Beruflich Dokumente
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This function has become more complex and variegated, ranging from general
education for undergraduates to advanced doctoral instruction and supervision in
the most specialized fields.
Research is the other core function of universities,
institutions for national development.
universities have provided vocational education and training for the top professions,
thus developing a direct long-term link to the economy and to the practical needs of
society.
Universities almost everywhere have become key creative institutions. Many professors, in addition to their
teaching and research, involve themselves in the intellectual life of society as commentators, experts or analysts.
Some are public intellectuals.
The tremendous creativity of the Enlightenment and the
technological innovations of the Industrial Revolution
largely took place outside of the universities. The idea that
universities were truly ivory towers designed to be separate from society, unwilling to open their doors to the
emerging middle classes, meant that universities were
largely uninvolved in the dynamic scientific and political
developments of the era.
Universities received little public financial support because
they were not perceived as contributing significantly to
society. Napoleon, for example, was so unimpressed with
the French universities of the ancien rgime that he abolished all of them and replaced them with the vocationally oriented grandes coles.
Towards the end of the
19th century, American land grants expanded the research
university concept to include the role of direct service to
society and the key function of engagement with agriculture and industry. These developments, pioneered in Germany and the USA, spread elsewhere and brought
universities back to the centre of society. Since the early
20th century, universities or university-related laboratories have been involved in key scientific and intellectual
developments in most countries. The development of
radar, atomic energy and many pharmaceuticals illustrates this point.
basic educational issues are political and can be decided only through political instruments; the
ultimate responsibility for the creation of the national education system falls on the political
system; and if the political parties do not accept it, no one else can and will. Here, a two-fold
action is called for. The first is the positive action of the political parties evolving their own
policies in education and implementing them through Government. This needs a continuous
dialogue between politicians and educationists and the development of educational 'think-tanks'
and cadres in each party. On the negative side, politicians should realize the great damage they
are doing to the education system through their interference in establishment and control of
educational institutions, appointments and transfer of teachers and other personnel, grant-in-aid,
and in all other possible form merely to serve their appetite for patronage and to strengthen their
political base. The chaotic conditions in some of our universities are a sad proof of what this
interference has led to. The present relationship in education between academics and politicians
is very unsatisfactory. The academic desires for full political support without any political
interference; and what the politician gives is full political interference without any political
support worth the name. What we must evolve is a new tradition of full political support and
legitimate political control which does not interfere with the genuine academic freedom of
educational institutions and teachers. This is a long way to go in which both educationists and
academics will have to modify their present positions considerably and learn to work together.
Curriculum Development
Curriculum should be made contemporary, integrated
with other disciplines ensuring regular feedback from
stakeholders. Autonomy may be granted to universities,
National Law Schools (NLSUs) and other law schools
Examination System
The prevailing examination systems may be revised
and evaluation methods be developed that test
critical reasoning by encouraging essential analytical,
writing and communication skills. The end-semester
examination should be problem-oriented, combining
theoretical and problem oriented approaches rather
than merely test memory. Project papers, project and
subject viva, along with an end-semester examination
Dispatch of 1854
Indian education is marked by Sir Charles
Wood's epoch-making Dispatch of 1854, which led to (1) the
creation of a separate
department for the administration of education in each
province, (2) the founding of
the universities of Calcutta, Bombay, and Madras in 1857, and
(3) the introduction of
a system of grants-in-aid. Even when the administration of
India passed from the
East India Company into the hands of the British crown in
1858, Britain's secretary of
There are significant differences in their mandate, powers and functions. The
councils have rules and regulations of their own. There is large overlap of their
functions with the functions of the UGC, other professional councils and even
function of universities in some cases. In five cases, namely - Medical Council of
India, Pharmacy Council of India, All India Council for Technical Education, Indian
Nursing Council and the Bar Council of India, there are also State Councils; and
there are overlaps in functions of the national councils and state councils.