Chandigarh, Tuesday, May 18, 1999
Chandigarh, Tuesday, May 18, 1999 |
Computers: schools reap negligible benefits By Meenakshi Mehta OVER recent years, several technologies have been developed with the belief that these would revitalise education. Their potency was hailed by their adherents. Education mutely withstood these intrusions and emerged virtually unchanged. Agenda for public schools |
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Computers: schools reap negligible
benefits OVER recent years, several technologies have been developed with the belief that these would revitalise education. Their potency was hailed by their adherents. Education mutely withstood these intrusions and emerged virtually unchanged. Then came another major innovation — computers. Practically every well-established school was quick to adopt these with a view to revolutionise education and spruce up students to face the fast-changing world of infotech. The proposed modus operandi being first teach students to use computers and then let computers teach them. A very tall order, but much in keeping with the demands of the world. Schools, despite their acquisition of computers, waddle along. They waste the power of these machines and reap negligible educational benefits. The hope of effective and proper use of computers under present conditions is little more than a fantasy. “Unfortunately for students, computers in school don’t make much of a difference and computer education remains impoverished”, says Mrs Inderveena Sharma, a parent. “Students are taught only the theory of computers. Reinforcement through practicals is non-existent. If there is any practical, it is merely to use it as a typewriter, which is the ultimate insult to computers.” “By the turn of century, a student who is not a computer literate will be a misfit in the corporate and professional market. Computer education at school is doing little to fight such dangers”, says Mr B.K. Ashta, a concerned parent. “Today’s software is menu driven and even with a small opening, students can achieve, on their own, monumental gains. But schools are not making provisions for such opportunities”, he feels. The apathy towards computers is writ large in the disorientation of students to computers. “Despite five years of computer education, I can only use a computer to type or may be make a picture diagram provided my teacher starts the process for me. Independently, I won’t be able to handle a computer to any effect”, laments Kanika, a local student. Kumar Gaurav Khanna, a Microsoft certified system engineer and an Internet specialist, feels. “Computer fee at schools is no meagre amount and to add to the woe of parents computer education in schools deals merely with teaching languages which are either obsolete as of today or not relevant to the profession their ward may chose later”. He regrets: “My computer education at school seemed to shamefully poor and of no value when I ventured into my profession I had to start from a scratch.” Surely school can use this technology more effectively. Some students who are aware of the potency of computers seem disillusioned, says Shubhroz Gill, a class X student. “Teaching the use of computers is at the infancy stage. Justice to computers in schools will be done if computers are used by us as teaching aids. Unfortunately, computers seem to atrophy away in schools. This stands out more blatantly when one hears how computers in other countries or for that matter in some cities of our own country, help students to not only augment their knowledge but also tackle brilliantly the world of knowledge explosion. The gains, through exposure to inter-regional or even national groups, are phenomenal.” He opines: “Students in our city are being deprived of a lot in computer education. Since computers have modems there can be a tremendous escalation in knowledge acquisition by interacting with peers throughout the city, country or even the world. The learning process can multiply considering the availability of telephonic access to Internet and vast store of information in today’s databases.” Schools have failed to provide this to students. The questions that arise are “Is the use of computers in school, limiting their potential? Why haven’t schools taken what seems the most logical step and equip each student with a thorough knowledge of computers? “This seems a far-fetched dream, particularly for those schools whose computer faculty is defunct as either the computers are locked up inside cupboards or are out of order chronically. As a consequence, no computer classes are conducted whatsoever”, complains a parent. This state of affairs has left most students in confusion. “They are completely demotivated and computer education at school has zeroed down to being another insignificant subject that calls for rote learning in order to get for the learner a decent pass grade at the end of every academic year. One period per week for practicals is the best they can afford which by no standard is sufficient. This problem is further aggravated by the disproportionate student computer ratio. In most schools five to six students have to use a computer at the same time. As a consequence, it thwarts all efforts to convey knowledge effectively. The brighter students dominate and there is waning of interest among slow learners”, she says. According to a student of a government school: “We have two computers for 30 students and one of them is invariably non-functional. So if you are pushy, one may get to play at the keyboard for a few minutes”, she chuckles. “Some schools have provided ‘application software’ which is definitely user-friendly and helpful later on in one’s profession, but what they seem to forget is the first step to use it is the knowledge to ‘Dos’ — an operating system software which is blissfully left out of the syllabus,” says another computer instructor. Are things being taught at random with no definite guidelines? Is the confusion limited only to the students? The problems are by no means trifle and need to be tackled at the very grassroots. “The school boards should make computer science a mainstream subject to be tested in board examinations and a standard syllabus should be streamlined. Given this, teachers and students will take this subject more seriously. Besides the advantages of multimedia and Internet should be capitalised on to bring about a beneficial and optimum use of computers,” says Mr Ashta. Most parents feel that the paradigm of imparting computer education through contract shifted to schools taking on to themselves this responsibility which will also facilitate in-service training for computer teachers at regular intervals and constant upgradation of the faculty according to the need of the hour. “Mere cosmetic
adjustments can’t rectify the problem. The only
viable means of changing the existent shortcomings in the
system of computer education is an honest and prudential
use of computers. It is only then that computer education
will mutate from a static speciality to an evolving and
advancing one”, says Inderveena. Schools can use
this technology more effectively, and for the welfare of
students, teachers and society at large, they must do so. |
Agenda for public schools WHAT should be the public schools’ agenda for the next millennium? This and several other questions of academic interest were deliberated at length at the three-day 59th session of the Indian Public Schools Conference of Heads of Institutions hosted by Punjab Public School (PPS), Nabha. Commenting on the conference after its conclusion, Col (Dr) D.S. Khera, Headmaster, PPS, said the delegates found the experience enriching. Participants were of the view that there was a need to strike a balance between what we deem to be distinctly a public school culture with its unique traditions and the demands of a fast changing competitive society. Delegates were of the view that there was a compelling urgency to evolve concepts and find answers to emerging problems. Certain issues, which escape serious attention in the daily humdrum of running academic institutions were brought into focus. The changing scenario in the 21st century places on the shoulders of academicians, especially schoolteachers, a great responsibility. They must deliberate if a school goer is being nurtured and nourished in the school environs in a manner that would make him ideally suited to find a proper place in society. Heads of institutions felt that there was a need to inculcate a liberal and positive attitude among students towards life so as to help a child adapt comfortably in a fast changing multicultural society. In this age of information technology, would it be sufficient to equip the child to work on the interest without the necessary emphasis on spiritual growth. Delegates concluded that a fine and blending of past traditions with the present urban culture and quest for religious experience, without dogmatic prejudice, was the need of the hour. In this light, it was essential to re-orient the school system. There has been a break up of the joint family system which played a key role in helping a child establish his cultural identity. It is now up to the teacher to perform this role. Erosion of cultural values will not create a void in a person’s life. It was stressed that public schools should work out an arrangement whereby children belonging to the underprivileged section, especially the disabled, enjoyed the benefit of quality education. It was also necessary to recognise the importance of literacy among girls that would help liberate the society of prejudices. It was, therefore, imperative to work out an arrangement wherein girls, especially of weakest sections, found it possible to avail themselves of quality education. During the course of the
conference it was recognised that though public schools
commanded prestige and goodwill in society for their
contribution in promoting the cause of education, there
was a vital need to further update quality education by
fully utilising multimedia technology and other
facilities such as the website and internet. |
Career hotline I have completed graduation and am interested in doing MA (English) through correspondence. Could you please suggest some universities offering the same. Sumangala Rathore, Bathinda A number of universities in the country offer MA (English) through correspondence. You could, however, choose from the following universities in the northern region so that it would be convenient for you to take their examinations:
For a complete list of correspondence courses offered at Bachelor’s Master’s and diploma-levels, refer to Guide to Correspondence & Part-time Courses published by Caring, 24, Feroze Gandhi Road, Lajpat Nagar-III, New Delhi 110024. My father has secured an assignment abroad and the whole family will be shifting. I have done graduation and wish to find employment there. Please suggest few steps that I should take to ensure gainful employment abroad? Jyoti Chawla, Chandigarh You certainly have the right spirit and I agree with you that going abroad is a real opportunity. But remember to keep an open mind and adjust to local conditions and take what comes along. Setting down should not present any problems although conditions can vary from country to country. In most countries today, you will find a sizeable Indian community, already settled and active, with its resident associations etc., who act as a support group to new comers. Initially, you could join a voluntary organisation as this is not only an excellent introduction to the country, but will enable you to meet people in all walks of life. Indian women, in particular, are a reservoir of information on all aspects of setting down (accommodation, shopping, schools, language, transportation, recreational and cultural clubs). You will find that they are resourceful at channelling their talents and have already explored job opportunities in various fields. Tap them for suggestions on the various institutions and centres where qualifications can be upgraded. While you may find many who are actively working in fields as varied as teaching, the media, publishing, marketing, banking, finance, computers and research, yet others, you will discover have successfully cashed in on their innate skills such as classical dancing, music or cosmetology. Getting a work permit, again will depend on the country concerned. In some countries, like Singapore, the dependent spouse can apply to the immigration authorities to obtain permission to work, and usually this is not a problem. Working in one’s chosen line, may, however, not always be easy. If you find your basic Indian qualifications are not accepted by local authorities, it is a good idea to upgrade your qualifications from a local educational institution which will open up better job opportunities. And again, if the local language is not English, you must become proficient in the local language as this makes employment easier. So, wish you the best of luck! Look upon your time abroad as an adventure — a growing and learning experience. I am doing Bachelor’s in Business Economics from Delhi University. Since it is a newly launched course, can you tell me as to what job prospects I have after completing this course. Puneet Arora, Chandigarh To begin with, even straight after your Bachelor’s in Business Economics, you could appear for The Indian Economic Service/Indian Statistical Service Examination conducted by the UPSC almost every year. The age requirement is between 21-28 years. If you clear the test and interview, you could be absorbed in the various economic and statistical departments of the Central Government such as the Planning Commission, the National Sample Survey, the Central Statistical Organisation, the Indian Statistical Institute, etc. Working in the Planning Commission can be particular rewarding as economists in this service are involved in planning and development of policies for the country and in preparation of the budget. Economics are also employed in the state Bureaus of Statistics and Economics, the Ministry of Labour, the National Employment Service, the Ministry of Agriculture and other government departments. You could also sit for the Civil Services Examination which is also conducted by the UPSC or other competitive examinations held by the State Service Commissions, Life and General Insurance Corporations, nationalised banks, etc. where economics is permitted as one of the subjects. While the Staff Officer-Grade A Examination is conducted by the Unit Trust of India, the Staff Officer Grade A & Staff Officer Grade B Examinations are conducted by the Reserve Bank of India Services Board. Also, Probationary Officers Examinations are conducted by various Banking Service Recruitment Boards in the country. Private companies employ business economists to plan strategy and operations, assess and analyse market factors, costs and sales, labour and productivity, raw materials, equipment and customer demand. As a Business Economist, you may also specialise in market research or international trade, exports and imports. There are well-paying jobs in banking and financial institutions as well. As a matter of fact, a number of recruitment advertisements for Management Trainees ask for MBA/Economics degree as the de sired qualification. Besides teaching, you could also take up business journalism in television or newspapers, economic journals and business magazines as commercial editors, business reporters, feature writers, economic analysts and commentators. In fact, business journalists are amongst the better-paid journalists today. For further information regarding the Indian Economic Service/Indian Statistical Service Examination, you may contact: The Secretary, Union Public Service Commission (UPSC), Dholpur House, Shahjahan Road, New Delhi 110011. I have completed graduation and wish to opt for B.Ed. Could you please tell me about the universities offering a correspondence course in B.Ed. Vasundhara Kumar, Panchkula Under the guidelines issued by the National Council for Teacher Education (NCTE), the apex statutory body established by an Act of Parliament for co-ordinating and monitoring teacher education in the country, only working teachers with minimum three years of teaching experience in a recognised school (Primary, secondary or higher secondary) within the jurisdiction of the concerned university are allowed to enrol the correspondence courses in B.Ed. All others must enrol in a regular face-to-face programme. This rule has been formulated with a view to achieving planned and co-ordinated development and also maintenance of norms and standards in teacher-education system throughout the country. The following universities offer B.Ed. through correspondence:
The good news is that the Indira Gandhi National Open University, Maidan Garhi, New Delhi 110068, proposes to launch its B.Ed. programme through Distance Education in the near future. A word of caution: Do
not fall prey to local institutions offering B.Ed.
courses of XYZ universities. It is always best to enrol
directly with the university concerned. And this holds
true of most other courses as well. |
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PG Diploma in
Elig: For all programmes except DIM: Graduation +3-yrs supervisory/managerial/professional exp as on 25.10.99 OR Degree in Engg./Tech/Medicine/Arch/Law OR Professional qualifications in Accountancy/Cost Works Accountancy/Company Secretaryship OR a Master’s in any subject. For DIM: Graduation +3-yrs supervisory/managerial/professional/exp as on 25/10.99 OR Non-graduates with 6-yrs supervisory/managerial/professional exp. as on 25.10.99. Student Handbook & Prospectus: Send Rs 350/- by crossed DD favouring :“IGNOU” payable at Ghaziabad or Rs 300/- in cash at counter. In Delhi, Forms are also available at the following IGNOU Study Centres:
Education
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in: Elig: Degree: 10+2 with PCM; Diploma: Pass in Class X. Selection: Merit and interview. Appln Form: Send Rs 250/- by DD/MO/PO favouring “National Institute of Aeronautical Engineering” payable at Dehradun. Centre for Electronics Design & Technology of Indian (an autonomous Scientific Society of Department of Electronics, Gol, CEDTI Complex, University Campus, Aurangabad 431004 (Maha): June 29 1) Master of Technology in Electronics Design & Technology (M Tech) (18 Months) June 04 2) Diploma in Electronics Production & Maintenance (DEPM) (3-yrs) Elig & Appln Form: See Employment News 8-14 May, ‘99. May 31 Indian
Institute of Aeronautical Science, Sonari Aerodrome,
Sonari, Jamshedpur.
Elig: 10+2 (PCM) with 50% agg in Physics & Maths. Age: 17 to 24 yrs as on June 30, ‘99. Appln Form & Prospectus: Send Rs 310/- by MO/DD favouring “Indian Institute of Aeronautical Sciences” payable at Jamshedpur or Rs 290/- in cash at counter. Jun 11 Central Institute of Plastics Engineering & Technology (M/o Chemicals & Fertilisers, Gol), CIPET HQ, Guindy, Chennai 600032. PG Diploma Post Diploma in: Diploma in: Elig: 1) BE/BTech/B.Sc. Engg (4-yrs) in Mech/Chem/Prodn/Polymer/Tool Engg. Age: 26 yrs. 2, 3, 4) 3-yrs Degree in Sc with Chem as a subject. Age 24 yrs. 5) 3-yrs Dip in Mech/Plastics Tech/Tool Engg/Plastics/Prodn Engg & CIPET DPMT. Age: 24 yrs. 6) 3-yrs Dip in Mech/Electrical/Electronic Engg & CIPET DEMT. Age: 24 yrs. 7) Class X with Maths, English & Science. Age: 18-yrs 8) ITI Trade Cert. in Turning/Fitting/Machinist. Age: 22-yrs. Note: Age limit as on July 31, ‘99 relaxable by 3-yrs for sponsored candidates, SC/ST and candidates from North Eastern Region. Course Centres: Chennai: 1 to 7; Ahmedabad: 1, 2, 3, 5, 6, 7 & 8; Amritsar: 2, 5, 6, 7 & 8’ Bhopal: 2, 3, 5, 6 & 7; Bhubaneswar: 2, 3, 5, 6 & 7; Guwahati: 2; Howrah/Haldia: 2, 3, 5, & 7; Hyderabad: 1, 2, 3, 5, 7 & 8; Imphal: 2; Luckhow: 1, 2, 3, 5, 6, & 8; Mysore: 1, 2, 5, & 7; Patna: 2, 3, & 7. Appln Form: Send Rs 100/- by DD favouring “Director, CIPET” payable at Chennai along with a self-addressed, stamped (Rs 15/-) envelope (35x25cm) to The Chief Manager (Trg), Corporate Office. Journalism Master of Communication Studies (MCMS) (2-yrs) with specialisation in: 1) Video Production Elig: BE/BA/BCom/ BSc/ BJournalism / Any degree / 10+5 Diploma equiv to Degree. Entrance Exam: June 15, '99 at 10 a.m. Venue: Dhyaneshwar Hall, University of Pune. Those who apply for admission are eligible for entrance exam and no separate intimation will be sent. Appln Form with Syllabus: Send Rs 320/- by DD (Rs 170/- for BC candidates of Maharashtra) favouring “The Registrar, University of Pune 411007” to Publication Section, or Rs 300/- (Rs 150/- for BC) in cash at counter. Management Ph: 781111, 759455, 780102, Fax: 710196. Email: inman@del2. vsnl. net.in Postgraduate Diploma in Management (PGDM) (2-yrs F/T) Elig: Graduation in any discipline. Those appearing for final year exams can also apply. Selection Procedure: Written test, group discussion/interview Appln Form: Send Rs 300/- by DD favouring “Integrated Academy of Management &Technology”, payable at Ghaziabad or in cash at counter. Medicine
Elig: Residents of Himachal Pradesh OR employees of Himachal Pradesh Government and autonomous bodies wholly or partially financed by HP Govt. with 10+2 (PCB) with 50% (40% for SC/ST) agg with English as an elective subject. The candidate should have passed the qualifying exam from a school located in Himachal Pradesh. Age: 17-25 years as on Dec 31, ‘99. Entrance Exam: June 27, ‘99 at Shimla, Mandi, Dharamsala and Hamirpur. Appln Form: Send Rs 175/- by crossed IPO/DD favouring “Finance Officer, HP University, Shimla-5” to the Assistant Registrar (Entrance Tests) by May 31, ‘99 or Rs 150/- in cash at counter. Para-Medical
Courses Degree Courses: Prosthetic &
Orthotic Diploma Courses: Physiotherapy Elig: ISc for all courses except Hospital/Management which requires graduation. Appln Form: Send Rs 120/- by crossed DD favouring ‘Indian Institute of Health Education & Research, Patna” or Rs 100/- in cash at counter. University Entrance Test for admission to: 1) Bachelor of Business Administration (BBA) (3-yrs) 2) Bachelor of Computer Application (BCA) (3-yrs) Elig: 1) 10+2 with 45% agg 2) 10+2 with maths as a compulsory subject and with 45 % agg. Those who have passed diploma courses with maths from State Board of Technical Education and Industrial Training, Punjab/SLIET are also eligible Appln Form: Send Rs 325/- by DD favouring “Registrar, PTU”, payable at Jalandhar or Rs 300/- in cash at counter. Unless otherwise specified, the dates mentioned above are deadlines for receipt of completed application forms. CARING (Career
Information & Guidance), New Delhi. |
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