The volume ‘Reimagining Indian Education: Issues, Perspectives and NEP 2020’ has been developed in the backdrop of New Education Policy 2020 and developing trends in Indian education in the twenty first century. It captures in-depth analysis on holistic development of children from the lens of nutrition and education, access and equity concerns, web technology on teaching-learning, soft skills and innovations in teaching skills, FYUGP, reflective teaching practice, multidisciplinary approach to higher education, LMS in education, reforms in teacher education, UGC’s interventions on IPRs etc.
Scholars from their field have contributed rich contents. Learners and researchers having interest in the subject may find the book useful.
Dr. Ajit Mondal is an Assistant Professor, Department of Education, West Bengal State University, Kolkata. He has more than a decade teaching experience. Formerly he was associated with the Department of Education, Surendranath College for Women (University of Calcutta), Kolkata.
Dr. Mondal is a prolific writer on education and has published more than thirty-five papers in peer-reviewed journals and authored five books. He has also to his credit fifteen edited volumes on different aspects of education.
Preface
1. Nutrition and Education: Issues, Challenges and Opportunities for Holistic Development of Children/ 1
Madhumita Bandyopadhyay, Nassif Muhammed Ali, Anupam Gupta, Meenakshi Khandari, Anupriya Kholia
Introduction / 1; The Study / 2; Methodology and Mechanism of Conducting Study / 2; Nutrition, Health and Quality of Life: An Overview of Literature / 3; Nutrition and Education / 5; Implementation Status of Schemes-- A National Picture / 8; Empirical Evidences from the Field / 10; Saksham Anganwadi and Poshan 2.0: An Overview of Literature / 14; Empirical Evidences from the Field / 17; Conclusion / 20
2. Exploring Access and Equity Concerns of Higher Education in India/ 25
Sangeeta Angom
Introduction / 25; Understanding Access and Equity in Higher Education / 27; How to measure Access and Equity? / 28; Access to Higher Education / 28; Trend of Growth of Higher Education Institutions / 29; Gender Imbalances in Higher Education / 33; Social Group Inequalities / 35; Access and Equity Policies of India: Some Observations / 39; Concrete Action Plans for the Present and Future of Equity and Inclusion / 40; Suggested Implementation Strategy to Promote Equity / 42; Conclusion / 44
3. Using Web Technology in the 21st Century: Teaching-Learning Process/ 47
Partha Roy, Abhijit Guha
Introduction / 47; Literature on Web Technology and Its Application in Teaching-Learning Process / 49; Result and Discussion / 51; Technology and Teaching-Learning Process in the 21st Century / 53; Web 1.0 and Its Application in Teaching-Learning Process / 54; Web 2.0 and Its Application in Teaching-Learning Process / 54; Web 3.0 and Its Application in Teaching-Learning Process / 56; Web 3.0 can make a difference in Education / 56; Conclusion / 58
4. Soft Skills in the 21st Century:Educational Needs and Practices/ 60
Swarup Chandi, Puja Sarkar (Bal)
Introduction / 60; What are Soft Skills? / 62; Why Soft Skills are Important in the Era of the 21st Century? / 66; How to Nurture Soft Skills among the People? / 68; Concluding Remarks / 71
5. Towards a More Orderly Transition:Innovations in 21st Century Teaching Skills/ 75
Shnaoli Chakraborty Acharya
Introduction / 75; Twenty-First-Century Learners: What are the Essential Skills to Learn? / 76; The Indian Context / 77; Desired Competencies of 21st Century Teacher / 81; Conclusion / 82
6. Curriculum Framework and Credit System for UG Programme and NEP 2020/ 85
Susanta Rajbanshi, Dr Swati Gupta
Introduction / 85; Curriculum and Credit Framework for Undergraduate Programme (CCFUP) / 86; Awarding of Degree / 89; SWOC Analysis / 91; Conclusion / 92
7. A Holistic Perspective on Education: An Overview/ 95
Smritikana Ghosh
Introduction / 95; Theoretical Foundation / 96; Characteristics of Holistic Education / 98; Guiding Principles of Holistic Education / 99; Advantages of Holistic Education / 100; Disadvantages of Holistic Education / 101; Model of Holistic Education / 101; Goal of Holistic Education / 103; Challenges of Holistic Education / 104; Four Holistic Education Pillars of Learning / 104; Implications of Holistic Education / 106; Methods of Holistic Education / 108; Conclusion / 109
8. Reflective Teaching Practice: From the Perspectives of National Professional Standard for Teachers (NPST)/ 112
Nilay Mondal, Khagendranath Chattopadhyay
Introduction / 112; Conceptualising Reflective Teaching / 113; Types of Reflection / 113; Level of Reflection / 114; Classroom Activities that Promote Teacher Reflection / 115; Characteristics of a Reflective Teacher / 116; National Professional Standard for Teachers (NPST) / 116; NPST towards Reflective Practice / 117; Conclusion / 118
9. Holistic and Multidisciplinary Approach to Higher Education and NEP 2020/ 120
Basanti Mahanta, Bijan Sarkar
Introduction / 120; Aims of Holistic and Multidisciplinary Education in the Light of NEP 2020 / 121; Key Concerns of Holistic and Multidisciplinary Education in the Context of NEP 2020 / 122; Learning Strategies for Holistic Development / 124; Benefits of Holistic Education / 125; Limitations of Holistic Education / 126; Conclusion / 127
10. Developing, Nourishing and Bolstering Skills through Envisaging NEP 2020/ 129
Parnab Ghosh
Introduction / 129; Background and Genesis of Skill Development Programmes in India / 130; Prior Initiative and Perspective of Skill-based Education / 131; National Challenges for Youngsters / 132; Vision NEP 2020 and Mission-SkillDevelopment of the Nation / 132; Educational Reforms through New Education Policy / 133; NEP 2020 – A Pathway of Skill Development: The Perspectives / 137; Other Skill-Based Perspectives according to NEP 2020 / 138; Teacher Education / 138; Skill-based Research Education / 140; Larger Goals, Expectations and Initiatives on Vocational Education / 141; Technology and Education / 141; Artificial Intelligence-based Skill Development in Education Sector / 142; Enhancing Skills for Startup India / 143; Closing Remarks / 144
11. Learning Management System (LMS) in Education: An Overview/ 147
Azharuddin Molla, Rajab Ali Biswas
Introduction / 147; What is Learning Management System? / 148; Common Features of Learning Management System / 150; Components of Learning Management System / 152; Historical Background of Learning Management System / 153; Most Popular Learning Management System / 155; Types of Learning Management System / 157; Implications of LMS in the Domain of Education / 158; Conclusion / 159
12. Policy Reforms in Teacher Education Envisaged by the NEP 2020: Prospects and Challenges/ 162
Ajit Mondal
Introduction / 162; Mapping the Current Status of Teacher Education in India / 163; NEP 2020: Transforming Teacher Education / 166; Recognition and Promotion of Teachers / 169; Upgrading Working Conditions for Teachers / 169; CPD of Teachers, Teacher Educators and School Principals / 170; Professional Standards for Teachers / 171; Teachers’ Recruitment and Deployment / 171; Providing Quality Teachers in the School System / 172; Systematic Policy Reforms in TE and Role of Teachers at a Glance / 173; Challenges to Implementing the Policy Reforms Envisaged by the NEP 2020 / 174; Concluding Remarks / 176
13. Intellectual Property Rights (IPRs): NEP 2020 and Initiatives of UGC/ 178
Arindam Bhattacharyya, Aditi Ray
Introduction / 178; Brief Description of Intellectual Property Rights / 179; National IPR Policy 2016 / 179; National Education Policy 2020 / 181; Vision of NEP 2020 on IPRs / 182; Mission of NEP 2020 for the Promotion of IPRs / 183; UGC’s Initiatives on Intellectual Property Rights (IPRs) / 184; Concluding Remarks / 186
14. Research and Publication Ethics in Social Sciences/ 188
Mousumi Boral
Research Ethics / 188; Introduction / 188; Significance of Maintaining Ethical Standards in Social Science Research / 190; Exploring Ethical Issues Related to Data Collection in Social Science Research / 192; Informed Consent Process, Confidentiality and Privacy Concerns, and the Handling of Sensitive Information / 194; Need for Researchers to obtain Ethical Approval from Relevant Institutional Review Boards / 196; Integrity in Data Analysis and Reporting in Social Science Research / 198; Ethical Responsibilities of Researchers in Data Analysis and Reporting Findings / 200; Addressing Issues such as Selective Reporting, Data Manipulation, and Plagiarism / 202; Positivist and Non-positivist approaches related to Health Issues in Social Science Research / 203; Ethical Challenges Specific to Research Methods: Quantitative and Qualitative Methods / 204; Translating Ethics Concepts in Different Social Science Settings / 205; Research Ethics Governance / 205; Publication Ethics / 205; Introduction / 205; Reporting Ethics / 207; Ethical Dilemmas in Social Science Research / 209; Strategies to Combat the Ethical Dilemmas / 212; Conclusion / 213
15. Catalysing Research and Innovation in 21st Century Indian Higher Education/ 217
Neeru Snehi
Impetus on Research in Higher Education / 217; Research: An Integral Function of Universities / 220; Research Capacity Building / 222; Way Forward / 229
16 Social Science Research: Theories, Paradigms and Methodologies/ 233
Ujjwal Kumar Halder
Introduction / 233; Social Science Research / 233; Theories / 234; Paradigms / 235; Theories and Paradigms / 236; Theories and Paradigms in Social Science Research / 237; Significant Theories and Paradigms in Social Science Research / 238; Contribution of Theories and Paradigms in Social Science Research / 249; Contribution of Social Science Research in Developing Theories and Paradigms / 250; Methodologies of Social Science Research / 251; Conclusion / 253
Contributors 255