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Impact of COVID-19 on Higher Education

The Covid-19 pandemic has shocked the world. The pandemic has pushed the world to drastically reinvent ways of coping with the ‘new normal’. After the initial phase of complete overhaul, it is critical to understand the short and long-term impact and future measures. Can India emerge from this crisis with a refreshed perspective and boost to higher education?

The pressure on students and higher education institutions is high. Schools and universities have been closed and exams postponed. Classrooms are going virtual and admissions for the upcoming academic year are fraught with confusion. According to UNESCO, over 320 million students in Indian schools and colleges are currently impacted.

An immediate and effective response to the crisis was to go digital. Developing robust online platforms has become necessary to offer continuity in learning. Yet in a developing country like India with vast disparity in socio-economic backgrounds of students and the quality of educational institutions, the shift has not been easy. The digital divide has been further widening the gap, and needs urgent attention from both public and private sector players as the crisis continues. Good teachers, refreshed curricula and effective tools will ensure students stay involved and active in the learning process.

Lakhs of Indian students have increasingly chosen to pursue higher education abroad. As per reports, India is the second-largest source of international students in the world. This usual exodus is likely to transform—at least in the immediate few years—to an influx into Indian institutions, given travel restrictions and health risks.

This means that crores of rupees and resources spent in foreign education could potentially be retained in the country, as more students look towards options at home. While international institutions might bear the brunt of the change, it is a remarkable opportunity for India to enhance its capacities and offer quality education at par with global standards.

The economy has taken a severe hit, and its ripples can be felt in the education sector as well. While many students will chart alternative paths, the pandemic is also leaving others in limbo. As unemployment is predicted to increase and the financial capacity of Indian homes comes under stress, the country can expect a drop in enrolments and challenges with tuition fees. Public institutions too, may be under threat of reduced funding. On the flipside, the pandemic could also prompt reform in fee structures and creation of more cost-effective programmes.

New trends in teaching & learning will emerge

Beyond the top band of institutional excellence with private universities setting best practices, Indian academia has been in need of transformation, long before the onset of the pandemic. There is an opportunity to rethink the traditional education system now.

Digital learning is leading the charge as a mainstay, and many new trends are picking up momentum across the globe. Multidisciplinary and modular pedagogy that afford transferable skills and customised learning will succeed. Post-pandemic times could see a blend of e-learning and mainstream face-to-face teaching with a boost from traditional universities and the ed-tech sector.

An immediate and effective response to the crisis was to go digital. Developing robust online platforms has become necessary to offer continuity in learning. Yet in a developing country like India with vast disparity in socio-economic backgrounds of students and the quality of educational institutions, the shift has not been easy. The digital divide has been further widening the gap, and needs urgent attention from both public and private sector players as the crisis continues. Good teachers, refreshed curricula and effective tools will ensure students stay involved and active in the learning process.

A paucity of contemporary teachers has been a pressing challenge already, and it is growing more serious. Faculty are being called upon to redesign course content to meet the current and future needs. Moving away from traditional pedagogies in most average institutions, the demand for quality educators will shape the way higher education moves forward from this crisis.

By -ASSISTANT PROFESSOR : Ms. Kumud Misra
DEPARTMENT :B.Ed
UCBMSH Magazine – (YouthRainBow)
UCBMSH WEBSITE – Uttaranchal (P.G.) College Of Bio-Medical Sciences & Hospital
UCBMSH B.ED WEBSITE – Uttaranchal College of Education
UCBMSH NURSING WEBSITE – College Of Nursing UCBMSH
REGISTRATION – Apply Online
For any queries & Admission Call at:8192007206, 8192007210, Or mail us at: admission@ucbmsh.org

LCreating Awareness About Human Rights

Majority of the Indian citizen are still living in a ‘Culture of silence’ due to illiteracy, ignorance, poverty and consequent pitiable conditions. Under such circumstances how can we boast of our being a secular and socialist democracy? We have many things to our credit, but even after 56 year of Independence, nearly two thirds of our people are unable to decipher the printed word and write even in their mother tongue. This really is an appealing situation which our national leaders and freedom fighters were aware of and tried to solve couldn’t achieve much. For a long time, and fill recently, the study and concern about Human Rights remained largely confined to international lawyers, diplomates and statesmen.It is only in the recent decades that is right are increasingly becoming the subject of concern for national lawyers, activists, reformers, policy- makers and others citizens.Establishment of Human Rights culture demands elimination of all kinds of exploitation not  at the hands of the state, but also by members of civil society. Many times, members belonging two civil society using their social status use force and indulge in practices, which are  derogatory to human dingity. Employing bonded labour, practising untouchability, perpetuating Sati, are some of the example that necessities human right education to evolve strategies and scheme for attacking such attitudes and help members internalise more and egalitarian approach in their social relations. Legal social and economic discrimination against women and her exploitation poses serious challenge. Prevalence of child labour in hazardous industries such as fire works industry glass industry and stone crushing industry speaks volume about the systems insensitivity and lack of commitment of Human Rights in this country. The concern of human Rights education is not only to expose their practices, lacunae and weaknesses in law and its enforcement but also to re-examine the existing system.

By -ASSISTANT PROFESSOR Ajay Mohan Semwal
DEPARTMENT :B.Ed
UCBMSH Magazine – (YouthRainBow)
UCBMSH WEBSITE – Uttaranchal (P.G.) College Of Bio-Medical Sciences & Hospital
UCBMSH B.ED WEBSITE – Uttaranchal College of Education
UCBMSH NURSING WEBSITE – College Of Nursing UCBMSH
REGISTRATION – Apply Online
For any queries & Admission Call at:8192007206, 8192007210, Or mail us at: admission@ucbmsh.org

Emotional intelligence at work

Emotional intelligence (EQ) is the ability to perceive, control and evaluate emotions. It is the ability to build stronger relationship, understand manage and use your own emotions in positive way to relieve stress ,communicate effectively and emphasise and overcome challenges and diffuse conflict. Not only this it also helps to achieve greater success in your career and individual goals. Social awareness, self management, relationship management, and self awareness are the common attributes of emotional intelligence. It is the right time to learn, manage emotional intelligence and should work on making constructive decision. When an individual feels stress in any situation then it’s emotional intelligence that assist in controlling emotions and provide them ability to act appropriately. When an individual face stress and it takes you out of comfort zone and become overwhelmed and lose control then with the ability to manage stress and stay emotionally present an individual can learn to receive upsetting information without letting it override your thoughts and self control. You will be able to make choices that allow you to control impulsive feelings and behaviour as many as your emotions in healthy ways take initiative follow through on commitments and adapt to changing circumstances. EQ helps in professional success.

There are many ways to increase emotional intelligence:

1. Be approachable and sociable
2. empathize with others
3. practise self awareness 4. Be motivated
4. respond instead of reacting to conflict
5. Utilise an assertive style of communicating
6. utilise active listening skills
7. practise ways to maintain a positive attitude 9. Take critic well
8. utilise leadership skills

Emotional intelligence is the ability to recognise our own feelings and those of others to motivate ourselves and manage emotions well in ourselves and in our interpersonal relationships.

Components of emotional intelligence at work:

Self awareness- ability to recognise and understand your moods, emotions, drives as well as their effect on others.

Self regulation- ability to control impulses and moods.

Motivation- passion to pursue goals with energy.

Empathy- Awareness of others feelings.

Social skill- proficiency in managing relationships.

By -ASSISTANT PROFESSOR Ms. Kumud Misra
DEPARTMENT :B.Ed
UCBMSH Magazine – (YouthRainBow)
UCBMSH WEBSITE – Uttaranchal (P.G.) College Of Bio-Medical Sciences & Hospital
UCBMSH B.ED WEBSITE – Uttaranchal College of Education
UCBMSH NURSING WEBSITE – College Of Nursing UCBMSH
REGISTRATION – Apply Online
For any queries & Admission Call at:8192007206, 8192007210, Or mail us at: admission@ucbmsh.org

Inclusive education (IE)

Inclusive education is a journey away from the kind of segregation of the children with particular difficulties who have been put together with other children whose needs are similar. Inclusive education is more broader and wider concept than integrated education because it includes all the students in mainstream education. Inclusive education demand special planning in mainstream education like specially designed classes, special curriculum and special infrastructure. It is the process of increasing the participation of students in cultures curricular and communities of local mainstream schools those students who are away from the education for any reason like physically or mentally challenged, economically, socially, deprived or belonging to any caste creed gender access can take advantage of inclusive education. Children with some special need can be made to sit in different classes or same classes with catering their needs. Inclusive education can be more expensive as special planning is done for infrastructure curriculum and trained staff is appointed at do not have their own criteria of including students as main aim is to include all the students who are excluded from education. Special curriculum is designed and followed for challenged students with may be less school timing or according to NIT and special classrooms are designed for students are given special seating arrangement according to their need.

Inclusive education demand following things:

1. Flexible treating and learning method
2. Learning styles with innovative approaches to teaching aids
3. Equipments as well as the use of ICT and collaborative approach
4. Flexible curriculum responsive to diversify needs and not overloaded with academic content
5. Initial training to the teachers on physical disability multilingual and multicultural teaching
6. Creating child friendly environment
7. Qualitative assessment of learning
8. Involvement of parents and the community
9. Planning is made on ability
10. Its main emphasis is education for all
11. Child centred education
12. Holistic approach
13. Learning in integrated settings
14. Emphasis on learning

Inclusive education is a process to get education  for boys and girls, students from ethnic and linguistics minorities, population affected by HIV AIDS, students disability  in learning.All children regardless of their abilities and disabilities learn together in the same classroom. Inclusive classroom follow the principle of Universal Design for Learning (UDL) which foster  the attitude of respect , understanding and empathy.

By -ASSISTANT PROFESSOR Ms. Kumud Misra
DEPARTMENT :B.Ed
UCBMSH Magazine – (YouthRainBow)
UCBMSH WEBSITE – Uttaranchal (P.G.) College Of Bio-Medical Sciences & Hospital
UCBMSH B.ED WEBSITE – Uttaranchal College of Education
UCBMSH NURSING WEBSITE – College Of Nursing UCBMSH
REGISTRATION – Apply Online
For any queries & Admission Call at:8192007206, 8192007210, Or mail us at: admission@ucbmsh.org

Reflective teaching

Reflective Teaching means looking at what you do in the classroom, thinking about why you do it, and thinking about if it works a process of self observation and self- evaluation. Reflective is an intellectual and affective action in which individual engages to explore this experience in order to lead to new understanding and applications.

Reflective = Thinking Reflective teaching is a strategy for nurturing  excellence. This self – assessment process  requires  information  gathering , data  interpretation  and planning for the future.

Reflective  teaching involves  examining one’s  underlying  beliefs  about  teaching  and  learning  and  one’s  alignment  with  actual  classroom  practice before,  during  and  after  a course  is  taught.

By -ASSISTANT PROFESSOR Asha Thuwal
DEPARTMENT :B.Ed
UCBMSH Magazine – (YouthRainBow)
UCBMSH WEBSITE – Uttaranchal (P.G.) College Of Bio-Medical Sciences & Hospital
UCBMSH B.ED WEBSITE – Uttaranchal College of Education
UCBMSH NURSING WEBSITE – College Of Nursing UCBMSH
REGISTRATION – Apply Online
For any queries & Admission Call at:8192007206, 8192007210, Or mail us at: admission@ucbmsh.org

The Four Pillars of Education : Delors Report

The Delors Report was a report created by the Delors Commission in 1996. It proposed an integrated vision of education based on two key concepts, ‘learning throughout life’ and the four pillars of learning, to know, to do, to be and to live together. It was not in itself a blueprint for educational reform, but rather a basis for reflection and debate about what choices should be made in formulating policies. The report argued that choices about education were determined by choices about what kind of society we wished to live in. Beyond education’s immediate functionality, it considered the formation of the whole person to be an essential part of education’s purpose. The Delors Report was aligned closely with the moral and intellectual principles that underpin UNESCO, and therefore its analysis and recommendations were more humanistic and less instrumental and market-driven than other education reform studies of the time.

The Delors Report identified a number of tensions generated by technological, economic and social change. They included tensions between the global and the local; the universal and the particular; tradition and modernity; the spiritual and the material; long term and short term considerations; the need for competition and the ideal of equality of opportunity; and the expansion of knowledge and our capacity to assimilate it. These seven tensions remain useful perspectives from which to view the current dynamics of social transformation. Some are taking on new meaning, with fresh tensions emerging. These include patterns of economic growth characterized by rising vulnerability, growing inequality, increased ecological stress, and rising intolerance and violence. Finally, while there has been progress in human rights, implementation of norms often remains a challenge.

The Four Pillars of Education

One of the most influential concepts of the 1996 Delors Report was that of the four pillars of learning. Formal education, the report argued, tends to emphasize certain types of knowledge to the detriment of others that are essential to sustaining human development.

• Learning to know,by combining a sufficiently broad genera! knowledge with the opportunity to work in depth on a small number of subjects. This also means learning to learn, so as to benefit from the opportunities education provides throughout life.
• Learning to do,in order to acquire not only an occupational skill but also, more broadly, the competence to deal with many situations and work in teams. It also means learning to do in the context of young peoples’ various social and work experiences which may be informal, as a result of the local or national context, or formal, involving courses, alternating study and work.
• Learning to live together, by developing an understanding of other people and an appreciation of interdependence – carrying out joint projects and learning to manage conflicts -in a spirit of respect for the values of pluralism, mutual understanding and peace.
• Learning to be,so as better to develop one’s personality and be able to act with ever greater autonomy, judgment and personal responsibility. In that connection, education must not disregard any aspect of a person’s potential: memory, reasoning, aesthetic sense, physical capacities and communication skills.

Formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning; but it is vital now to conceive education in a more encompassing fashion. Such a vision should inform and guide future educational reforms and policy, in relation both to contents and to methods.

The idea of the integrated approach to education reflected in the four pillars of learning has had significant influence on policy debates, teacher training and curriculum development in a range of countries worldwide.

By -ASSISTANT PROFESSOR Ajay Mohan Semwal
DEPARTMENT :B.Ed
UCBMSH Magazine – (YouthRainBow)
UCBMSH WEBSITE – Uttaranchal (P.G.) College Of Bio-Medical Sciences & Hospital
UCBMSH B.ED WEBSITE – Uttaranchal College of Education
UCBMSH NURSING WEBSITE – College Of Nursing UCBMSH
REGISTRATION – Apply Online
For any queries & Admission Call at:8192007206, 8192007210, Or mail us at: admission@ucbmsh.org

Multilingualism and India

India is renowned for its socio-cultural diversity in general and linguistic diversity in particular. According to 2011 census, our country has 121 different mother tongues spoken across the country. Among these 121 languages , 14 mother tongues have at least 10 million speakers. Besides these languages India has 1599 other languages which create a magical medley in the cultural atmosphere of the country.

Although Hindi and English both are used by the government of India as the official languages, each Indian state has the right to determine its official language based on the ability and  status of its regional languages. At present 22 major languages have been acknowledged as scheduled languages of India.

Our county’s multilinguality has been the result of movements of people and races to this fertile land since time immemorial .Numerous ethnic groups and  the varied cultural heritage that they brought with them caused assimilation and creation of the multilingual canvas of India.  According to linguists , the languages of India belong to   four major language families –

• Indo-European (spoken by people of northern and central India)
• Dravidian (spoken mainly in south India)
• Mon-khmer ( spoken in Assam and other eastern parts of India)
• Sino-Tibetan ( spoken by people of the northern Himalayan region and places near Burmese border)

 Together, these  language families make up the colourful plethora of voices through which  races  express their identity  and  strengthen India’s massive cultural diversity .

By -ASSISTANT PROFESSOR Devojani Borah Kakati
DEPARTMENT :B.Ed
UCBMSH Magazine – (YouthRainBow)
UCBMSH WEBSITE – Uttaranchal (P.G.) College Of Bio-Medical Sciences & Hospital
UCBMSH B.ED WEBSITE – Uttaranchal College of Education
UCBMSH NURSING WEBSITE – College Of Nursing UCBMSH
REGISTRATION – Apply Online
For any queries & Admission Call at:8192007206, 8192007210, Or mail us at: admission@ucbmsh.org

Peace education

In a world where acts of violence fill our newsfeeds and there is a prevalence of pain and hurt around us, peace takes root in the form of education. Peace education is important for people of all ages, but when is the most effective time to engage in peace education by learning about transformative conflict resolution? As children grow, they form their own unique worldview and they learn how to interact with the people around them. Learning about peace is a wonderful opportunity for children to build peaceful perspectives of the world around them. If we can equip kids with the skills that they need to be human beings who build healthy relationships and solve problems in ways that value the inherent dignity of others, our world will benefit now and in the future.

I believe it is important to normalize healthy conflict resolution and integrate it into mainstream learning. I have observed first and that peace education can be an essential part of education because of the immense impact it has on students in their classroom and in the communities around them. When we teach youth the value of peace along with the skills, they need to be healthy conflict resolvers, we equip the next generation with the tools they need to be a society that values relationship over competition and well-being over accomplishment. When these values are shared, some voice concern that society is becoming soft and unmotivated to succeed, but when we work with those around us to collaborate, we can achieve greater things while still maintaining our individual and collective health. Peace education can give youth concrete skills to use in group work and in conversation with those around them so that they are collaborators instead of competitors in school and beyond.

Peace education is important for everyone, but particularly for children who are still building their identity and the values they hold. When we teach children to be peaceful, we allowing them to be a positive role model for adults around them. When this happens, the impact creates a ripple effect in their communities, and the beauty of the relational nature of peace education is exposed. For me, the idea of a ripple effect is what drives the passion behind teaching conflict resolution skills to youth through peace education.

By -ASSISTANT PROFESSOR Deepa Chand
DEPARTMENT :B.Ed
UCBMSH Magazine – (YouthRainBow)
UCBMSH WEBSITE – Uttaranchal (P.G.) College Of Bio-Medical Sciences & Hospital
UCBMSH B.ED WEBSITE – Uttaranchal College of Education
UCBMSH NURSING WEBSITE – College Of Nursing UCBMSH
REGISTRATION – Apply Online
For any queries & Admission Call at:8192007206, 8192007210, Or mail us at: admission@ucbmsh.org