The history of technology in education
A quick look at how advancements in technology have impacted teaching and learning over time
Evolution of Educational Technology 1870 – 2020 | History of Classroom Technology, Documentary video
The Sustainable Development Goals: Our Framework for COVID-19 Recovery
“We need to turn the recovery into a real opportunity to do things right for the future.” UN Secretary-General António Guterres
COVID-19 is spreading human suffering, destabilizing the global economy, and upending the lives of billions of people around the globe.
The pandemic is an unprecedented wake-up call, laying bare deep inequalities and exposing precisely the failures that are addressed in the 2030 Agenda for Sustainable Development and the Paris Agreement on climate change.
Leveraging this moment of crisis, when usual policies and social norms have been disrupted, bold steps can steer the world back on track towards the Sustainable Development Goals. This is the time for change, for a profound systemic shift to a more sustainable economy that works for both people and the planet.
Key Results of the AISHE 2018-19
The report is based on the voluntary uploading of data by institutions of higher education listed in the www.aishe.gov.in portal in specially designed formats of data collection.
The survey covers all institutions of higher education in the country, registered with the AISHE code in the AISHE portal at www.aishe.gov.in. Institutions are categorized into 3 broad categories; university, college, and stand-alone institutions.
There are 993 universities, 39931 colleges, and 10725 stand-alone institutions listed on the AISHE web portal, and out of them, 962 universities, 38179 colleges, and 9190 stand-alone institutions responded during the survey. 298 universities are affiliated, i.e., have colleges.
385 Universities are privately managed. 394 Universities are located in rural areas. 16 Universities are exclusively for women, 3 in Rajasthan, 2 in Tamil Nadu & 1 each in Andhra Pradesh, Assam, Bihar, Delhi, Haryana, Himachal Pradesh, Karnataka, Maharashtra, Odisha, Uttarakhand and West Bengal. In addition to 1 Central Open University, 14 State Open Universities, and 1 State Private Open University, there are 110 dual-mode universities that offer education through distance mode, and a maximum of 13 of them are located in Tamil Nadu.
There are 548 general, 142 technical, 63 agriculture & allied, 58 medical, 23 law, 13 Sanskrit, and 9 language universities,, and the rest 106 are in other categories. The top 8 states in terms of the highest number of colleges in India are Uttar Pradesh, Maharashtra, Karnataka, Rajasthan, Haryana, Tamil Nadu, Gujarat, and Madhya Pradesh.
Bangalore Urban District tops in terms of the number of colleges, with 880 colleges, followed by Jaipur with 566 colleges. The top 50 districts have about 32.2% of colleges. College density, i.e., the number of colleges per lakh of eligible population (population in the age-group 18–23 years), varies from 7 in Bihar to 53 in Karnataka as compared to all of India’s average of 28. 60.53% of colleges are located in rural areas. 11.04% of colleges are exclusively for females.
Only 2.5% of colleges run Ph.D. programs, and 34.9% of colleges run post-graduate programs. There are 34.8% of colleges that run only a single program, out of which 83.1% are privately managed. Among these privately managed colleges, 38.1% of colleges run B.Ed. Courses only. 77.8% of colleges are privately managed; 64.3% are private-unaided, and 13.5% are private-aided. Andhra Pradesh & Uttar Pradesh have about 88% of private-unaided colleges, and Tamil Nadu has 87% of private-unaided colleges, whereas, Assam has 16.0%.16.3% of the colleges have enrolments of less than 100, and only 4% have enrolments of more than 3000.
Total enrolment in higher education has been estimated to be 37.4 million, with 19.2 million males and 18.2 million female. Females constitute 48.6% of the total enrolment. Gross Enrolment Ratio (GER) in Higher Education in India is 26.3%, which is calculated for the 18–23 age group. GER for the male population is 26.3% and for females, it is 26.4%. For Scheduled Castes, it is 23% and for Scheduled Tribes, it is 17.2%, as compared to the national GER of 26.3%. Distance enrolment constitutes about 10.62% of the total enrolment in higher education, of which 44.15% are female students.
About 79.8% of the students are enrolled in undergraduate-level programs. 1,69,170 students are enrolled in Ph.D., that is less than 0.5% of the total student enrollment. The number of students enrolled in the B.A. program, followed by B.Sc. and B.Com. programmes. 10 programs out of approximately 187 cover 80.3% of the total number of students enrolled in higher education. At the Undergraduate level, the highest number (35.9%) of students are enrolled in Arts Humanities/Social Sciences courses followed by Science (16.5%), Engineering and Technology (13.5%), and Commerce (14.1%) At the Ph.D. level, the maximum number of students are enrolled in the science stream, followed by engineering and technology.
In contrast, the social science stream has the highest enrollment at the postgraduate level, with management coming in second. Uttar Pradesh comes at number one with the highest student enrollment, followed by Maharashtra and Tamil Nadu. Scheduled Casts students constitute 14.9% and Scheduled Tribes students 5.5% of the total enrolment. 36.3% of students belong to Other Backward Classes. 5.2% of students belong to Muslim minorities, and 2.3% are from other minority communities.
The total number of foreign students enrolled in higher education is 47,427. The foreign students come from 164 different countries from across the globe. The top 10 countries constitute 63.7% of the total foreign students enrolled. The highest share of foreign students comes from the neighboring countries, of which Nepal is 26.88% of the total, followed by, Afghanistan (9.8%), Bangladesh (4.38%), Sudan (4.02%), Bhutan (3.82%), and Nigeria (3.4%). There are more than 78.0% colleges running in the private sector, aided and unaided taken together, but they account to only 66.4% of the total enrolment. The total number of teachers is 14,16,299, out of which about 57.8% are male teachers and 42.2% are female teachers. At the all-India level, there are merely 73 female teachers per 100 male teachers.
II. Key Results of the AISHE 2018-19
In Universities and Colleges, the PTR is 29 when regular mode enrollment is taken into account; in Universities and its Constituent Units, the PTR is 18 when regular mode enrollment is taken into account. Among non-teaching staff, the share of Group-C is the highest with 39.3%, followed by Group-D with 28.3%. Group-A and Group-B comprise of 15.4% and 17% non-teaching posts, respectively. The average number of females per 100 male non-teaching staff is 49.
40,813 students were awarded Ph.D.-level degrees in 2018, with 23,765 males and 17,048 females. B.A. (23.3 Lakh) degree has been awarded to maximum number of students. B.Sc. (11.6 lakh) is the second highest, followed by B.Com. (9.6 lakh). At the postgraduate level, the M.A. pass rate of students is the highest, followed by M.Sc. and M.B.A. The highest number of students (23.3 Lakh) have graduated in Arts courses. At the Ph.D. level, the maximum number of students are in the science stream, followed by engineering and technology.
On the other hand, at the PG level, the maximum student output observed in the Social Science and Management stream comes in at number two. The share of Ph.D. students is highest in state public universities (34.3%), followed by the Institute of National Importance (21.6%), Deemed University-Private (21.6%), and State Private Universities (13.4%). The share of female students is lowest in Institutions of National Importance, followed by state-private open universities, deemed universities-government.
Teaching Methods for Inspiring the Students of the Future
UN chief commends India’s progress towards Sustainable Development Goals
UN India/Vishal Singh The UN Secretary-General António Guterres (c) attended the Mahatma Gandhi International Sanitation Convention on October 2, 2018. New Delhi, India.
UN Secretary-General António Guterres on Tuesday praised India’s progress on implementing the Sustainable Development Goals (SDGs), in particular the pursuit of Sanitation for All and Affordable and Clean Energy, which featured heavily during day-two of his official visit to the country.
Sustainable Development Goal 9: Investing in ICT access and quality education to promote lasting peace
Knowledge and information have become transformative dimensions of our existence and are key drivers behind the implementation of all the Sustainable Development Goals (SDGs). From the government to small villages, knowledge, and information guide what people do and how they do it. The 2030 Agenda recognizes the need to develop knowledge societies where everyone has opportunities to learn and engage with others, which starkly highlights the need for access to Information and Communication Technologies (ICTs). This is my reading of SDG 9, which calls on states to “build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation.”
Forest Whitaker is also UNESCO Special Envoy for Peace and Reconciliation.
20 Jun 2017|SDG Advocates
COVID-19 Impact on Indian Education
https://en.unesco.org/covid19/educationresponse/
Arnav, student, India – #LearningNeverStops
Education: From disruption to recovery
Most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of the COVID-19 pandemic.
These nationwide closures are impacting over 60% of the world’s student population. Several other countries have implemented localized closures, impacting millions of additional learners.
UNESCO is supporting countries in their efforts to mitigate the immediate impact of school closures, particularly for more vulnerable and disadvantaged communities, and to facilitate the continuity of education for all through remote learning.
Education: From disruption to recovery