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About AICP 2020 section-heading

“Rejuvenating Higher Education for Global India”

Sub themes for papers

Alvin Toffler in his book “Future Shock” described phenomena such as information explosion, increasing mobility, deteriorating family life, over-choice in products etc. All of us have witnessed these changes and so have the younger generation, especially the student community. In order to help students cope with these rapidly changing global scenario. Education must become future oriented. The futuristic curricula must deal with a wide variety of phenomena ranging from the impact of technology to inculcating values.
In a competitive and dynamic market learning is vital to enhance an organization’s cababilities by updating and incorporating needed skills. Technologies such as Robotics & AI are leading us all towards a transitionary phase and organizations are redesigning jobs for which re-skilling is required. We may not know for sure which jobs will be destroyed and which will be created, but one thing is clear; everyone, whatever their age is, will at some point have to spend time either in re-skilling (learning new skills for a new position) or upskilling (learning current tasks more deeply). Every conceivable job will have new technologies to learn and new personal relationships to navigate through as those roles fit and refit into a changing economic landscape.
A man is judged by his habits, actions and character. Values in higher education make one’s own life and the life of his fellow beings worthy and meaningful. The purpose of higher education is not just to acquire skills and earn money, but to inculcate wisdom in the minds of Learners so that one can serve the society and the nation in a better way and promote the cause of humanity in society.
In India, there are several accreditation agencies like NAAC, NIRF, NBA etc. There can be a debate on the role, utility and impact of multiple accreditation agencies for the future of higher education. Do our accreditation standards match the Global standards? How can our universities be considered as an equal to Ivy League educational platforms? Does the present fashion of academic audits serve the purpose? Till date, these audits are more of self reflection, collaboration, teamwork and poor feedback. However it improves quality processes in teaching and learning.
India has a positive demographic opportunity and education is the tool required to realize these demographic potential. Quality of education depends on infrastructure, availability of electricity and digital learning as well as softer elements such as presence of teaching staff and competencies of teachers. However, availability of all these factors at the rural level leaves much to be desired. With 70% of Indian workforce residing in rural areas, it is expected that rural India will form the majority of tomorrow’s workforce. The poor quality of education in rural areas affects the employability of rural youth. To fulfill this gap there is an urgent need for connection of higher education from urban to rural. How this can be effectively implemented, can be an area of research.
During the past few years the world has witnessed a phenomenal growth in communication technology, computer network and information technology. The integration of computers and communications offers unprecedented opportunities to the education system with its capacity to integrate, enhance and interact with one another over a wide geographic distance in a meaningful way to achieve learning objectives. Teachers and students can have access to a world beyond the class room. ICT opens up opportunities for learning as it enables learners to access, extend, transform and share ideas and information in multimodal communication styles and formats. It helps the learners to share learning resources, enhance critical thinking, creative thinking and problem solving skills. There is ample scope for research in this area as to how the users of ICT can enhance learning and how ICT enabled learning has impacted the outcome.