Code No: TMS027 Price: 1400 Category: Communication and Information

Table Of Contents :

• Problems in Higher Education
• Search for alternative communication technology
• Indicators of communications technology in higher education and their properties

1. Introduction

Education broadly encompasses curricula, communication and evaluation. Curricula refer to courses/syllabi adopted to impart knowledge to students, while communication indicated to teaching methods practiced for conveying / presenting subject-matter to students. Evaluation is aimed at assessing the performance of students through examination/tests in the centers of learning i.e. primary, secondary and higher education. The reform in education system implies modifications in curricula, communication and evaluation methods. However, the focus of present study remains only on communicational aspect of higher education. This report would first provide the existing scenario of higher education and then would analyse the weaknesses in the prevalent techniques of communication in colleges and universities of India. Finally, it would attempt to suggest an alternative communication technology.

1.1 Growth of Educational Institutions

1.1.1 Educational system in India has witnessed an exponential growth during the post Independent era. Higher education alongwith primary and secondary education had its due share in the expansion. The number of colleges and universities were 700 and 18 respectively in 1950. It has increased to about 5200 degree and post-graduate colleges, 4700 intermediate/junior colleges, 144 Universities and 44 deemed universities. In recent years around 100 colleges are started every year and the enrolment is growing at above 7% per annum.

1.1.2 At the beginning of 1980-90, total student enrolment in all the universities / colleges was about 39.48 lakhs. The enrolment in the university department was 6.55 lakhs and that in affiliated college was 32.93 lakhs. Enrolment in the faculty of arts constituted 40.3% of total enrolment, whereas in the faculties of science and commerce the percentage was 19.7 and 21.5 respectively. Enrolment at the first degree level was 34.74 lakhs (88%), at the PG level 3.75 lakhs (9.5%); at the research level 0.43 lakhs (1.1%), and at the diploma and certificate level 0.55 lakhs (1.4%).

1.1.3 The number of teachers increased to 2.49 lakhs during the year. Of these, 0.55 lakhs were in the university departments/university colleges and the rest in the affiliated colleges. Of the 54973 teachers in the universities, 6432 were Professors, 13468 were Readers, 32,764 were Lecturers and 2309 were Tutors / Demonstrators. In the affiliated colleges, the number of senior teachers was 25815 the under of Lecturers was 159546 and that of Tutors / Demonstrators was 8734.* It is inferred from the above data that an average 741.26 students and 46.75 teachers were available in each college / university. Thus teacher-student ratio was 15.85 students per teach in higher education.

1.1.4 Inspite of a significant quantitative expansion, the country has not been able to improve the standard of our syllabi in a vast majority of colleges/universities. Similarly, the methods of communication followed in these institutions has neither been meaningful no has evoked inspiration for learning among students enrolled in different faculties. However, the present system of higher education in India suffers from several problems.

The major problems are absenteeism and size of class. The host of other problems apparent in the universities/colleges are, infact, the causes and consequences of these twin problems. Such problems mentioned below are based largely on the primary data collected for this study.

___________________________________________________________________
Source: Annual Report Part I, 1989-90 Department of Education, Ministry of HRD, Government of India, 1990.

                                                                                                                                                                      Back

1.2 Absenteeism

1.2.1 Absenteeism was found to be a common problem in the sample colleges / universities. Around 50 percent of students at the undergraduate level often remain absent from the classes. Attendance of P.G. students were more than the U.G. Students. Students admitted to science faculty were more regular as compare to those admitted in commerce and social sciences. Further, the attendance of girl students both at P.G. and U.G. level was more as compare to boys.

1.2.2 Educated unemployment

1.2.2.1 Educated imparted to students in social sciences, humanities and even science faculties of the universities/colleges is not employment oriented. After attaining graduate, post-graduate and even M.Phil or Ph.D. degree, students often remain unemployed or employment secured by some of them is not according to their qualifications. The kind of skill developed during college and university education is not oriented towards the need of students. The curricula adopted in higher education suits neither the students nor the society to which they belong or have to remain contended with jobs where they have no satisfaction.

1.2.2.2 The problem of educated unemployment has created an apathy towards education among students and their parents. Majority (60%) of college students contacted for this study appeared to be looking out for jobs and devoted their time to that end rather than attending their classes regularly.

1.2.2.3 Education suitable to our country could not emerge despite recommendations made by different commissions and committees constituted periodically in the post-Independence era. It is alleged that education system, especially the one prevalent in colleges and universities instead of contributing to development has added to mounting unemployment to white collared people all over the country. Education does not have any direct relationship with the employment potential. People in villages feel that education would not give them any positive pay off.

1.2.3 Examination oriented education

1.2.3.1 In the existing educating system qualifying examinations is the only objective for students. Without attending the classes, examinations can be qualified by consulting and reading materials for a few days. Pass-books, examination guides and other literature produced by professionals are available in the market for this purpose. Examinations are easily qualified bye preparing some selected questions covering 30 to 40 per cent of the syllabus. Question papers generally contain lot of choices. Further the practice of tuition or availability of tutors at ease and mushroom growth of coaching centers have commercial the education. The task of examination oriented students is made easier. Thus, the meaning of education is taken to qualify the examinations for the promotion to higher classes.

1.2.3.2 The present system of examination does not adequately evaluate the performance of students. The examinations conducted once in a year do not provide required feedback about the learning of students to teachers.

1.2.3.3 Students particularly from Science and Commerce faculties were found to be more interested in joining the private coaching institutions. The availability of coaching centres in city ensures about the qualifying examinations to students. Many science students of the undergraduate classes do not attend classes regularly because they prepare for P.M.T. and P.E.T examinations, while the students of post graduate classes remain absent as they prepare for competitive examinations. Students believe that by reading the literature/material available in the market examinations may be qualified.

11.2.3.4 Obviously, class-room attendance seems to have lost its relevance, since absenteeism does not act as a deterrent to the promotion of students to higher classes.

1.2.4 Stipend to SC/ST students

1.2.4.1 Sample survey under taken for this study reveals that about 60 percent of students coming from rural background and those belongings to scheduled cast and scheduled tribe communities generally take admission in social sciences. They are not keen in attending the classes regularly. These students often visit their native villages and stay their for long time. They found to be more interested in collecting the amount of scholarship/fellowship given by the government twice during an academic session. The survey also reveals that students of a college located in the tribal district of Sirohi are not clear even about the purpose for which they have taken admission in the college. Thus, among the absentee students we have a predominant ration of SC/ST students.

1.2.5 Inequal standard

1.2.5.1 Uniformity is not maintained in present system of education. Inequality of educational standard is apparent in the college/university situated in remote and tribal regions as also between small towns and metropolitan cities. Generally, qualified and experienced teachers are not willing to work in colleges located in tribal/hilly regions and small towns. In this situation, students find an excuse for not attending the class regularly.

1.2.6 Political development

1.2.6.1 In a session except few days all the time strikes, bandhs and dharnas either by students, karamcharis or teachers have also adversely affected the teaching hours. The burning problems at national and international level, frequent elections in the university/college, state and the country levels have further affected the class-room teaching. This is because of active participation of students in the politics at different levels. The intervention of political parties even for petty issues and internal factional politics of university/college have also been responsible for the divergence of students form the studies.

                                                                                                                                                                       Back

1.3 Size of class

1.3.1 Each year the number of students enrolled in colleges and universities is increasing. An average number of students in degree classes of different subjects was found to be 60 students in the sample colleges. The strength of students is upto 70 to 80 in the classes of science faculty n the Government colleges as well as in Physics department of a constituent college of Rajasthan University, Jaipur. Likewise 70 students in a private college of Jaipur were admitted in one section of the class. The strength of students pursuing post grated degrees in different subjects varies from 20 to 50 students in these educational institutions. However, subjects like statistics and English literature were less preferred by students at the post graduate level as the number of students in each classes of such subjects ranged from 15 to 20 students. In Rajasthan University, Jaipur and Jodhpur University, number of students pursuing M.Phil/Ph.D. in Social sciences vary from 10 to 15 students in each subject, whereas it was double in science and commerce faculties. Teachers of subject concerned in sample colleges/universities have stated that 30-40 students at the undergraduate level would be an ideal size of a class in different faculties. Infact, more number of students registered in a class is difficult to manage by the teacher with the conventional mode of teaching.

1.3.2 No personal instruction / evaluation

1.3.2.1 Teacher is not able to teach his class-room students effectively nor he can find out the extent to which latter have grasped the lecture. Students sitting in the rear in a class-room lectures find that neither the teacher is audible to them nor they can see what is written on the black board. Further, in this set up there is very little room for teacher-students dialogue on important topics of the subject. The teacher on his part has no way to objectively evaluate his students.

1.3.3 Curriculum development not updated

1.3.3.1 General apathy among students gradually culminates into a sort of indifference among teachers as well. As a result, most teachers become apathetic towards curriculum development. It is often observed that a vast majority of college teachers in India do not revise heir notes for several years. Partly this is due to lack of response from students and partly due to their apprehension that such revision of notes may not be appreciated by majority of even such students who attend their lectures.

1.3.4 Stereotyped and monotonous lectures in class-room

1.3.4.1 The present university and college structure in India places heavy reliance on lectures. Class room teaching is based on the age-old curricula.

1.3.4.2 It is generally assumed that students in their classes form a homogeneous group. They are expected to have uniformity in grasping the contents of lecture delivered through conventional mode of teaching in the class room. Teacher uses a similar pattern of teaching to students irrespective of their heterogeneous characteristics. While students within a class-room differ in their socio-economic background, personality traits and learning behaviour.

1.3.4.3 In fact, ineffective communication and monotony of the traditional lecturing in class-rooms are the twin major lacunae of our higher education in India. Lack of interest among students and the resultant absenteeism are merely an outcome of the stereotyped lectures delivered by teachers in our colleges, though there may still be a few exceptions. Under these circumstances even an improvement in the curricula may not bring about a shift in the attitude of students towards class-room teaching.

1.3.4 Advancement in Knowledge

1.3.4.4 Advancement in knowledge and new literature on various subjects related to Science, Humanities and social sciences are being added to the existing stock. Both teachers and students feel that in the context of Scenario which is fast emerging around us, the conventional methods of lecturing with the aid of black-boards and chalk-sticks have outlived their utility. However, the opinion of teachers is divided on the methods of teaching. Among the sample teachers, about 60 per cent teachers appeared disillusioned with the conventional method of lecturing and favoured modern teaching aids like TV and VCR for teaching students in the class-rooms, albeit about 30 percent across the subjects and types of college/ university strongly supported the necessity of strengthening the conventional method of teaching.

1.3.5 Present communication technology in education

1.3.5.1 In different parts of the world two major types of communication methods are prevalent. While the thrust of the first or traditional technology is on lectures (with or without the use of black-board, maps etc.), under the second (modern) technology, audio/video hard wares, overhead projectors, computers are used. Yet as will be explained later, the two are not mutually exclusive.

1.3.5.2 As stated earlier, instructional methods used in the centers of higher learning in India are predominated by traditional media communication i.e., lecturing. In majority of the Indian universities and colleges, teaching community belonging to science, commerce and arts faculties do practice the class-room lectures through blackboards and notes which remain unrevised for several years. Since modes of communication have been stationary for generations, neither teachers seem to have made any attempt to develop their faculty or learning through modern methods nor the students have been able to keep their interest in acquiring advanced knowledge.

1.3.5.3 It is generally contented that these modes of teaching have virtually no concern with the receptivity of students. The black-board class-room teaching method stressing m memorizing and cramming bookish information may not be innovative. Sine lectures are generally repetitive and communication of teachers with students is ineffective, the students show very little response to class room teaching.

1.3.5.4 In the developed countries communication technology has witnessed a major change. The use of modern media in higher education has enhanced the receptivity of students. This has opened new vistas for the constant thinking on different subjects of arts, commerce and science, the creativity thus generated makes the teaching and research interesting and relevant to the growth of the nation. Similarly to bridge the communication gap between the teachers and students, technology congenial to the diverse conditions of India needs to be emulated. This would enable students as well as teachers to have communication in the process of learning.

1.3.6 Communication gap

1.3.6.1 Indiscipline, unionism and politics of vested interests presently rampant in the universities and colleges are also the manifestations of communication gap between teachers and students. In this set-up teachers on their part endeavour to eschew hard work and pains involved in updating their notes in the light of latest advancements in their respective disciplines.

1.3.6.2 Past experience has shown that neither teachers nor the students have ever thought of bridging communication gap. Perhaps it was convenient to teachers and irrelevant to students to do so. No attempt was made even by our planners and educationists to suggest improvements in the methods of communications in colleges/universities.

1.3.7 Curricula and Communication Technologies

1.3.7.1 Most curricula in Indian Universities have been adopted from the Universities of Western World, especially the U.K., the U.S.A., Germany etc. it is obvious that the relevance of methods used in imparting higher education in these countries need to be assessed carefully while contemplating any change in the technology of higher education in India. For instance, the modern methods of communication such as audio-visual and electronics in vogue in these countries may also be effective in conditions prevailing in our country. Stated differently, a crucial issue which has recently emerged in India is: Should we continue to teach our new curricula, if any, in arts, commerce and science via conventional methods or should we adopt the modern methods? Further, even if our decision goes for a switch over to the modern methods of communication, the crucial issues related to cost, effectiveness, feasibility, acceptability etc., will be important in view of the diverse socio-cultural and economic conditions prevailing in this country.

1.3.7.2 The protagonists of modern communication technology believe that introduction of communication audio-visual and electronic media would bring about the desired change in the teaching/learning system in formal education from primary, secondary to higher levels in India. The adult education, distant education and vocationalisation of education cal also be promote by using these teaching aids, vis, Television, V.C.R. and Computer.

1.3.8 Creativity

1.3.8.1 A college or university is conceived to be a centre of higher learning. Students and teachers pursuing higher education are expected to create innovative thinking. It is expected that in these institutions knowledge and ideas will be generated and constant efforts will be made to assimilate in their curricula the advancements made in knowledge all over the world.

1.3.8.2 It would also be fair to expect that the methods used in colleges and universities for imparting knowledge would change to make higher education more effective and meaningful to the society.                                                        Back

1.4 The issues

1.4.1 In view of the existing situations of education system described above, following issues may be raised: what is the effectivity of teaching in the class-room? How much is received (or not received) by the students? Why are the students not regular and responsive in the class room? Can such responsiveness and regularity be ensured by modifying or replacing the techniques of teaching? Further, What role the present communication technology can play to diagnose the problems of students? If the present methods are to be changed, what type of instructions should be given through non-conventional aids for teaching? Are the new or modern methods economical and their adoption feasible in the Indian conditions? How to motivate teachers and students for accepting these methods?

1.4.2 In the present report an attempt has been made to find answers to these questions. M/s Haq Consultants have undertaken this study to analyse the suitability of conventional methods of education in our universities/colleges vis-à-vis the merits of the alternative methods and their feasibility. The alternative methods whose suitability has been examined in this study are: Overhead Projector, audio and visual aids like TV and VCR(s).

1.5 Objectives of the Present Study:

The present study was undertaken with the following objective:

i) To analyse the feasibility and cost–effectiveness of using modern media of communication for teaching:

ii) To analyse the response to teachers and students about the introduction of modern media in higher education, and

iii) To explore the modalities of bridging communication gap in education and developing innovative mid through modern media.

1.6 Scope and Methodology

1.6.1 Teaching at the graduate and post graduate levels and research at M.Phil and Ph.D levels has so far thrived on ineffective method of communication. The class room lectures delivered orally and dictation of notes are no longer relevant in the present context. The solution of the problems perhaps can be sought in the technological change in our teaching methods. However, the crucial concerns for declining about the alternative methods of teaching in higher education for effective communication are as follows:

i) Can higher education be made more effective and relevant by the use of modern communication media (audio-visual and electronics)?

ii) Will such instructional techniques be acceptable by the teaching community?
iii) What type of communication techniques will be most suitable in the conditions prevailing in Indian universities and colleges as students generally hail from different socio-economic and cultural backgrounds?

iv) How to rank order different technological/ communication options in universities and colleges in view of the resource constraints?

The alternative arrived at should cater to the requirement of students all over the country. Different characteristics of the universities / colleges located in a region as well as the students feeding these institutions posses a varied picture. An alternative should consider these factors to make the modern communication methods feasible and accessible in the universities and colleges of India. Accordingly, the Haq Consultants have undertaken the study on education technology in the stages note below:

1.6.2 Stage-I

To begin with, libraries, documentation centres and communication sections of Delhi based institutions like U.S. Information Centre, (UNESCO) University Grant Commission, India, National Institute of Education Planning & Administration etc. were visited. The information ascertained from publications, periodicals, proceedings of seminars/workshops and other literature available on the subject have been scrutinized and reviewed to prepare the status report of techniques used for higher education communication in the country.

1.6.3 Stage-II

At this stage experts on education technology and media professionals were approached. For this, Government and other agencies like UNESCO, University Grant Commission, Indian Institute of Mass Communication, India Education Centre, NCERT, Education Consultants of India, Deendayal Upadhyay Educational Research Centre, Indian Space Research Organization, Ahmedabad, Seva Mandir, Udaipur, Doordarshan and All India Radio located at Jaipur have been contacted to explore the possibilities of techno-market survey suitable to universities and colleges of India. For recording the informations supplied by experts, Dictaphone was used. An indepth interview with experts enabled the Consultants to analyse different issues minutely.

1.6.4 Stage-III

In the third stage, an in-depth study of different types of Universities and colleges have been made. An intensive information about the existing technology of communication in teaching was gathered through questionnaire. The responses about other issues relevant to education in different institutions have also been recorded. The Deans/Principals/Teachers of respective universities and colleges’ chosen in the sample were interviewed. The interviews with the Deans/Principals/Teachers of Arts, Commerce, and Science faculties in the universities and colleges have been carried out to evaluate the prevalent education communication in their respective centres. Students belonging to different courses and classes i.e. under-graduate, Post-graduate and M.Phil/Ph.D. from arts, commerce and science faculties were also selected randomly for the purpose. The reactions of teachers as well as students on various issues of education / communication technology and existing scenario of education in the university /college concerned have been recorded. Instead of quantitative survey, qualitative aspect of data has been duly emphasized upon in the sample chosen for this empirical study. The institutions selected are presented in the Appendix.

Appendix.

Back