Education Sector in India

For centuries, India has been a major centre for learning and many popular universities existed here. Even today, the country has some of the best Universities in the world. Besides, it is also facing many challenges in its primary education while striving to reach 100% literacy. Through the Universal Compulsory Primary Education, maintaining the quality of education in rural areas has been difficult and Kerala is the only Indian state to achieve this goal. All levels of education, from primary to higher education, are overseen by the Department of Higher Education and the Department of School Education and Literacy. The Indian government has also heavily subsidized the education, although there is an initiative to make the higher education partially self-financing. The Indian Education System has many stages such as the Nursery, the Primary, the Secondary, the Higher Secondary, the Graduation, and the Post Graduation. The Preprimary or the Nursery has the Lower Kindergarten and the Upper Kindergarten, where the basic reading and writing skills are developed. The Primary school has the children between the ages of six and eleven. It has the organized classes of one to five. The Secondary school children are between the ages of eleven and fifteen and the classes are organized from six to ten. The higher secondary school students are between the ages of sixteen and seventeen and the classes are organized as eleven and twelve. In some states, the classes between six and eight are also referred as the Middle schools and those between eight and ten are referred as the high schools. There are many different streams available after secondary education. The Higher Education in India aims at providing education to specialize in a field and includes many technical schools, colleges, and universities. The schools in India are controlled by various boards such as the Central Board of Secondary Education (CBSE) board, the Council for the Indian School Certificate Examinations (CISCE) board, the state government boards, the National Open School and the International schools. There are plenty of government-funded schools in each major Indian city catering to the working classes. Even though there are many Government high schools with English as the medium of instruction, the students are usually taught in the regional language. These institutions are heavily subsidised and the study materials are also subsidised sometimes. The Government schools have the state curriculum. The secondary education is also provided by a number of private schools and these schools will either follow the national curriculum or the state curriculum.

As per the census 2001, the following represents the non-graduation market of India. Educational level Total Unclassified Holders 502,994,684 97,756 The Higher education in India has different and divergent streams each of which is monitored by an apex body. These apex bodies are indirectly controlled by the Ministry of Human Resource Development and are funded by the state governments. There are 18 important universities called as the Central Universities, which are maintained by the Union Government. The accreditation for the universities in India is required by the law unless it was created through an act of Parliament. There are many accreditations for higher learning given by various autonomous institutions established by the University Grants Commission. Some of them are given below. All India Council for Technical Education (AICTE) Distance Education Council (DEC) Indian Council for Agriculture Research (ICAR) Bar Council of India (BCI) National Assessment and Accreditation Council (NACC) National Council for Teacher Education (NCTE) Rehabilitation Council of India (RCI)

Non-technical diploma or certificate not equal 386,146 to degree Technical diploma or certificate not equal to 3,666,680 degree Higher Secondary, Intermediate, Pre37,816,215 university or Senior Secondary Matriculation Secondary Middle Primary Below Primary

or

79,229,721 90,226,846 146,740,047 144,831,273

Medical Council of India (MCI) Pharmacy Council of India (PCI) Indian Nursing Council (INC) Dentist Council of India (DCI) Central Council of Homeopathy (CCH) Central Council of Indian Medicine (CCIM)

HISTORY OF EDUCATION IN INDIA

The education in India has a rich and interesting history. It is believed that in the ancient days, the education was imparted orally by the sages and the scholars and the information was passed on from one generation to the other. After the development of letters, it took the form of writing using the palm leaves and the barks of trees. This also helped in spreading the written literature. The temples and the community centers formed the role of schools. Later, the Gurukul system of education came into existence. The Gurukuls were the traditional Hindu residential schools of learning which were typically in the teacher's house or a monastery. Even though the education was free, the students from wellto-do families paid the Gurudakshina which was a voluntary contribution after the completion of their studies. At the Gurukuls, the teacher imparted knowledge on various aspects of the religion, the scriptures, the philosophy, the literature, the warfare, the statecraft, the medicine astrology and the history. This system is referred as the oldest and the most effective system of education. In the first millennium and the few centuries preceding, there was a flourishing of higher education at Nalanda, Takshashila University, Ujjain, and Vikramshila Universities. The important subjects were mainly the art, the architecture, the painting, the logic, the grammar, the philosophy, the astronomy, the literature, the Buddhism, the Hinduism, the arthashastra, the law, and the medicine. Each university specialized in a particular field of study. For instance, the Takshila specialized in the study of medicine, while the Ujjain laid emphasis on astronomy. The Nalanda, being the biggest centre, had all the branches of knowledge, and housed up to 10,000 students at its peak. The British records reveal that the education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The main subjects were the arithmetic, the theology, the law, the astronomy, the metaphysics, the ethics, the medical science and the religion. The school had the student representatives from all classes of the society. The present system of education was introduced and founded by the British in the 20th century, by the recommendations of Macaulay. It has western style and content. The British government did not recognize the traditional structures and so they have declined. It is said that even Gandhi described the traditional educational system as a beautiful tree which was destroyed during the British rule. The first medical college of Kerala was started at Calicut, in 1942-43, during World War II. As there was a shortage of doctors to serve the military, the British Government opened a branch of Madras Medical College in Malabar, which was under Madras Presidency then. After

independence, the education became the responsibility of the states and the Central Government coordinated the technical and higher education by specifying the standards. In 1964, the Education Commission started functioning with 16 members of which 11 were Indian experts and 5 were foreign experts. The Commission also discussed with many international agencies, experts and consultants in the educational as well as scientific field. Later in 1976, the education became a joint responsibility of both the state and the Centre through a constitutional amendment. The central government through the Ministry of Human Resource Development's Department of Education and the governments at the states formulated the education policy and planning. NPE 1986 and revised PoA 1992 envisioned that free and compulsory education should be provided for all children up to 14 years of age before the commencement of 21st century. Also, the Government of India made a commitment that by 2000, 6% of the Gross Domestic Product (GDP) will be spent on education, out of which half would be spent on the Primary education. In November 1998, Prime Minister Atal Behari Vajpayee announced setting up of Vidya Vahini Network to link up universities, UGC and CSIR. The general marks-based education system is now being replaced by the grades-based system.

APPLICATION OF COMPUTERS IN ADMINISTRATING EDUCATIONAL INSTITUTIONS

A computer helps to manipulate data according to a list of instructions, called a program. It can save a lot of data and produce the same, instantly. It is also called a universal informationprocessing machine. It is a common operating system used in corporate businesses, educational organizations and many research programs. The computer technology has been used proficiently in various educational fields. There are many professional courses that program their curriculum on computers. It enables the students and teachers to methodically study or conduct classes. Most schools highlight the importance of computer education. They provide computer education to children, at a very young age. It helps them to learn and develop interest in the basics of computers. The main purpose is to make them comfortable using the system, as the future holds a bright promise for the technology. Many students become proficient and plan to pursue careers in the world of computers. Computers are used in running school and college administrations, during the admission procedures, storing of official and student records. They are also used in syllabus planning and decision-making, controlling, assisting instructions and simulation. Computers are helpful in directing aptitude tests and achievement tests, at the time of entrance exams. There is computer software designed to process performances related to teachers and employees promotion avenues. They also process records of salaries, examinations, schemes of examination, printing of papers and question papers, evaluation of answer sheets, mark sheets and certificates. Computers are used in colleges, by the professors, to conduct special classes and enable their students to adopt a methodical way of study. Students take more interest in the documented programs, designed on different topics. Internet has provided a favorable means of pursuing courses from renowned universities, across the world. These facilities become available at a click of the mouse.

Role of computer in education

Computers have changed the way we work, be it any profession. Therefore, it is only natural that the role of computers in education has been given a lot of importance in recent years. Computers play a vital role in every field. They aid industrial processes, they find application in medicine; they are the reason why software industries developed and flourished and they play an important role in education. This is also why the education system has made computer education a part of school curriculum. Considering the use of computer technology is almost every sphere of life, it is important for everyone to have at least the basic knowledge of using computers. Let's look at what role computer technology plays in the education sector.

Computer technology has had a deep impact on the education sector. Thanks to computers, imparting education has become easier and much more interesting than before. Owing to memory capacities of computers, large chunks of data can be stored in them. They enable quick processing of data with very less or no chances of errors in processing. Networked computers aid quick communication and enable web access. Storing documents on computers in the form of soft copies instead of hard ones, helps save paper. The advantages of computers in education primarily include:

Storage of information Quick data processing Audio-visual aids in teaching Better presentation of information Access to the Internet

Computer teaching plays a key role in the modern education system. Students find it easier to refer to the Internet than searching for information in fat books. The process of learning has gone beyond learning from prescribed textbooks. Internet is a much larger and easier-to-access storehouse of information. When it comes to storing retrieved information, it is easier done on computers than maintaining hand-written notes.

Computers Are A Brilliant Aid In Teaching

Online education has revolutionized the education industry. Computer technology has made the dream of distance learning, a reality. Education is no longer limited to classrooms. It has reached far and wide, thanks to computers. Physically distant locations have come closer due to Internet accessibility. So, even if students and teachers are not in the same premises, they can very well communicate with one another. There are many online educational courses, whereby students are not required to attend classes or be physically present for lectures. They can learn from the comfort of their homes and adjust timings as per their convenience.

Computers have given impetus to distance education

Computers facilitate effective presentation of information. Presentation software like PowerPoint and animation software like Flash among others can be of great help to teachers while delivering lectures. Computers facilitate audio-visual representation of information, thus making the process of learning interactive and interesting. Computer-aided teaching adds a fun element to education. Teachers hardly use chalk and board today. They bring presentations on a flash drive, plug it in to a computer in the classroom, and the teaching begins. There's color, there's sound, there's movement - the same old information comes forth in a different way and learning becomes fun. The otherwise not-so-interesting lessons become interesting due to audio-visual effects. Due to the visual aid, difficult subjects can be explained in better ways. Things become easier to follow, thanks to the use of computers in education

Indian Education Sector

An Overview
India, today, is considered as a talent pool of the world, having qualified and educated human resources in abundance. This has been one of the primary reasons for transformation of India into one of the fastest growing economies in the world since liberalization in the 1990s. As the economist Clark Kerr observed, On a global scale, wealth and prosperity have become more dependent on the access to knowledge than the access to natural resources. The importance of education in India was recognized by the founding fathers of the country and the subsequent governments, and as a result considerable importance has been given to literacy, school enrolment, institutions of higher education and technical education, over the decades ever since independence. Indias aspirations to establish a knowledge society in the context of increasing globalization, is based on the assumption that higher and technical education essentially empowers people with the requisite competitive skills and knowledge. It has been realized that it is the quality of education that prepares one for all pursuits of life and in the absence of an acceptable level of quality, higher education becomes a mere formalism devoid of any purpose or substance. As a result, from around the turn of the century, increasing attention has also been paid to quality and excellence in higher education. Post-independence India has witnessed an above average growth in the number of higher educational institutions vis--vis its population. While there were just about 20 Universities and 500 Colleges at the time of independence, today these numbers have grown exponentially. Please find below a snapshot of the current higher education sector in India: India has a total of 610 universities. 43 central universities, 299 state universities, 140 private Universities, 128 deemed universities and 5 institutions established through state legislation, 30 Institutions of National Importance There are 45 technical institutes, 13 management institutes, 4 information technology institutes, 6 science and research institutes and 3 planning and architecture institutes Currently, the Government spends around 3.8% of its GDP on education Less than 1% of the $38 bn of the Government spend on education was towards Capex (2008-09)

According to the 2011 census, the total literacy rate in India is 74.04% compared to the world average of 83.4% (2008) The female literacy rate is 65.46 % and male literacy rate is 82.14 % FDI inflows in the education sector during May 2012 stood at $31.22 mn

Industry Growth & Size

The Indian Education sector is characterized by a unique set of attributes: Huge market size both in terms of number of students and annual revenues A potential growth rate of 16% is expected over the next 5 years Significant activity in terms of new foreign entrants and participation is expected to be witnessed in the years ahead Accreditation is still not mandatory; however, reforms are in the pipeline to address this issue The Indian education space is evolving, which has led to the emergence of new niche sectors like vocational training, finishing schools, child-skill enhancement and e-learning among others. Growth is driven by the increasing propensity of the middle class to spend on education and more aggressive initiatives by private entrepreneurs.

Higher Education in India: Current State of Play

India possesses a highly developed higher education system, which offers the facility of education and training in almost all aspects of human creativity and intellectual endeavors like: arts and humanities natural, mathematical and social sciences; engineering; medicine; dentistry; agriculture; education; law; commerce and management; music and performing arts; national and foreign languages; culture; communications etc. The institutional framework consists of Universities established by an Act of Parliament (Central Universities) or of a State Legislature (State Universities), Deemed Universities (institutions which have been accorded the status of a university with authority to award their own degrees through central government notification), Institutes of National Importance (prestigious institutions awarded the said status by Parliament), Institutions established State Legislative Act and colleges affiliated to the University (both government-aided and unaided) There are three principal levels of qualification within the higher education system in the country: I. Graduation level II. Post-graduation level III.Doctoral degree. Besides these three, there is another qualification called a Diploma. It is available at the undergraduate and postgraduate level. At the undergraduate level, the duration of the course varies between one to three years; postgraduate diplomas are normally awarded after one year course, though some diplomas are awarded after two years of study.

Size of Indian Higher Education Sector

The population of India has begun to appreciate the value of education in a global economy and has demonstrated an increased willingness to pay for quality education and more students are now opting for higher education after school. India has the third largest higher education system in the world in terms of enrolments, after China and the US. The number of students enrolled in the universities and colleges (formal system) has been reported to be 16 mn in academic year 2010-11. This does not include enrolment in higher education offered through ODL. India is acknowledged to have the largest higher education systems in the world in terms of number of institutes. The university and higher education system comprises 610 universities and in addition, there are 33,023 colleges. An estimated $13bn is spent outside the country. Higher education is the second largest opportunity in the Indian education sector.

There has been phenomenal growth of higher education in India since Independence. There were only 20 universities and 500 colleges at the time of independence. These numbers have increased by 26 times in the case of Universities and 66 times in the case of colleges. Some of the other factors acting as growth drivers to the Higher education sector are: A booming economy and growing middle class Low GER in higher education (~15%) the target GER of 30% by 2020 would mean 24 mn new enrollments Increasing share of the services sector further emphasizes the role of education in developing manpower to global standards Several reforms by the government including the Education Bill are on the anvil to give a push to the education sector Foreign investment likely to come in with the passing of the Education Reforms Bill

Recent trends in the Higher Education sector

Over the past few decades, the global economy has shifted from being manufacturing-centric to a Knowledge-driven one and as countries move up the ladder of development, the contributions of hi-tech Manufacturing and high value-added services to the GDP increases. Success in leveraging knowledge Innovation is only possible with a sound infrastructure of higher education. A successful education policy forms the foundation of all fields of national development including political, social, economic, technical, scientific, and environmental. Thus, the higher the quality of university education in a country, the more prosperous and competitive are the people. Higher Education in India is decentralized under the DHE with separate councils (e.g. AICTE, MCI etc.) responsible for the regulation of different streams The UGC has allocated a general budget of Rs.5,244 crores for the year 2011-2012 to be distributed under eight broad categories Private institutions in India are focusing more on professional courses such as engineering, medical and MBA GER has increased to 15% in 2009-2010 from 11.5% in 2005-2006. GER for 2010-2011 has been estimated at 16%* Faculty-wise the figure of enrolment of higher education for the year 2006-2007 & 20102011 has been increased in certain streams. These include arts, science, commerce/management, medicine and agriculture. It has increased by 17.88%, 31.68%, 38.89%, 77.82% and 38.33% respectively. Estimated population in 18-23 age group: 150 mn with GER of around 15%

Structure of Indian Higher Education Sector

In our view, the higher education sector can be divided into 4 broad categories as listed below:-

Public expenditure The Government of India has set itself an aggressive target of achieving 30% GER in Higher Education by 2020, which translates into doubling the GER in the next 8 years. As per recent estimates by NUEPA, in order to achieve this target an additional investment of Rs. 9.5 lakh crore* (USD 190 bn ), which includes capital expenditure and operating expenditure, has to be made in the next 8 years. To give a perspective, the total allocation to the entire education sector under the 11th Five Year Plan (2007-12) was Rs. 2.7 lakh crore (USD 55 bn) out of which higher educations share was only about 30%. Therefore, given the limited support, which Government can provide to this sector in terms of investment, the private sector needs to play a much larger role.

Growing role of private sector The private sectors role in the higher education sector has been growing at a rapid pace over the last decade and needs to further expand at an accelerated rate in order to achieve the GER target.

12th 5 year plan The 12th Five Year Plan focuses on Expansion, inclusion and quality to achieve the national goals in education. During the 12th-Plan period, a target enrollment of 10 mn additional seats equivalent to 3 mn seats for each age cohort is aimed at in the higher education system. This would significantly increase the GER bringing it broadly in line with the global average There is unanimous agreement of the fact that the private sector needs to be involved to complement and supplement the efforts of the Government. In the 12th plan, the Planning Commissions focus is on instilling inclusive growth in making headway. The plan is expected to be one that encourages the development of Indias education sector through government spending. The emergence of India as a service-based, knowledge driven economy has put the spot light on human capital. Higher education is essential to build a workforce capable of underpinning a modern, competitive economy. The process of broadening access, making higher education inclusive, and promoting excellence initiated during the 11th Plan must be consolidated and expanded further during the 12th Plan. On the whole, with new regulatory arrangements and focused action in key areas, particularly expansion and quality improvement, a robust higher education system must be built such that it would sustain rapid economic growth, promote international competitiveness, while at the same time meet the rising expectations of the young enterprising Indians.

Challenges facing growth Access and Equity While India has made significant progress in ensuring access to primary education, the proportion of students who remain in the education system until higher education is considerably less. Ensuring equitable access to higher education is also a challenge with disparities seen across gender, regions and socio-economic groups. Enrolment: In terms of GER in higher education, India with a GER of about 15% lags behind to a great extent as compared to the developed world, as well as, other developing countries, as illustrated in the figure below. With the rising levels of enrolments in school education, the supply of higher education institutes is insufficient to meet the growing demand in the country. Equity: According to data for 2009-101, while the GER in higher education in India was 17.1 for males, it was only 12.7 for females. Additionally, while the overall GER for the population was 15%, the corresponding figures for SCs and STs were 11.1 and 10.3, respectively. There are regional variations too with Uttar Pradesh having a GER of 10.9 while Delhi has a GER of 47.9. These figures reflect some of the significant imbalances within the higher education system.

Founded in 1857, the University of Bombay is one of the first three oldest public state universities in India, located in the city of Mumbai in the state of Maharashtra. It is abbreviated as either UoM, standing for University of Mumbai or MU for Mumbai University. The University Of Mumbai is one of the premier universities in India. It was ranked 41 among the Top 50 Engineering Schools of the world by America's news broadcasting firm Business Insider in 2012 and was the only Indian University in the list. It was ranked 5th in the list of best Universities in India by India Today in the year 2013 and ranked at 62 in the QS BRICS University rankings for 2013, a ranking of leading universities in the five BRICS countries (Brazil, Russia, India, China and South Africa). Its strongest scores in the QS University Rankings: BRICS are for papers per faculty (8th), employer reputation (20th) and citations per paper (28th). It was ranked 10th among the 17 top Universities included from India in the list. The University of Mumbai offers Bachelors, Masters and Doctoral degrees apart from diplomas and certificates in many disciplines. The language of instruction for most courses is English. A majority of private colleges located in these places, which offer professional courses such as engineering, are also affiliated to MU. One of its two campuses in Mumbai is located in Kalina, Santacruz. The campus houses academic and administrative departments. Another campus located in Fort carries out administrative work only. Several world-renowned institutes in Mumbai were affiliated to the university. Most of them are now autonomous institutes or deemed universities.

Overview of OPTICAL MARK RECOGNITION

OPTICAL MARK RECOGNITION, the technology of electronically extracting intended data from marked fields, such as checkboxes and fill-infields, on printed forms. OMR technology scans a printed form and reads predefined positions and records where marks are made on the form. This technology is useful for applications in which large numbers of hand-filled forms need to be processed quickly and with great accuracy, such as surveys, reply cards, questionnaires and ballots. A common OMR application is the use of "bubble sheets" for multiple-choice tests used by schools. The student indicates the answer on the test by filling in the corresponding bubble, and the form is fed through an optical mark reader (also abbreviated as OMR, a device that scans the document and reads the data from the marked fields. The error rate for OMR technology is less than 1%. The bar coded answer book can improve the fairness and transparency in evaluation of the examination evaluation system. OMR system can maintain the secrecy and confidentiality by keeping the transparency. The scanning of OMR can avoid the huge data entry and manual readings. Optical Mark Recognition (OMR) system can expedite the result processing.

History of OMR
OMR is an acronym for Optical Mark Recognition or Optical Mark Reader. OMR is now used for data entry. In the earlys OMR used two forms that were punched cards and paper tape which used actual holes instead of filling up the bubbles which we use in modern OMR. When modern OMR came into existence it removed all the bugs and the pencil filled bubble was recognized through optical mark scanner which gives great accuracy. Traditionally used technique for checking bulk sheets was very time consuming and was a headache to institutes. With the advent of OMR it has provided a great solution to institutes who take regular tests.

OMR SCANNER AND SOFTWARE How Optical Mark Recognition Works

Optical mark recognition devices work through two methods. They are either linked to a scanner which can light up the form paper and then measure the contrasting reflection in the marked area; or they use a form printed on a semi-transparent paper, which creates differences in light passing through predesigned areas to detect the presence of a mark. The corresponding optical mark recognition software allows you to design your own survey form or question paper in any word processing program such as word, and then print out the document on semi-transparent paper.

Advantages of Optical Mark Recognition

OMR, or optical mark recognition, allows you to analyze your forms or questionnaires electronically, thus saving your time and minimizing human error. At the same time, they are

smaller in size than optical character recognition software because they do not need to have a full scale character recognition engine to work. They simply analyze variation in brightness of light at certain pre-specified places on the form to detect the presence of a mark. One disadvantage, however, is that is a mark is too light; the optical mark recognition device may not be able to read it.

Optical Mark Recognition Software is Useful

Optical mark recognition software is useful as it does away with protracted manual data entry processes and data entry teams. Using this software data can enter an organization at a faster pace and impact decision making effectively as it is delivered on time and not late. Especially when thousands of forms have to be processed in a short period of time optical mark recognition software just cannot be beat. Scanner Characteristics: Scan speed of 30 to 150 pages per min. Optical data captures from both the pages of the Sheet (Duplex scan) Error detection & display Software Characteristics: Performing specific functions such as, File conversion, Data extraction, and File read/ write commands

Accuracy
OMR is the fastest & most accurate of data collection technologies. To achieve high accuracy, well structured design and good quality printing of these forms is critical. If the timing track and the bubbles on the form are not in the exact columns where the LEDs in the read head can detect them (Skew), there is no way for the scanner to read the marks

Implementation
This system has been implemented from the First Half of 2011 Examinations. This system will be implemented for all Under Graduate /Post Graduate Examinations. The Eight Digit Unique Code Number for all the UG/PG Examinations has already been allotted and circulated to the colleges.

The Eight Digit Unique Code Number for the Examinations of the Diploma, PG Diploma and Certificate programmes will be allotted in due Course.

Scanners have specifically placed LEDs (Lightemitting diodes). LEDs sense optical marks in certain columns by contrasting reflectivity, once a timing track is detected. Software interprets the output from the scan and translates it to the desired format.

Document processing of OMR from intake to output Automatic document intake

The documents are automatically taken from a stack on the document intake tray. The topmost sheet is thereby "pulled off". A special intake system consisting of two feed rollers, two intake rollers and a reverse belt, the so-called separating belt, assures the safe "isolation" of the documents. You can set the interval between the separating belt and the first intake roller according to the documents in use. The stack of documents lies flush against the lower and right-hand edges with its right lower corner beneath the feed rollers of the intake system. The document intake tray can accommodate up to 100 sheets (DIN A4, 80 g/m). The presence of documents in the intake tray is monitored by a light barrier, and the document isolation as well. After the last document has been processed, the read procedure is stopped.

Transport path
The documents that are drawn in are moved successively across a number of transport rollers. The figure below shows the transport path of the documents (with opened scanner cover). The documents thereby pass the read stations (OMR read head/s and bar code read head/s) and the printer. The transport speed amounts to up to 1.2 m/s, the read rate lies at a max. of 6,000 DIN A4 documents/hr.

Read stations
Depending upon the application, the OMR 200S can be equipped with up to two bar code read heads and with up to two optical mark read heads (scanning strips for the front and back sides of the document). To protect against dirt, the read stations are covered by protective glass. The optical mark read heads, depending upon the requirements for usage, can be designed for document scanning with infrared or with red light. The scanning strips achieve a mark density of 40 tracks (1/5" interval) or 48 tracks (1/6" interval). The read heads are visible after the upper scanner cover is opened.

Document output
The documents are deposited in the output tray after they have passed the read stations. If the read result is evaluated as "bad", the read procedure is interrupted. The faulty document can then be removed and the read procedure started anew.

Optional sorter

If a twofold sorter is connected (subsequent connection is also possible) the documents are deposited either in the "good" or the "bad" tray, depending upon the results of the read process. In this case the read process is not interrupted and a manual response is not required.

Optional printer
The printer is designed for alphanumeric character output with a density of up to 8 characters/25.4 mm and up to 50 characters per document. The printout is produced on the front side of the document. The mounting space is located between the last two transport rollers. The information to be printed, e. g. a document number or the designation of the processing procedure, is parameterized in the read software.

Operation of the reader Loading the stack of documents

After the reader is turned on, the document intake tray runs down to the lowest position so that documents can be inserted. This also happens after the last document has been processed. Take the stack of documents (approx. 100 sheets), see to it that it is flush at the bottom and at the right side and insert it into the intake tray.

Starting the read process

Start the read procedure from the PC. The stack of documents will automatically be raised to the proper intake height and the first document will be drawn in. Since the documents are drawn in from the top, do not insert more documents while the read procedure is in progress, but wait until the last document has been processed. After the last document the read procedure will terminate autonomously and the intake tray will be run down to the bottom position.

Removing documents
Open the scanner cover and check to determine the reason for the document jam (e. g. wrinkled document, dog-ears, poorly glued bar code label). Replace in the intake tray the documents caught in the jam and possibly any other documents to be fed in and restart the read procedure.

INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION

"Globalization and technological changes have created a new global economy powered by technology, fueled by information and driven by knowledge." The emergence of this new global economy has serious implications for the nature and purpose of educational institutions. As the access to information continues to grow rapidly, schools cannot be contented with the limited knowledge to be transmitted in a fixed period of time. They have to become compatible to the ever expanding knowledge and also be equipped with the technology to deal with this knowledge. Information and communication technologies (ICTs) which include radio and television, as well as newer digital technologies such as computers and the Internet have been proven as potentially powerful tools for educational change and reform. When used appropriately, different ICTs can help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by helping make teaching and learning into an active process connected to real life. ICT in education is any hardware and software technology that contribute in the educational information processing. In the context of present era, ICT mainly comprises of Computer technology with its hardware, like, Personal computer machine, infrastructure required for setting up Internet facility and also software like, CD ROM including various programme packages, E-learning strategies etc. ICT in education is any Information Technology that focuses on the acquisition, storage, manipulation, management, transmission or reception of data required for the educational purpose. For example, the information about students' records, their admissions, updates of their auricular and co-curricular activities. ICT in education is any technology that deals with the exchange of information or in other'words communication in the teaching learning process. Uses of Electronic learning technology like, Teleconferencing, power point presentations, CD ROM are Communication Technology which is the part of ICT. ICT in education is any educational technology that is applied in the educational process. It encompasses Hardware approach like use of machines and materials, Software approach like use of methodologies and strategies of teaching learning and Systems approach that uses the management technology that deals with the systematic organization of the hardware and the software. Different software packages for the use in different department of education; e.g. library software, administration software, software related to managing the entire teaching learning process.

ICT in education is the support material in the hands of the human resource involved in the educational process in order to enhance the quality of education. ICT in education comprises of the application of science of On-line, Offline learning with the help of the computer technology. USES IN EDUCATION ICT is being utilized in every part of life. Due to the increasing importance of the computer, students-the future citizens cannot afford to keep themselves aloof from this potential medium. In education, use of ICT has become imperative to improve the efficiency and effectiveness at all levels and in both formal and non-formal settings. Education even at school stage has to provide computer instruction. Profound technical knowledge and positive attitude towards this technology are the essential prerequisites for the successful citizens of the coming decades. It can be used for the following purposes: To broadcast material, online facility or CD-ROM can be used as sources of information in different subjects; To facilitate communication for pupils with special needs; To use electronic toys to develop spatial awareness and psycho-motor control; To use the online resource like, email, Chat, discussion forum to support collaborative writing and sharing of information. To facilitate video-conferencing or other form of Tele conferencing to involve wide range of students from distant Geographic areas. For Blended learning by combining conventional classroom learning with E- learning systems To process administrative and assessment data. To exchange and share ideas -among teachers for the professional growth. To carry out internet-based research to enhance, educational process ADVANTAGES OF THE USE OF ICT IN EDUCATION: ICT encompasses all those gadgets that deal with the processing of information for better and effective communication. In education, communication process takes place between teachers, students, management and administrative personnel which requires plenty of data to be stored for retrieval as and when required, to be disseminated or transmitted in the desired format. The hardware and software like OHP, Television, Radio, Computers and related software are used in the educational process. However ICT today is mostly focused on the use of Computer technology for processing the data. In this context, advantages of ICT in education can be listed down as follows:

 Quick access to information: Information can be accessed in seconds by connecting to the internet and surfing through Web pages. Easy availability of updated data: Sitting at home or at any comfortable place the desired information can be accessed easily. This helps the students to learn the updated content. Teachers too can keep themselves abreast of the latest teaching learning strategies and related technologies. Connecting Geographically dispersed regions: With the advancement of ICT, education does not remain restricted within four walls of the educational institutions. Students from different parts of the world can learn together by using online, offline resources. This would result in the enriching learning experience. Such collaborative learning can result in developing... divergent thinking ability in students, Global perspectives respect for varied nature of human life and acculturation. Facilitation of learning ICT has contributed in shifting the focus on learning than teaching. ICT helps students to explore knowledge to learn the content through self study. Teacher can help the students by ensuring the right direction towards effective learning. Situational learning, Programmed learning, many Online learning courses are some of the example of self learning strategies that are being utilized with the help of ICT. Catering to the Individual differences: ICT can contribute in catering to individual needs of the students as per their capabilities and interest. Crowded class rooms have always been a challenge for the teacher to consider the needs of every student in the class. Wider range of communication media: With the advent of ICT, different means of communication are being introduced in the teaching learning process. Offline learning, on line learning, blended learning are some of the resources that can be used in educational institutions. Collaborative learning, individualized learning strategies can enhance the quality of group as well as individual learning. with the real society. This can ensure the applicability of knowledge. Wider learning opportunities for pupils Application of latest ICT in education has provided many options to the learners to opt for the course of their choices. Many Online courses are available for them to select any as per their aptitude and interest. Students can evaluate their own progress through different quizzes, ready to use Online tests. This can ensure fulfillment of the employment required in the job market thus minimizing the problem of unemployment. It can also provide more efficient and effective citizens to the society as per the changing needs.

Conclusion
For technology to contribute positively to students learning experiences, it is important to put together all the many pieces touched upon in this brief: long-term planning, clarifying goals, integrating efforts, coordinating the curriculum, providing ongoing support and appropriate infrastructure, and engaging in appropriate professional development. Perhaps not surprisingly, these conditions for enhancing the value of technology investments are essentially the conditions for improving student learning in general. By putting these pieces in place and with ongoing attention, funding, and adjustments when needed computer-based technology can play a significant role in contributing to positive, productive learning experiences for all students.