A teacher education course, which prepares teachers to 'live, think, act, and reflect'.
The four year teacher education programme, the Bachelor of Elementary Education (B.El.Ed) is currently been run in 8 colleges of University of Delhi. The course is thought with a difference, and aims at developing humane teachers who are well aware of the society and of the self. It truely believes in the potential of teachers as change makers, and equips them with skills, theoretical understandings and the experience required to do so.
Samina Mishra, renowned film maker, and her team has made this film 'The Teacher and the World' for the Regional Resource Centre for Elementary Education.
Have a look
INCREASING privatization of higher education, an issue of deep concern for many, is now an accepted reality, more so when viewed against the backdrop of the ongoing structural adjustment programmes. In this new market oriented milieu, the debates around privatization of education have centred on areas related to financing, fee structures and government regulations.
THE conventional wisdom has shifted – again. In the postcolonial beginning, it was assumed that science was everything. Underdeveloped countries lacked science and technology above all, and, hence, what was needed to counter years and centuries of backwardness was large doses of S&T. As Nehru famously said,‘India,with all her many virtues did not develop [modern technology]. It became a weak country because of that.’ And as was often the case in those early years, India both made this case strongly and became a prime example of it.
DEBATES about the perceived crisis in higher education are structured by a tension between questions of accessibility and a concern for quality. While many may agree that there is a crisis, there is considerable disagreement about the nature of this crisis and its solutions. The privatization of higher education is offered as one solution to the crisis.
THERE is an urgent need to reform architectural education, yet no one is fully aware of the problem – not policy-makers, teachers, architects and, understandably, not students. There is periodic talk about improving the quality of teachers, course content or infrastructure, but no one is willing to confront the crux of the problem – the structure of the educational system itself.
Access to higher education has been a long-standing policy concern in India. Reservation for different social groups at the central and state levels has been a typical policy response. With the implementation of reservation for OBCs in the centrally aided higher education institutions, the debate on reservation has picked up again. Among other things, the policy of reservation in higher education is based on the premise that participation of persons from the reserved category is uniformly low and reservation would result in significantly higher participation.
Much of higher education is now seen as instrumental – as training rather than preparation. The focus is more on learning to work rather than learning to learn.
The past quarter century has seen a massive expansion in higher education worldwide and especially in developing countries. Tertiary education is a rapidly growing service sector enrolling more than 80 million students worldwide and employing about 3.5 million people. Demand pressures have been acute, the result of a population bulge in the relevant age group, increasing enrolment in secondary education, increasing incomes (and with it the capacity to pay), and rising wage premiums accruing from higher education.