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9. Computer Education -Full

9. Computer Education -Full

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Published by: TJPRC Publications on Jul 09, 2013
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 COMPUTER EDUCATION BY PRIVATE COMPUTER INSTITUTES: CAPITAL CITY ANDRURAL DISTRICT: AN ANALYSIS AND COMPARATIVE STUDY
BINITA DEVI
1
& P. CHAKRABORTY
2
1
Lecturer S. D. College, Hajo, Assam, India
2
Associate Professor, West Guwahati, College of Education, Guwahati, Assam, India
ABSTRACT
The study conducted is to ascertain the status of Computer Education imparted in a city and in a district. Thestudy revealed that quality of computers, computer course, enrolment, and number of teachers varies to certain extents. Nodoubt, opportunities are more in city, yet, it is quite appreciating to note that the importance, need and value of computer education has been strongly perceived by both the sexes even in district.
KEYWORDS:
 NVCES, NIIT, PCI
 INTRODUCTION
Technology has entered in our lives in a fabulous way. It is quite difficult to think life without technologies. Fouts(2000) states that the computer was introduced into education in the 1970 s and its first use had teachers and studentslearning to program, next the internet impacted technology use. Technology has gained importance extensively both inurban and rural area in India. Well known computer institutes mushroomed in our country in a big way. Some of theseinstitutes have collaborated with schools and college in the various states of India imparting computer education. Computer has stepped in cities and towns at a fast rate and later on in rural areas. Both central Government as well as StateGovernment has offered due priority to impart computer education in the educational institutions. Scheme like CLASS(Computer literacy and studies in schools NVCES (Navodya Vidyalaya Computer Education Scheme) are implemented atthe national level for the promotion of computer education among school going students. At the state level for example, inAssam the state Government has started offering computer education in the schools in collaboration with a computer institute i.e., NIIT (National Institute for Information Technology).On the other hand private computer Institute (PCI) have made its way in both urban and rural areas. The rule of PCIs needs to be explored. As such, an attempt has been made here to look in to the functioning of PCIs in the capital cityand in one of the districts of the state of Assam. The PCIs claim that they are engaged in offering quality computer education both in urban and rural areas. People welcomed this new technology and adopted comfortably since mid 90s.
OBJECTIVES
The study aims to fulfill the following objectives.
 
Computer education physical facilities available.
 
Computer education syllabus followed
Sample
The sample consisted of 7PCIs from the Guwahati city and 15 PCIs from different places of Nalbari district of Assam selected through random sampling.
International Journal of EducationalScience and Research (IJESR)ISSN 2249-6947Vol. 3, Issue 2, Jun 2013, 85-88© TJPRC Pvt. Ltd.
 
86
Binita Devi & P. Chakraborty
Tools
A questionnaire was prepared for collection of data.
Analysis
Data Collected is suitably analyzed. It has been found that computer education started functioning at first in thecity and after four years later at the district headquarter.
Physical Facilities Available for Computer Education
In both city and in the district a number of PCIs are engaged in imparting Computer Education offering variouscourses certificate, Diploma, Integrated, Post graduate diploma Advanced Diploma and other short term modular languagesonly. In the city it is obvious that a wide variety of courses are available Whereas in the district there are limitations. Withrespect to the duration of course in both the cases it is either 2 months, 3 months, 6 months, 1 year, 2 years. In the city, thenumber of shifts are slightly higher than that of the district. With regard to the fee structure in the city the range is from Rs.3,000-55,000 whereas in the district is Rs. 200-32,000.With regard to the computer facilities available the study revealed that in the city the numbers of computers variedfrom 12 to 40 and in district 4 to 25 More or less same number of printers are available in both of the areas. All kinds of  basic computer accessories are found to be presented in both the cases. In both the city and in district the cost of computer installed ranges from Rs. 20,000 to 29,000 with the exception in city where there are costly computers also, ranging fromRs. 30,000 to 50,000.
Enrolment for Computer Education Course
The flow of learners for c
omputer education courses is quite higher in city than the district. During 90’s of the rate
of enrolment found to be at a slow pace in both the areas. The momentum of flow of students found to be started since2005 By 2010, all the PCI are filled with learners for different kinds of courses. In the district it is observed that the flow of learners for post graduate Diploma Course is very thin. Be it in city or in district, the enrolment of both male and femaleare equally sound. Both the sexes are interested for the computer courses.
Curriculum for Computer Education Courses
In all the PCIs of city there exists a self made syllabus for computer education courses but in the district, the percentage is 60. Out of 7 PCIs in city only 2 Institutes follow the syllabus prescribed by University, CBSE or SEBA. Onthe other hand 8 out of 20 PCIs in district follow University or AITA. In all the PCIs modern Computer Languages suchas Dos, C++, d BASE, TALLY, NET are very popular among the learners. In certain PCIs, languages such as JAVA,FORTRAN, UNIX, LOTUS, Visual Basic, LINUX are offered. In this respect, it can only be said that enrolment in modernlanguages are very popular in city whereas in the district the popularity is not very much.Depending on the size of Institute, type of courses offered, number of shifts, computer education teacher variesfrom 3-10 in numbers in city. In case of district the number is less depending on the size of the institute. Libraryfacilities are available both in city and in district.
Evaluation
Both theoretical as well as practical exams are conducted in city and district. In all the PCIs groups discussions,seminar are conducted. Marksheets, Certificates are issued by the PCIs. The PCIs belonging to the district claim that theyarrange for proper placement to the successful learners.
 
Computer Education by Private Computer Institutes: Capital City and Rural District: An Analysis and Comparative Study
87
CONCLUSIONS
It is welcoming that both in city and in district computer education has gained popularity among the mass people.There is not much difference of computer education imparted. The matter of concern is that the PCIs teachers frame thesyllabus and set the question papers by themselves. The consistency of these needs to be analyzed. The duration of coursesvaries from days to year. The question is how far the duration is suitable for various kinds of courses need to be evaluated.Another matter of concern is that in the district the number of learners enrolled all successfully pass out the coursescomfortably. This quality of output needs to be assessed.
REFERENCES
1.
 
Banerjee, Utpal K. Computer Education in India, Past, Present and Future concept Publishing Company, NewDelhi 19962.
 
Devi, Binita and Chakraborty, P, “A Critical Study on Computer Education in High School of North East India”.
International Journal of Social Science tomorrow Vol.-1, No.-5, 2012.3.
 
Fouts, Jeffrey. Research on Computers and Education : Past, Present and Future prepared for the Bill and MelindaGates Foundation.4.
 
Padma, M.S. and Chakraborty, P. “Facilities for Computer Education in the Schools of Shillong”, Media and
Technology for Human Reource Development, 3(3), 161-169 pp, April 1991.5.
 
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