq, d{kk&izFke ls ,d fo"k; dks dsoy vaxzth ek/;e ls i<+k;k tkuk pkfg,A fnuk"kh lkexzh vf/kd miyC/k djok;h tkuh pkfg,A fiNM+s oxksZa rFkk nqxZe {ks=ksa ds fy, f'k{kk dh fo'ks"k O;oLFkk o vf/kd lqfo/kk okys o ukSdfj;ksa esa izksRlkgu vkfn fn;s tkus pkfg,A

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Management Education:Recommendations as proposed

by National Knowledge Commission (NKC)Ms. Vaishali Purohit

Lecturer, Biyani Girls College

Management education has seen phenomenal growth in the past six years with the number of institutions providing under graduate and post graduate level courses. This is been possible due to the entrepreneurial initiative of promoters that leads to the demand for management graduates. Unfortunately, this has also led to exploitative and commercial environment with quality be compromised. Regulatory focus only on physical infrastructure rather than research, qualified faculty and relevance of courses has created a mismatch between supply and demand. As a result NKC has proposed a number of recommendations to tackle these complexities.

1. New regulatory framework: NKC proposes that an autonomous Standing Committee for Management Education be setup under the Independent Regulatory Authority for Higher Education.

2. Grading Institutions: The Standing Committee will stipulate grading norms and nominate independent rating agencies to assess and categorize MEEs. Mushrooming private MEEs necessitate a reliable rating system to help the market function better, enabling students and employers to compare different MEEs.

3. Accreditation: For MEEs which wish to go beyond rating, the Standing Committee shall determine the criteria and the processes of accreditation in consultation with experts from academia and industry.

4. Improve access: NKC believes that management education can be made available to a much wider student community by adopting accessible approach.

5. Social context: It is essential to widen the scope of management studies and enhance its relevance.

• Sensitize management education to our unique socio-cultural situation.

• Integrate management with other knowledge sources and increase research funding for management and supporting disciplines.

• Encourage MEEs to design and offer executive programs for government officials.

• Revamp the existing Bachelor's degree in management.

• Distance learning has considerable potential, therefore, Online Management Programs is recommended.

6. Faculty development: An autonomous, financially sound and academically credible institute with active support from the leading management institutes, industry and Government should be set up for faculty development.

7. Mentoring: To achieve excellence in the field of management, NKC recommends that all the leading Management Institutions adopt 3-4 MEEs for mentoring and upgradation of quality.

8. New institutions: We need a new wave of management institutions which will focus on entrepreneurship, leadership and innovation.

9. Autonomy: All existing management institutes excluding management departments in universities should register with the Standing Committee of IRAHE and be accorded independent status.

10. Governance: We recommend a board of governors for all MEEs. The key focus of the governing board should be to continuously improve quality of education and research.

11. Non traditional Management Education: The need for better management in education, health, local government, co-operatives, and civil society organizations and so on has often been felt. There is a need to establish career opportunities in public management, and systematize recruitment and retention policies.

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