Recent Trends

In
Education
Volume - 2

Chief Editor
Dr. A.C. Lal Kumar

Assistant Professor, Department of Education, G.E.T. College of Education,

Gudiyattam Taluk, Vellore, Tamil Nadu, India

AkiNik Publications
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 Contents

Chapters Page No.

1. Educational Achievements among the Tribals of Pulpally
Panchayath, Wayanad: A Historical Analysis 01-25
(Muhammed Atheeque PP and B Chitra)

2. Analytical Performance Method for Multistage Fabrics

with Backpressure Blocking Operation 27-45
(Eleftherios Stergiou and Dimitrios Liarokapis)

3. Instructional Methods 47-68

(Gottemukkula Bhavani)

4. Distance Education 69-88

(Gottemukkula Bhavani)

5. Digital Storytelling: An Innovative Pedagogical Tool for

Language Classes 89-109
(Shahala Nassim)

6. Right to Education: Perspective of Minorities 111-134

(Phalguni Bhattacharya)

7. Industry Integrated Dual Education Model of Skilling: A

Innovative way of Delivering Skill Education 135-156
(Dr. Sanjay Bhardwaj)
 Chapter - 1
Educational Achievements among the Tribals of
Pulpally Panchayath, Wayanad: A Historical
Analysis

Authors
Muhammed Atheeque PP
Department of Sociology, Bharathidasan University,
Tiruchirappalli, Tamil Nadu, India
B Chitra
Department of History, Bharathidasan University,
Tiruchirappalli, Tamil Nadu, India

Page | 1
Page | 2
 Chapter - 1
Educational Achievements among the Tribals of Pulpally
Panchayath, Wayanad: A Historical Analysis
Muhammed Atheeque PP and B Chitra

Abstract
Education has made little progress among tribes. In case of some tribes
even the rate of literacy is on the decrease. Literacy rate among tribes is very
low. Educationally the tribal population is at different level of development
but overall the formal education has made very little impact on tribal groups.
Earlier Government had no direct program for their education. But in the
subsequent years the reservation policy has made some changes. There are
many reasons for low level of education among the tribal people: Formal
education is not considered necessary to discharge their social obligations. The
Government of India provides in its Constitution a comprehensive framework
for the socio-economic development and for safeguarding the tribes from
exploitation from outsiders. Article 46 of the Constitution directs the state
(both Central and State Governments) to promote with special care the
educational and economic interests of the weaker sections, and especially
tribes, to protect them from social injustice and all forms of exploitation. The
present study is to find out the perceptions of the stake holder's viz., teachers,
students, parents, community in the formal education system regarding the
education of the tribal children and to understand the problems face by the
tribals.
Keywords: Tribals education, achievement and social issues
Introduction
The tribal situation in India represents a varied and a complex picture and
poses peculiar problems of economic development. India has got the largest
concentration of tribal population in the world, next to Africa. According to
1991 census, the total population of the country stood at 843.9 million out of
which scheduled tribal was found to be 67.76 million which constitute roughly
8.08 percent of the total population of the country, which means one tribes
man for every 13th Indians. Moreover, population of ST is estimated to have

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reached 88.8 million by 2001, representing 8.6 percent of the country's total
population. As such, Areas inhabited by tribes constitute a significant part of
the backward areas of the country. On the whole it is estimated that the
predominant tribal areas comprise of about 15 percent or the total geographical
area of the country. Their main concentrations are the central tribal belt in
middle India and in the north-east. About 50 percent or the tribal population
in the country is concentrated in the state of Madhya Pradesh, Bihar and
Orissa. Besides this there is a sizeable tribal population in Maharashtra,
Gujarat, Rajasthan and West Bengal.
Dr. D.N Majumdar give a detailed definition about tribe as it is a social
group with territorial affiliation, endogamous. with no specialization of
functions, ruled by tribal officers, hereditary or otherwise, united in language
or dialect, recognizing social distance with other tribes or castes, without
social obloquy attaching to them, as it does in the caste structure, following
tribal traditions, beliefs and customs, illiberal of naturalization of ideas from
alien sources, above all conscious of homogeneity of ethnic and territorial
integration.
Kerala holds a unique position in the tribal map of India. According to the
1991 census of the scheduled Tribe population in Kerala is 3, 20,967
constituting of male and female are 1, 60,812 and 1, 60,155 respectively.
There are forty eight tribal communities throughout the state: out of which
thirty eight were scheduled tribes and the rest are denotified tribal
communities. Among the tribal communities in Kerala, the most numerically
dominant are Paniyar's (45,562), Maratis (17,556), Malayarayans (13,813).
Kuravans (15,116), Kurichians (15,700), and Erulas (14,856). The tribal
communities of Kerala not only differ from the non-tribal but also from one
another. But they have some uniform characteristic common to all Scheduled
Tribes in the state. They are tribal origin, primitive way of life, general
backwardness in all respects.
Tribes mainly face very serious educational problems- In many respects
they lag behind their non-tribal counterparts. Education has made little
progress among tribes. In case of some tribes even the rate of literacy is on the
decrease. Literacy rate among tribes is very low. Educationally the tribal
population is at different level of development but overall the formal education
has made very little impact on tribal groups. Earlier Government has no direct
program for their education. But in the subsequent years the reservation policy
has made some changes. There are many reasons for low level of education
among the tribal people: Formal education is not considered necessary to
discharge their social obligations. The Government of India provides in its

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Constitution a comprehensive framework for the socio-economic
development and for safeguarding the tribes from exploitation from outsiders.
Article 46 of the Constitution directs the state (both Central and state
Governments) to promote with special care the educational and economic
interests of the weaker sections, and, especially tribes, to protect them from
social injustice and all forms of exploitation.
The tribes are lagging behind in education in comparison with other social
groups. The formal education has very little impact on them. Since most of the
tribal people are living in abject poverty under subsistent economy, the
children of the tribes have to contribute to their families' economic
development. As a result, education becomes a luxury, which they cannot
afford. Even though, the Government has established many schools in the
tribal areas, the tribes prefer to send their children to work rather than to
schools as the child's income supplements family income.
Further, the rules and regulations followed in the schools food provided
in the hostels etc., are entirely different from the rules observed and the food
consumed by the tribal children. Added to these, the medium of instruction is
different from the language and dialect that they have their own and lack of
adequate schools and facilities is visible in the existing schools. Miss-
management, lack of interest to work in a tribal area among the non-tribal
teachers, usage of the tribal children for their personal works by the
functionaries, stagnation and wastage etc. are the some of the major
constraints for the promotion of education among the tribal children.
In order to inculcate interest among the children and to convince the
parents to send their children to schools, it is necessary to identify the
constraints faced by the children in the schools in terms of the environment
prevailing in the schools which includes teaching, teacher's attitude, teaching
learning materials, residential accommodations, social environment in the
community, parents background, their attitude towards their ward's education,
utility of education etc. as perceived by the parents. This goes a long way in
re-structuring the existing policy of education of the tribal children and
administering effectively the schools established exclusively for them.
Keeping the above in view, an attempt has been made to review the efforts
made earlier to identify the constraints and strategies adopted in promoting the
education of the tribal children.
Education is the major means for the human resource development. But,
in the tribal areas, education is not accessible due to their isolation, lack of
knowledge about the importance of education, deprivation, vulnerability and

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lagging behind in benefiting from development programs. Hence, in order to
bring them on par with their counterparts, the government of India has initiated
several developmental as well as educational programs for these sections. But,
for the success of any program, the attitudes of the stake holders and their
participation are inevitable. Otherwise, the program will not be successful.
Hence, in the present study, an attempt was made to find out the perceptions
of the stake holder's viz., teachers, students, parents, community in the formal
education system regarding the education of the tribal children.
Tribal Education in India
Education has been recognized as an instrument for the all-round
development of an individual. According to UNESCO "40-60 percent of the
literacy rate is necessary for the development of a country. For rapid
development, it requires 60 and above 60%". Hence, recognizing the
importance of education, the Government has implemented several
educational programs all over the country to enhance the participation of the
children. In spite of all these programs, still the rate of participation and
retention in the formal system of education is found to below.
The Scheduled Tribes due to their isolated way of living, traditions,
beliefs, inaccessibility to modernization and developmental programs etc. are
lagging behind in all spheres of life including education. The Government has
launched several schemes and incentives and also relaxed the rules and
regulations for promotion of education among them by establishing schools.
In this section an attempt has been made to study the educational access in
selected tribal colonies.
In India, nearly 2/3 of the population lives in small villages scattered in
rural areas. More than half of the villages are mainly characterized by low
accessibility to education, transportation, public health and hygiene and
developmental initiatives under taken by the government etc., which is the
major source for increasing the pace of development. For the overall
development of country, there is need to develop all the areas uniformly in all
aspects. Education is one of the key aspects for the development and
communication enhances the pace of development. In the case of tribal
habitations, they are small in size, scattered, isolated and not accessible as they
are located in the interior parts of the forests or in the hillocks.
The Indian Government's commitment to education is stated in its
constitution with an article promising "free and compulsory education for all
children until they complete the age of 14". The National Policy on education,
which was updated in 1992, and the 1992 program of Action both reaffirmed

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the government's commitment to improve literacy levels by providing special
attention to girls and children from Scheduled Castes (SC) and Scheduled
Tribes (ST).
Schemes for Tribal Education
In various states, School and Mass Education Department is there to
implement the primary education programmers and with a view to attract more
and more children for school education, government has developed various
special strategies and implements various schemes.
Special Schools for Tribal Students
The Welfare Department of government constitutes various types of
schools such as Sevashram, Ashram, Upgraded Ashram, Kanyashram,
Residential Sevashram etc. In Sevashram schools classes from 1 to 5 are
available and thus, these are equivalent to primary schools. Some of these
schools are residential and are divided on the basis of gender of pupils
studying in. But most of these schools are of co-educational in nature. These
schools are generally considered as the feeder schools for Ashram and
Upgrading Ashram schools. However, in most of the government schools
including the schools of Welfare Department, the curriculum are more or less
the same.
Education of Scheduled Castes and Scheduled Tribe Children
The educational development of children belonging to the SC and ST has
a special focus in the Sarva Shiksha Abhiyan. Every activity under the project
must identify the benefit that will accrue to children from these communities.
Many of the incentive schemes have a sharper focus on the children from these
communities. The participation of Dalits and Tribal communities in the affairs
of the school is especially encouraged to ensure ownership of the Abhiyan by
all social groups, especially the most disadvantaged.
The interventions for children belonging to SC/ST communities have to
be based on the intensive micro-planning addressing the needs of every child,
the Sarva Shiksha Abhiyan provides flexibility to local units to develop a
context specific intervention. Some interventions could be as follows:
a) Engagement of community organizers from SC/ST communities
with a focus on schooling needs of children from specific households.
b) Special teaching support as the per need.
c) Ensuring sense of ownership of school communities by SC/ST
communities.
d) Training programs for motivating schooling.

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 e) Setting up alternative schooling facilities in unnerved habitations and
for others out of school children.
f) Using community teachers.
g) Monitoring attendance and retention of children from weaker
sections regularly,
h) Providing context specific intervention in the form of a hostel. An
incentive or special facility as required and
i) Involving community leaders in school management.
Provision under Sarva Shiksha Abhiyan for SC and ST Girl Children
All the interventions listed above can be undertaken in the Sarva Shiksha
Abhiyan. The following provisions have been made for girl’s education of
SC/ST communities.
1. Intervention for Early Childhood Care and Education.
2. School, EGS like alternative facility to be setup within one kilometer
or all habitations.
3. Upgradation of EGS to regular schools.
4. Special mainstreaming camps for out-of-school/SC/ST girl children
under the alternative and innovative education component.
5. Mahila Samakhya like intervention from the innovation fund.
6. Provision of process-based community participation with a focus on
the participation of women and STs/SCs.
7. Provision of context specific innovative intervention for girl's
education and education of SC/ST children up to RS. 15 lake per
intervention per year and up to RS. 50 lakes in a district in a particular
year. The innovative programs can include:
 Enrolment and retention drives.
 Special camps and bridge courses.
 Setting up special models of alternative schools.
 Strengthening of Madrasas and Maktabas of formal education for
girls.
 Community mobilization including setting up new working groups
and working with existing working groups.
 Monitoring attendance.
 Remedial/coaching classes.

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  Providing a congenial learning environment inside and outside the
school.
1. Training program for community leaders to develop capacities for
school management,
2. Setting up of Block and Cluster Resource Centres' for effective
academic supervision,
3. Mid-Day-Meal program to continue as at present,
4. Free text books to all SC/ST girl children up to class- 8, Incentives,
like uniforms and scholarships to be funded from state plan only.
5. Adequate Teaching Learning Equipments for all primary and upper
primary schools,
6. At least 50 percent of the teachers to be appointed have to be women.
7. Provision for:
 School and teacher grants for all teachers.
 20-days in- service training each year for all teachers.
 All children with special needs.
 Community-based monitoring, partnership with research and
resource institutions and periodic feedback on interventions.
Tribes in Wayanad
Wayanad has the largest population of aborigine people in Kerala. The
native Adivasis mainly consist of various sects of Paniyar, Kurumar, Adiyar,
Kurichiyar, Uralis, Kattunaykans etc. They have their own special life styles,
culture, customs, traditions and religious practices. Tribes do not have a
written script. Their history can be traced only through their oral tradition and
religious practices. As a result of the changes taking place, even their practices
are becoming extinct. Nowadays many tribes blindly follow the modern
culture. As a result they are losing their unique culture, land, language etc.
They have become a minority community exploited by others. It is estimated
that there are about 4 lakh tribal people living in Kerala and about half of this
population has made the interiors of Wayanad their home. The tribes were the
original inhabitants of Wayanad region.
Scheduled Tribe Population-Wayanad District Census 2011
In 2011, Wayanad had population of 816,558 of which male and female
were 401,314 and 415,244 respectively. There was change of 4.60 percent in
the population compared to population as per 200I. In the previous census of
India 2001, Wayanad district recorded increase of 16.14 percent to its

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population compared to 1991.The initial provisional data suggest a density of
382 in 2011 compared to 366 of 2001.Total area under Wayanad district is of
about 2,131 sq.km.
Average literacy rate of Wayanad in 2011 is 89.32 compared to 85.25 of
2001. If things are looked out at gender wise male and female literacy is 92.84
and 85.94 respectively. For 2001 census, same figures stood at 89.77 and
80.72 in Wayanad district. Total literate in Wayanad district is 649.186 of
which male and female were 330,093 and 319,093 respectively. In 2001,
Wayanad district had 576,735 in its total region. With regards to sex ratio in
Wayanad, it stood at 1035 per 1000 male compared to 2001 census figure of
995. The average national sex ratio in India is 940 as per latest reports of
census 2011 directorate.
Tribal Communities of Pulpally Panchayath
The sustainable development of our country is only happen through
economic and cultural growth of the people. Upliftment not leads to actual
growth of the country. So, the balanced development is necessary. In Pulpally
Panchayath there are 135 colonies and it consist 7855 ST's. Kuruman,
Paniyan, Urali, Kurichians. Kattunayikkan and Adiyan JIT the main ST
groups living here.
Problems Faced by the Tribals in Pulpally Panchayath
Tribals in Pulpally Panchayath suffer from all the problems the tribes face
in Wayanad and the education as a whole. Different tribal groups are facing
many problems. But the main problem is that they are not much aware about
their problems.
Illiteracy
Tribes of Pulpally Panchayath are very backward in the case of education.
1. A large number of students are not still enrolled. There is high rate
of dropouts.
2. All children who finished five years in the school.
3. There is no proper way to stop drop out among student’s enrolment
in schools.
4. Continuous literacy programs were not practiced in a good manner.
5. There is no proper facility to study in homes of students.
6. Poverty leads to drop out.
7. Distance from school also leads to drop out.

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 8. There is no opportunity to achieve technological education. It is the
main reason for tribal backwardness in the field of education.
9. Talented students cannot reach in professional education.
Poverty
Poverty and exploitation are now synonymous with the majority of tribal
population. Chronic and mass poverty has been embedded in India's colonial
history. The poverty levels among Schedule Caste's are naturally much higher
when compared to the others. Poverty is clearly manifest in the countries low
levels of per capita income and the substantial percentage of tribal population
living below the poverty line.
Unemployment
The employment situations in the tribal areas are replete with
exploitation, pilferage of resources, lack of responses, callous attitude or the
lower level bureaucracy and the host of other factors. The over wellbeing
majority of tribal people about 75% works in agriculture sector.
Health
Malnutrition and related problems are main health issues facing by tribes.
They are ignorant about family planning and health security. Addiction with
Alcohol, drugs and smoking are affected by many of them. They are faced
many diseases and mental problems. Poverty stresses them to retreat the
patient to take to hospital. There is low facilities in government hospitals for
identify the disease Sickle cell Anaemia among the tribes. Contagious diseases
were speedily spread in the colonies. Because of the high population rate in a
small area, houses are built very closely and proportion of family members
also very high. In colonies families are limited because there is no houses apt
to the population and much land for construct houses. Many families had no
sanitation facilities. Another cause for increased health problems among tribes
is that there are no facilities for processing waste and no drainage system.
Awareness about health security is very low among tribes. Awareness classes
are not reaching to them.
Drinking Water
The security of drinking water compelled to drink polluted water. Safe
drinking water is not obtained in many colonies. Having facilities are
insufficient. Some colonies are facing the problem of fetching drinking water
from distant places. These can solve through the maintenance work of
remaining wells.

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Dwelling
Many of them faced the problem of lack of a residence. There is a
condition of living one or two families in the same house. Landless also
affected some people. Sanitation for houses is not given timely. Quality is not
assured. Construction faced the problem of increased price of construction
materials and lack of fund. The construction work is obstructed through lack
of funds/obtain of allocation of funds timely. The remaining houses were
perished.
Electricity - Energy
Most of the colonies are not electrified. Electrified colonies' houses are
not wired, because of the economic difficulty. The use of mass media and
communication facilities are very low. Forest areas are faced difficulty to give
electric lines. The estimated fund based on the projects given by the
Panchayath for electrify several colonies are invested in the KSEB. This is not
sufficient to complete its work.
Welfare of Women and Children
The status of women among tribal families is not much improved. Women
who live in the family condition are using of alcohol and drug tracing many
mental and physical problems. Tribal woman and children face the cruelest
problem in the society.
Other Problems
a) There is no ways to connect the tribal colonies with main roads.
b) Lack of co-ordination between development agencies.
c) Distance between public institutions and colonies.
d) Absence of record about land in hand.
e) Lack of knowledge about welfare programs.
Apart from all these problems the tribes in Pulpally Panchayath arc
lagging behind in education. A large number of them are still illiterate. The
few who joined the school discontinued after 3 or 4 years. Besides the general
problem of poverty, unemployment, etc. non-availability of educational
facilities retard the educational achievements of the tribes.
Educational Access of the Tribals of Pulpally Panchayath
Traditional tribal communities have undergone drastic changes due to
large scale migration encroachment by outsiders and increasing vulnerability
of the resources on which they have traditionally depended. Though many

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measures like scheduling of tribal areas, creasing land transfer and recognition
of the rights over resources is encouraged by the Government of India. Yet,
tribal are facing problems of land alienation, displacement indebtedness and
bonded labour. Many of the problems are rooted from their increasing
attachment with dominant culture and lack of basic competence in education.
As Walter Fernandez (2005) argues that their attachment with the dominant
culture though changed their expenditure but never empowered them truly
from within.
Research Methodology
Statement of the Problem
Government provides more assistance for education. But there is no
considerable educational achievement among the tribal’s in Pulpally
Panchayath. If any of the tribal groups have achieved material progress have
achieved educational progress also.
Objectives of the Study
1. To find out the tribal's accessibility to education.
2. To explain the educational achievements of the tribes.
3. To examine the causes for the achievements and failures of tribal
education.
Universe and Sampling
Universe of the study is Pulpally Panchayath. All six tribal communities
from the Pulpally Panchayath were selected. From each tribals 10 members
are selected for the study using purposive sampling.
Tools of Data Collection
Questionnaire is used for the data collection.
Colonies Selected for Study
Pulpally Panchayath consist 135 tribal colonies. From these, 12 colonies
taken as sample for analyze the educational access and achievements of the
tribals. The sample includes one Urali Kurumber Colony, three Kattunayikan
colonies, two Kuruma colonies, four Paniya colonies, one Kurichiya colony
and one Adiya colony. They are Urali/Vettu Kurumber Colony, Meenamkolly
Urali Colony, Kattunaylkan colony, Paykamoola Kattunayikan Colony,
Asramakolly Kattunaylkan Colony, Mele Valamangamoola Kattunayikan
Colony, Kuruma Colony, Kundoore Kuruma Colony, Cheruv Ally Kuruma
Colony, Paniya Colony, Vandikadavu Paniya Colony, Kottamurattu Paniya

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Colony, Basavankolly Paniya Colony, Kurichipatta Paniya Colony, Kurichiya
Colony, Vattara Kurichiya Colony, Adiya Colony and Kattakandi Adiya
Colony.
Analysis and Interpretation
Age Wise Classification of the Respondents describes that 21 students are
in 9. 10-12 age group includes 16 (26.67) students.13-15 age group includes
11 members. 2 members include in 19 and above group. A sex wise
classification of the sample respondents presents a high ratio of females than
males. Females are 20% more the males.
Table 1: Educational Level of Respondents

S. No Class No. of Respondents Percentage

1 Primary Class 43 71.97
2 HS 10 16.67
3 SSLC 2 3.3
4 HSS 3 5
5 TTC 1 1.66
6 Degree 1 1.66
Total 60 100
Source: Primary Data

The table shows that number of students in educational level is high in

primary level that is 71.97 of the respondents. Next to this 16.67% in HS
section. 5% of the respondent’s continuity or passed high secondary. It is
much better than SSLC that is 3.3%. One student is degree holder and another
one continuing TTC. Distribution of Literacy level of parents of respondents
explains that literacy level of mother is low. 9% is the difference between
literacy level of father and mother. 68% of the fathers are literacy and 59% of
the mother are literate average literacy level of parents is 63.5%.
Table 2: Distance of the Facilities Infavours of Colonies

Institutes Adiya Paniya Kuruma Kattanaika Kurichya Urali

School 2km 2km 1 km 1 km 1km 1km
Hospital 10 km 2km 2.5 km 4.5 km 1.5km 1km
Panchayath 12 km 2km 2.5 km 5 km 1.5km 1km
Bank 10km 2km 3 km 5 km 1km 1km

In comparison with other regions in wayanad district, the tribals in

selected area more or less blessed because the facilities are near to them.
Distribution of respondents attend the school regularly indicates that out of 60

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respondents 18 members go to school ie 30% 42 respondents are not attending
the class regularly because of various reason.
Distribution of respondent’s pattern of parents helps in studies describes
that more 10% of the students get parental help in their leavening activities
because majority of the homes are under poverty. Parents keep over conscious
of daily bread. Another reason they pointed out that they are average addicted.
Distribution of Respondent’s Pattern of Getting Gift from Parents explains
that among the selected students out of 60 students 44 of them get gift from
parents. In this majority of them get gifts during festivals.
Distribution of respondents based on parents listen problems examines
that whether the parents give importance to the problems faced by the
children? First of all do they listen to their problems? In social psychology the
role of a counselor is first associated with listening to the beneficiaries to
ventilate their feeling and emotions deep roulade in their minds in modern
society which is increasing in self-orientation children. They are unable to
meet their parents and inform their problems which are a psychological need,
apart from economic and social needs in the present study 60% of the students
parents not listen to their problems. This child feels the insecurity, family
problems which include illiterate parent’s economic problems and social
problems in and outside the home
Distribution of respondents based on parents give physical punishment
explains that the other part of the relationship between parents and children is
to reform their attitude and behavior normally through punishing them. In the
present study 45% of the selected sample getting punishment. Reason for
punishment are fight with siblings, Do wrong, wandering and say lie. 55% of
them not getting punishment. Their parents are not conscious of their future.
Distribution of respondents based on parents gives special attention for boy or
girl child on the selected respondent explains that 48 members suggest that
parents give special attention for boys. It is not a good sign for gender equality
and the social welfare.
Distribution of respondent care in the absence of parents describe that
while parents go for work children are taken care by either grant parents, or
own brothers or sisters. Children learn social discipline and language
development and values from grandparents. Literally speaking grandparents
provide unlimited care and support for their grandchildren (34%). Followed
by elite surprising around led number of respondents (27%) are cared by either
their own brothers or sisters however 19% respondent left alone in their
families. In other words they are either a single child or there is no one to table
cone for them.

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 Distribution of respondents based on parents attend the programs
organized by School Parents involvement in the school programs are very
essential for the mutual understanding and for the proper growth of a child.
This teaches many forms like parenting in the home, giving secure and stable
environment constructing social and emotional values; makes him or her give
a good atmosphere for education and contact with school to share information
and participate in school events. An analysis of parents participation in school
programs only 30% of the respondents parents attend the programs organized
by the school and 70% of the parents are attend the program due to their
sickness, being out of state for work, or they are busy in their work held
Distribution of respondents based on whether their Parents give them
Pocket Money explain that 40% of the respondents get pocked money. They
get pocket money for travel expense to school, buying chocolate, purchasing
study materials etc. But 60% of them not getting pocket money. Distribution
of respondents based on they have friend explain that whether young or old,
all of us need friends to support us. It is a relationship that goes beyond the
barriers of age, sex, caste, creed, or language. In the case children and
adolescents friendship makes life more meaningful. Everyone needs to
socialize as we cannot live alone. Friends should accept one another based on
their truest for each other and not because of their wealth. In nuts heed friends
are the second most important thing for them next to family. Good friendship
has a lasting and beneficial influence on every body’s life and success. Real
friends share their problems, in and around the families and even personal
matters of their own. In response to their friendship 72% respondent have
friends at home.
Distribution of respondents selection of friendship describe that an
analysis of choosing their friendship 71.67% agreed the fact that they need a
friends with a good character. Followed by 10% of them like selected friends
whom they like most. The date of this shows the importance of under – stand
the student’s attitude towards their friend’s relationships.
Distribution of respondents nature of help received from friends explain
that it is noted that 65% respondents agreed they receive other help and after
their help to others. It shows that peer interactions are part and parcel of their
life which really effect their belief and behavior of their life. Distribution of
respondent’s nature of sharing problem with friends describe that the above
table infers that 70% of the respondents interact with their peer group. This
can be measured in their response of sharing their problems of any kind with
the friends. It is natural as the age of the respondents of this study would prefer
to interact with their friends more than their teachers or parents.

Page | 16
 Distribution of respondents’ atmosphere in the school explain the
performance of the students depends on many factors associated with home
and school. This school is a second home for the child. Even though formal
behavioral structures insisted by the teachers are not found at home. The
student should feel comfortable for being at school which required various
physical, mental, aesthetical and spiritual aspects existing maintained in
school. In this regard, the functioning of the school is given importance in the
present study. The student’s perception is rarely explored by the teachers and
management. But a sociological study is always people oriented and
accordingly student’s perception on the function of the school is given
focused.
Distribution of respondents, nature and cleanliness of the toilet explain
that 73.2% gave a positive outlook towards toilet facilities, and cleanliness in
the school it was found available in the school. It was found the building is
sufficient. There is no water shortage. The only thing is the non- cooperation
of the workers in tune with the children’s needs. Distribution of respondents
plays ground in the School shows that the satisfaction of the respondents with
the playground facilities arranged by school. 91.2% respondents positively
responded to the playground facilities are excellent and good.
Distribution of respondents by play equipments in the school explain that
70% of the respondents are satisfied by the play equipments provided by the
school. Only 20% has responded in a negatives answer for it, which shows
they are disinterested in the sports activities. Distribution of respondents by
ventilation systems in the class describe that in response to the vitalization
systems in the school 83.3% respondents gave a positive replay and 16.6%
shows their dissatisfaction.
Distribution of respondents by furniture facilities in the class shows that
an analysis of the schools having adequate furniture in the class. 78.3% shows
their satisfaction towards the furniture’s in the class. Distribution of
respondents by library facilities in the school explain that due to lack of
awareness or disinterest in reading books. Students don’t make use of the
library. 33.3% of respondents says that library facility in their school is well
but unfortunately 46.70% of the students are an aware of library. Distribution
of respondents by lighting systems in the class explain that 93.3% of
respondents say that school provides good lighting systems in each class.
Distribution of respondents by school building says that the physical
environment of school building is a key factor in the overall health and safety
of student’s staff and visitor. 58.3% of the respondents are satisfied in the

Page | 17
matter. But 20% of the students are not conscious about it. Distribution of
respondents by smart classroom in the school describe that in response to the
computer and smart classroom facilities provided by the school 85% fully
agreed that they are satisfied by the system and they are benefited by the use
of modern technologies.
Distribution of respondents by student’s friendly teacher describe that
increase to students’ friendly teacher, 30% respondents like Malayalam
teacher, followed by social science and biology teacher (6.6%) unfortunately
40% of the respondents didn’t answer. Distribution of respondent by physical
punishment from the teacher shows that in response to the punishment the
students replied if then no punishment them won’t be discipline in the class is.
But in case of tribal, 70% of them are not punishment because teacher given
excuse for tribals from punishment to reduce drop out.
Distribution of respondent by help in solving problem by the teacher
explains that in response to the help received from teacher in solving problems
replay. In 80% given a positive replay. In real fact children are natural problem
solvers. They interact with one another and participate indecision making offer
countless opportunities to grow in their problem solving abilities.
Distribution of respondents by happiness with teacher explains that the
above table shows that only 26.6% respondents are happy with the teacher.
And 66.6% are not happy with the teacher, tribals feel fear to make without
side people. For small children, languages are also a notable issue.
Distribution of respondent’s nature of motivation from teacher describe that
the respondents were given their of personal experience from their lives. 32%
respondents talked about their motivating teacher. 12% respondents had no
idea about the motivation.
Summary and Conclusion
This study "Educational Achievements among the Tribals of Pulpally
Panchayath, Wayanad" identifies education as the most vital agent for
achieving an all-round development of the tribes. Acquisition of education is
imperative for proper enjoyment of basic human rights guaranteed under the
Constitution and to discharge one's duty towards society. Without abdicate
knowledge an individual remains at severe disadvantage in democratic.
Government and earning a living. The right to education itself is a fundamental
right in a civilized state and needs to be ensured to every individual. The
framers of the Indian constitution have ensured the protection of linguistic.
Cultural and educational interest to the individuals and the groups’ by
incorporating various constitutional safeguards. Education of children in these

Page | 18
tribal societies is a long- term strategy that has be going hand-in-hand with a
multitude of tribal development programs.
Educational access of the tribals of Pulpally Panchayath discuss about
educational facilities of the Colonies, selected for study, and general
infrastructural facilities in Pulpally Panchayath. The majority of the tribal
habitations are located in the interior forests, not accessible and do not have
adequate connectivity. In order to bring them into mainstream and to meet the
constitutional obligations, the Government has taken adequate measures to
establish schools in the tribal habitations, special residential schools for the
tribes, and created special initiatives for attracting the tribal students in to the
fold of formal education system. In-spite of these, the tribes could not utilize
these measures and progress in the educational front. The reasons attributed
for the non-participation of the tribal students are found to be many and not
many attempts have been made to identify them.
From the study it is found that the educational achievements of the tribes
of Pulpally Panchayath are highly disappointing. The colonies studied have
only one TTC student, 5 degree students, 11 higher secondary students, 9
SSLC going students, 38 high school students. 43 UP students, 77 LP students
and 46 anganvady going children's, it is found that it is not the lack of facilities
or lack of access to education that prevent the educational achievements of the
tribes of Pulpally Panchayath. Majority of the colonies studied have
Anganvadies very near to the colony. Similarly majority of the colonies
studied have LP School within 2 Km. Same in the case with the UP Schools
and High Schools.
One can say that even higher education facilities are in accessible to the
tribes of Pulpally Panchayath. But the real problem which prevent educational
achievements are dislike of education among the students, health problems,
illiteracy of the parents etc. The profile of the Pulpally Panchayath reveals that
low literacy rate, lack of interest among students, limited transportation
facilities, in sufficient school buildings, low and inadequate medical facilities.
Communication, bank and other facilities. Further, Panchayath has limited
access to drinking water. The major sources of income are found to be
cultivation, labour and collection of minor forest produce. As agriculture is
the labour intensive field, landless people depends on the labour for their
livelihood.
The profile of the school going children reveals that majority of them are
studying 4th to 5th standards, in elementary schools. Where as in case of
parents. Their profile reveals that majority are illiterates, labourers, and also
involved in agriculture as sub-occupation.

Page | 19
 Majority of the teachers opined that the school curriculum is relevant to
the day-to-day life of the tribal children and that the curriculum is not over
loaded with the lessons. Books are supplied in time and the quality of the text
books is found to be good. Both teachers and students receiving manuals
possess adequate teaching learning equipment. Majority of the schools do not
have science kit and organizes extra- curricular activities such as Drill, Yoga,
Games, and Sports etc. And these activities are being conducted about two
times per week.
The problems in enrolment of the tribal children as perceived by the
teachers show that lack of interest among children, parent's apathy, and health
problems are major ones. Further, they also identified the language problem,
unfamiliar school environment to the tribal children. The reasons attributed by
them for the dropouts of the tribal children are economic problems, health
problems, lack of awareness among the parents, lack of educative
environment, distant location of the school etc. Low understanding capacity
of the tribal children as teachers could not speak the tribal dialect (language
problems) and not supply of note books which is interfering with the learning
process. The differences observed by the teachers between the tribal and non-
tribal children's learning process reveals that majority of them observed
irregularity among the tribal children which causes more damage to their
studies followed by language problems of the tribal children as their dialect is
other than the medium of instruction. Tribal children cannot remember the
lessons whereas non-tribal children will understand quickly. Shyness is less
among the non-tribal children. Hence, they can get their doubts immediately,
whereas the tribal children feel shy to ask their doubts. Non- tribal children
respond more quickly to the questions of the teachers than the tribal children
etc.
Lack of interest among the students is the main cause of low level of
education. Majority of the students informed that they like their school
because they like school and its environment, facilities, friends, playground,
games, computer, good education and mid-day meal. The parents opined that
they children were able to complete the home works with the help of either
the elder siblings or neighbors. Nearly half of them accepted that they will
assign house hold works to the children during the out school hours, such as
house hold work, small works, cattle rearing collection of minor forest
produce, looking after of younger children agricultural work, purchasing
house hold rations or goods etc.
According to the dropouts, they have lost a good future by dropping out
from the school even as fellow friends are studying well. These dropouts are

Page | 20
aware that they cannot earn easily, these will be no recognition without
education etc. The problems identified that, for irregular attendance of the
tribal students in the schools include house hold work followed by low
educational standard, migration, looking after the younger children, health
problems, and mainly lack of awareness about importance of education etc.,
Majority of the tribal students in attending schools and they include
attending the festivals and cultural programs followed by economic problems,
work participation, health problems, seasonal festivals, lack of interest among
the students, household works, lack of encouragement from parents to the
children etc., these are the barriers that are coming in the way of their
education.
The students have stated that they do have problems in attending the
schools have identified the medium of instruction, economic problems,
opposition from parents, household work, lack of communication skills and
inaccessibility are found to be the major problems encountered by them in
attending the schools.
The parents identified illiteracy, ill health, economic problems and non-
supply of free books, lack of facilities in the school, students are not being
interested in education, languages problems (dialect), drinking water
problems, and lack of transportation are the major problems for the students
in attending the schools. Creation of awareness among the parents about the
importance of education was found to be the important suggestion made by
the head masters followed by relevance of education to the vocation of the
tribes, parents cooperation, motivating the parents to enroll the children in the
schools, teaching learning process being made interesting to the students, and
attention of the higher authorities being drawn to the problems of the tribal
schools. These are found to be the main suggestion of the headmasters to
overcome the children.
The teachers suggested that effective implementation of the incentives
followed by provision of employment and self-employment opportunities,
implementation of poverty alleviation programs in the tribal areas, inculcation
of awareness among the parents and children about importance of education
in uplifting their socio - economic conditions, teacher learning process,
establishment of more schools both residential and non-residential in tribal
areas, conducting field trips and excursions, inclusion of all castes in the
hostels as measures that will go a long way in promotion of education among
the tribal children.
Suggestions
In this chapter some important suggestions are made depending upon the

Page | 21
findings of the study and the tribal educational scenario of the Pulpally
Panchayath and the sample colonies. Awareness may be created among the
parents of the tribal girl children about the ill effects of the early marriages of
the girls. All the tribal schools should have a teacher having knowledge about
the tribal dialect and capable of converging with them. The teachers posted in
the tribal areas should be exposed to the training specially designed to handle
the tribes. The education provided in the tribal schools should be linked with
the vocational training relevant to the tribal areas.
In order to mainstream the tribes, there is a need to take up a special drive
to promote literacy among the tribes and also to create awareness among them
about the importance of education. Special instructional technologies should
be developed to make the teaching learning process more attractive to the
tribal children. The residential schools organized for the tribes should have the
provision of enrolling at least 20 percent of the non-tribal children so as to
enable the tribes to socialize with the non-tribes. The curriculum at the
elementary level may restructured to introduce different cultures of the society
including tribal culture. The teachers should be encouraged to reside in the
villages where the schools are being organized.
The adult education centres and non-formal education centres for the
children should be established in all the habitations continuously for a period
of 5 years so as to create literate environment. The government should
establish facilities for providing health services for all the habitations and
encourage the tribes to utilize them by organizing the health awareness camps.
The Government should formulate and implement economic development
programs for enhancing the economic status of the households so as to enables
the households to spare the services of the children for the school.
The monitoring mechanism of the formal system of education should be
strengthened so as to monitor the schools and teachers to make them punctual.
All the teachers posted to the tribal areas should be provided with special
incentives for their services in the remote areas. All the poor tribal parents of
the children enrolled in the schools should also be provided with some
incentives for compensating the loss of the services of the children in the
domestic sector. The education department should take steps to see that the
incentives intended for the tribes should reach them without any hindrances
and procedures.
More early child schools may be established in tribal areas to help the
parents in their occupation and also to lay a sound educational foundation
among the children. In each and every school, sufficient teaching aids must be
there and such aids must be used in the classroom teaching process. There

Page | 22
should be a usable playground in each and every school within the school
boundary and each school should have sufficient sports material for the
students.
The Government must take initiatives to increase the amount of the quota
of ration per student under the Mid-Day-Meals scheme. It should also be very
cautious about the quality of the same. The amount of the quota must be
decided according to the age and class of the students. All the study books and
the free study materials must reach in schools before beginning of the session
and these must be provided to the students in time and the teachers must keep
an eye on the students that they maintain the materials properly. There should
be job guarantee for the educated tribal candidates in the local private and
government /semi-governmental/any other sectors or entry into both the
regular as well as temporary jobs.
The school holidays must coincide with the regional festivals of the tribal
people. Moreover, the school headmasters should have the right to run school
in different time schedules in different seasons depending upon the local
conditions rather than following the government holiday in tribal areas.
However, it should be done with the proper approval of the Village Education
Committee (VEC) and higher school authorities. The tribal co-operatives
involved in collecting and marketing of the non-timber forest produce should
organize vocational training programs and equip them with the entrepreneurial
skills to avoid the exploitation of the intermediary agencies. This not only
improves the occupational skills among them, but also the economic status.
This will pave way for enrolling the children in the formal schools.
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Page | 23
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Page | 24
24. Singh Anil Kumar. Tribes and Tribal Life. Vol.1 Sarup and Sons. New
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Development: Searching for New Paractigms. Manglam Publications.
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tribes-and-measures.html
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Page | 26
 Chapter - 2
Analytical Performance Method for Multistage
Fabrics with Backpressure Blocking Operation

Authors
Eleftherios Stergiou
Department of Informatics and Telecommunications,
University of Ioannina, Greece
Dimitrios Liarokapis
Department of Informatics and Telecommunications,
University of Ioannina, Greece

Page | 27
Page | 28
 Chapter - 2
Analytical Performance Method for Multistage Fabrics with
Backpressure Blocking Operation
Eleftherios Stergiou and Dimitrios Liarokapis

Abstract
Multistage Interconnection Networks (MINs) are fabrics that are used to
interconnect different processing modules in high bandwidth networks or in
parallel systems. In this chapter an integrated performance methodology is
presented. An efficiency analytical model for self-routing MINs consisting of
symmetrical switches which are subject to a backpressure blocking
mechanism is analyzed. Based on this, the steady-state distribution of the
queue utilization is estimated and then all the rest performance metrics are
estimated. The model provides accurate results and converges very quickly.
The results that are presented here, were validated by many simulations and
were compared to existing related work in the literature.
Keyword: Multistage interconnection networks, Banyan networks, blocking,
performance analysis, switching networks
1.1 Analytical Approach
This chapter presents a standard analytical method through which the
various performance parameters of MINs can be understood. An
understanding of the impact of the parameter settings in a MIN setup is
important to network engineers seeking to minimise overall deployment costs
and deliver efficient networks.
The proposed analytical model is based on a steady state description of
the system’s behaviour. Using queuing analysis, a formula is obtained by
considering the steady state of a discrete-time multistage network.
An analysis of a typical MIN is then presented, in order to establish a
general framework for the problem under study. Basic definitions are also
given, and some necessary lemmas for an approximate solution are
introduced. Following these initial elements, the general approximate solution
for a B-buffered MIN consisting of 2x2 SEs is presented. In the subsequent
step, the convergence algorithm used is described

Page | 29
 The results obtained using this arithmetic convergence method are
validated using four existing classic models (those of Jenq [1], Mun [2], Theimer
[3]
and Yoon) and are also validated using results originating from a simulation
created for this purpose. Finally, typical results for the average packet latency
of single- and double-buffered MINs
1.2 Analysis of a Typical MIN

In general, an NxN MIN is constructed from L  log k N stages of k  k

switching elements (SEs), where k is the degree of the SEs.
We assume that (i) represents an arbitrary number of stages, where (i)
is between 1 and L. In addition, we suppose that each SE consists of k input
and k output ports. Generally, in the fabric, there are exactly ( N / k ) SEs at
each stage, and thus the total number of SEs in a MIN is (( N / k )  log k N )
(Figure 2.1). There are ( N  log k N ) interconnections between the stages, in
contrast to a crossbar network, which requires O( N 2 ) SEs and links.

Using this construction, there is a unique path from each processor

(source node) to each memory module (sink node); a MIN is therefore a type
of banyan network (BN). A k-input, k-output switch can receive packets at
each of its k input ports, and send them through each of its k output ports
(Figure 2.1). Each output port includes a buffer. A typical buffer may be of
finite or zero length (e.g. single- or double-buffered switches). One such
network can be modelled as a labelled digraph, where nodes are of the
following three types: source nodes (in degree 0, out degree 1), sink nodes (in
degree 1, out degree 0) or switches (positive values of both in degree and out
degree). In this labelled digraph, each edge represents one or more lines from
a node to its successor.
The whole network operates synchronously, meaning that the timeslots
refer to general clock ticks. The network clock cycle consists of two phases,
as described below.
In the first phase, flow control information passes through the network
from the last stage to the first. In the second phase, packets flow from one
stage to the next, in accordance with the flow control information.
Concerning routing algorithms in which the path of a packet through the
network is fixed, is assumed at the source node issuing it. The path can be
encoded as a sequence of labels of the successive switch outputs of the path
(known as a path descriptor). The SEs in multistage networks are digit-
controlled crossbars, implemented via the inclusion of a control sequence in

Page | 30
the packet referred to as a packet control sequence. The control sequence is a
series of digits allocated to each stage of the network, each of which indicates
which output of the SE should be connected to the input. Thus, the control
sequence represents the path through the MIN to be taken by the message.
The packets generated at each processor are independent of each other,
and are generated using identically distributed random processes. Here, we
assume that each processor generates a packet with probability (p) at each
cycle, and sends this packet to a memory module with equal probability
(uniform access). The switches have a FIFO policy for their servers (outputs).
Conflicts between packets that are simultaneously routed to the same output
port are resolved by queuing the packets. Our approach assumes that packets
moving from stage i to stage (i  1) , and which find the output buffer of stage
(i  1) full, will block the server (output) of their origin output (stage i ).
Ηowever, this assumption does not apply to the processors feeding stage i  1
(i.e. (p) remains the same at every cycle), nor to the buffers of the last stage
i  L , which are assumed not to be blocked under any conditions. The
blocking of an output constitutes a halting of its operation; that is, it cannot
accept any packets for service, and cannot forward packets to the next stage.
In addition, the service time of the output queue is assumed to be constant
for each switch, and to be equal to the network cycle time. The assumption of
uniform access allows us to represent any k  k switch as a system of k queues
working in parallel, each with a deterministic server (of service time equal to
1). Any packet which enters any of the k inputs of the switch is passed with
probability 1 k to one of the (output) queues of the switch.

Fig 1: An NxN single-buffered MIN (delta type) with L stages, constructed from SEs
with k=2

Page | 31
 We also assume here that the buffer length (b) does not include the server
(output). Thus, a single-buffered switch has b  1 . We assume that arrivals
take place at the end of each cycle, meaning that the queue is served first, and
that new packets then arrive, if present. In addition, the routing logic at each
switch is assumed to be fair, which means that conflicts are randomly
resolved.
1.3 Basic Definitions and First-Level Approximation Scheme

Let consider two successive stages, i and i  1 (for i 1 to i  L  1 ). A

particular output queue OQ (i )
of stage i will finally be able to send a packet,
if it has one, only when it selects a queue at stage i  1 which has space (i.e. is
not full). With this in mind, we now give several definitions which will be
useful in the next steps of our analysis.
Definition 1 Let u(i ) be the steady state probability that a particular output
server of stage i of the k  k switch network is busy. An output server is busy,
either because it is serving a packet, or because it is blocked. This is the
utilization in steady state of an output buffer of stage i of the k k switch
network.
An arbitrary queue of a MIN with buffer size (b) has (b) number of
possible utilized states. The probability of those distinct queue states
expressed as: u (ij ) . The u (ij ) express the queue utilization by (j) packet
population (j=1, 2… b). Also, the queue utilization is given:
b
u (i )   u (ji ) (1)
j 1

Definition 2 Let pb(i ) be the steady state probability that a particular

output server of stage i of the k  k switch network is blocked. Obviously,
pb( L )  0 .
Definition 3 Let pserv
(i )
be the steady state probability that a particular output
server of stage i of the k k switch network is serving a packet.
(i )
Definition 4 Let p be the steady state probability that a particular
0

output buffer of stage i of the k  k switch network is empty. Obviously,

Page | 32
u (i )  1  p0(i ) .
Definition 5 Let C k(i ) be the random variable denoting the number of
packets arriving at an output buffer of a k k switch of stage i ( i  1,L ) of
the network at the end of a cycle and x (i )
k ,c  Pr(Ck(i )  c) .

Any queue in the system utilized by ‘normal’ or blocked packets.

‘Normal’ packets are the packets that have just arrived in the queue and at the
next time are be ready for service, whereas blocked packets are the packets
that have already try to have service but they blocked by any reason, so they
remain in the queue. Thus, the utilization in a queue can be expressed as:

u (i )  pserv
(i )
 pb(i ) (2)

The number of cycles for the output queue OQ (i ) to successfully send a

packet, can be approximated by:

Pr(OQ(i ) successfully sends a packetafter j trials)  u (i 1)   1  u 

j 1 ( i 1)

that is, OQ (i ) operates with a geometric service time process of success

probability 1  u (i1) .

In the spirit of the approximation for solving the stages beyond the first
in , let us assume that stage i 1 behaves as processors with packet generation
[4]

probability: u (i1)  1  p0(i1) The boundary conditions are u ( 0)  p for the

processors (stage 0) feeding the first stage of the MIN, and u ( L1)  u ( L) for the
destination of the packets beyond the MIN (i.e. the last stage is never blocked).
Because of the above assumptions, we now have:

Node: A particular output queue of stage i (for i  1 to i  L  1 ) can be

approximated by a discrete queue of size b, of geometric service time, with
exit probability (1  u (i1) ) , and of bulk arrivals, where the number of arrivals
( i 1)
at any cycle is a Bernoulli of k trials and success probability ( 1  p0 )/k. Let
us call such a queue a Be/G/1/b. For the last stage L, the queues are Be/D/1/b,
i.e. the service time is assumed constant and equal to the network cycle time
(with value 1), since the last stage is never blocked.
Notice, however, that in the general case, in order to get the parameters

Page | 33
of the arrival process and service time of a queue at stage i , one has to know
the solutions of stages (i  1) and (i  1) .

1.4 First-Level General Approximation Scheme

Based on our method, a utilisation formula is obtained for an intermediate
queue. Following this, a convergence algorithm will be used that consists of
two distinct phases. The two phases are presented below at an abstract level;
these are repeated until the queue utilisations no longer change. The scheme
is initialised by setting all queue utilisations to zero.
Interactive Algorithm
Phase A (Backward Solution of the MIN)

Starting from the last stage, L, solve for u ( L) to get the parameter of the
geometric service process of stage ( L  1) . Repeat until stage 1 is reached.

Phase B (Forward Solution of the MIN)

Starting from the first stage with input parameter p and the geometric
service found in phase A, find its utilisation. Use this as the input parameter
for stage 2, and so on, until the last stage is reached.
In Section 1.6, the general approximate solution for a B-buffered MIN is
presented, and the utilisation formula is obtained by considering the steady
state of the discrete-time multistage network. Certain boundary conditions are
also taken into account. In Section 1.5, some additional definitions and
lemmas are given for a fuller understanding and presentation of the subject.
Section 1.7 presents our mathematical convergence method for single-
and double-buffered MINs of variable network size.
1.5 Additional Definitions and Lemmas
2.3.1 General Definitions

Suppose we have a MIN consisting of k  k switches in L stages, with

output buffers of length b ( b   ) at all stages. Let consider the following:
Definition 7: The arrival process of packets at the output queues of the
first stage of the network, is given by a binomial distribution bin(k, p/k), where
p is the fixed probability of a packet being generated by a processor at each
cycle. Therefore:

Page | 34
  k  p  c  p  k c
  1 , for 0  c  k
xk(1,c)   c  k   k  (3)
 0,
 , otherwise
Definition 8: The arrival process of packets at the output queues of stage
i (for i  2 to i  L) of the network, is approximated by a binomial
(i 1)
distribution bin( k , u k ), where u(i1) is the utilization of an arbitrary

queue of stage i  1, which we assume that plays the role of the fixed
probability of packets which are generated by processors at each cycle,
feeding stage i. Therefore:

 k  u (i1) c  u (i1)  k c
   
xk(i,c)   c  k  1  k  , for 0  c  k and 2  i  L (4)
   

 0 , , for all other values of c
Definition 9: The state of an arbitrary output queue of stage i at the end
of cycle n, is a two-dimensional variable, with 2b  1 possible values: {(0,0),
(1,0), (2,0) …, (b,0), (1,1), (2,1), …, (b,1)}, where in (x,y) x is the number of
packets in the output buffer, and y can take two values: 0 when the output
queue is not blocked, or 1 when it is.
Definition 10: Let (q, s ) (ki )(n ) be the random variable denoting the state of
an arbitrary output queue of stage i at the end of cycle n, where q is the number
of packets in the output buffer and s is 0 if the output queue is not blocked, or
1 when it is. Let (q, s) (ki ) be the steady-state limit of (q, s ) (ki )(n ) .

Definition 11: Let v k( i )( n ) be the number of packets that are entering an

arbitrary output queue of stage i at the end of cycle n, and let vk(i ) be the steady-

state limit of v k( i )( n ) . It holds that vk(i )(n )  Ck(i ) at each cycle n.

Definition 12 Let pk(i,)q,s  Pr[(q, s)(ki )  (q, s)], 0  q  b, s  0 when

the queue is not blocked and 1 when it is blocked, be the distribution of

( q, s ) (ki )(n ) at the steady-state. So, u(i )  1  pk(i,)0,0  1  p0(i ) is the utilization of
an arbitrary queue of stage i.
2.3.2 Performance Metrics

Page | 35
 Αlthough the definitions of basic performance metrics have been given in
the previous chapter, we will repeat these definitions again in order to relate
them to the utilization metric.
 Throughput of a MIN, Th is defined as the number of packets
delivered to their destinations per unit of time. Nevertheless, because
the queues of last stage never blocked, the utilization of the last stage
queues is equal to the MIN’s throughput. So, u ( L )  Th .
 Normalised throughput of a MIN, ThN is defined as a ratio of the

average throughput Th to the network size N. Formally, ThN is

expressed by T  Th .
hN
N
 Average latency D is the average time a packet spends to pass
through the MIN. Formally, D is expressed by


n (t )
d (i ) (5)
D  lim i 1
t  n(t )

Where n(t) denotes the total number of packets accepted within t time
slots and d(i) represents the total delay for the ith packet. Recall from section
2: the packets are routed by store and forward routing from one stage to the
next by the backpressure mechanism. The d(i)is considered as a sum of qi
and t i , where qi denotes the total queuing delay fot ith packet waiting at each
stage and t i denotes the total transmission delay of ith packet at each stage of
MIN.
Consequently, taking account that all queues are single-buffered, the
average delay a packet spends to traverse the network can be calculated by
L

u
i 1
(i ) , whereas the average probability of accepted packets in a queue of the

first stage is equal to the utilization (L ) of last stage L , because no packets

u
are lost within the network and all packets are removed from their destinations
immediately after arrival. Thus the equation (4) can be simplified to:
L
(i )
u
i 1
D (6)
( L)
u

Page | 36
  Normalised latency D N , of packets to traverse a MIN with L stages,
can be defined by the ratio of the average latency D of packets, to
the minimum delay that need a packet to traverse the MIN without
any blocking. This minimum delay depends on the number of stages
that have a MIN. So, the normalised latency D N , can be expressed
by the formulae:

D
DN  (7)
L
Where: D - The average latency of packets to traverse the MIN.
2.3.3 Lemmas
The lemmas presented below are useful in the next section. Based on these
lemmas, a recursive formula is obtained for the utilisation of an intermediate
queue as a function of the corresponding utilisation of the queue at the
following stage ( i  1 ) and the utilisation of the queue at the previous stage (
i  1 ).

Lemma 1 For 0  m  min(b, k ) and for all stages i of the network:

For q, s from ( q, s ) (ki )( n 1) it holds:

 xk(i,m) if q  ( q)  ( s )  m  b

Pr( v ( i )( n )
k  m)   xk(i,m)  xk( i,m) 1    xk( i,k) if q  ( q)  ( s )  m  b (8)
0 otherwise

Where: (q)  ( s) is the departure of a packet from an arbitrary
output queue of stage i at the end of cycle n if there is a packet and if the output
server is not blocked.

For m  0, Pr(vk(i)(n)  0)  xk(i,)0 , for any q. Obviously, for:

m  min( b, k ) , Pr(vk(i )(n )  m)  0 .
The proof of this lemma is similar to the proof of the related lemma in [4-
5]. In summary, it states that an output buffer of stage (i) will accept as many
packets, as much is the vacancy of the buffer. The remaining packets will
block their origin output queues.
Lemma 2 Relating blocking probabilities with utilization. In a MIN with
blocking, for all stages except the last one, the probability of blocking in stage

Page | 37
i, (where i=1…(L-1)), is equal to the difference of the probabilities of
utilization in stage i and the utilization of the last stage (L).

pb(i )  u(i )  u( L) (9)

Proof In every queue, except of the queues of last stage we have from
equation (1):

u (i )  pserv
(i )
 pb(i ) (10)

We use the following operational argument:

Let S (i ) the total service time spent in stage (i) , by all packets traversed
through the MIN, i = 1,..L, that is S (i )  N T , where NT is the total number
of being generated packets during T, which were not lost on entering stage 1,
since service time =1. Due to homogeneity, for a queue of stage (i) , the total
NT
service time is x (i )  , where M is the number of the input ports to the
M
MIN.

x (i ) N
Thus, p (i )
  T for i = 1,…..L-1
M T
serv
T
x (i )  b(i )
So, u p
(i ) (i )
serv p  (i )
b where b(i ) is the time that the
T
queue is blocked

x ( L ) x (i )
For the last stage: u ( L)
   pserv
(i )
where i = 1, 2,.., L
T T
So, while the entering packets no lost:
(1)
pserv  pserv
( 2)
 ...... pserv
( L)
(11)

But because in the last stage we don’t have blocking:

( L)
pserv  u ( L) and,

u (i )  u ( L)  pb(i ) thus pb(i )  u (i )  u ( L) (12)

1.6 General Approximate Solution for a B-Buffered MIN with 2x2 SEs
In order to demonstrate the approximation scheme and the underlying
analytical assumptions and techniques, we start by applying the scheme to the

Page | 38
general case of MINs consisting of 2  2 switches with a finite buffer size (b) .

Let state (s) represent the state of an arbitrary queue in a MIN when its
packet population is equal to s (where s = 0... b). The total number of possible
states for each queue is (b+1). The distinct states of an arbitrary i-stage are
(i ) (i )
denoted by the probabilities p0 and u s , where
p0(i )
is the queue probability of being empty, and
u s(i ) is the utilisation of the queue when it holds a number ( ) of packets s
(where s = 1... b).
Consequently, the aggregate utilisation of an i-stage queue is given by:
b
u (i )   u s(i ) .
s 1

b
The aggregate probability of all states is: p 0(i )   u s(i )  1 (13)
s 1

According to lemma 1, (b+1) equations can be applied; one for each

distinct state, providing the following system of equations:
p0(i )  p0(i )  x2(i,)0  u1(i )  (1  pb(i 1) )  x2(i,)0  (14)

u1(i )  p0(i )  x2(i,1)  u1(i )  [ pb(i 1)  x2(i,)0  (1  pb(i 1) )  x2(i,1) ]  u2(i )  (1  pb(i 1) )  x2(i,)0 
u2(i )  p0(i )  x2(i,)2  u1(i )  [ pb(i )  x2(i,1)  (1  pb(i 1) )  x2(i,)2 ]  u2(i )  [ pb(i 1)  x2(i,)0  (1  pb(i 1) )  x2(i,1) ]  ub(i,3)  (1  pb(i 1) )  x2(i,)0 
( i 1) ( i 1) ( i 1) ( i 1) ( i 1) ( i 1) 
u3  u1  [ pb  x2, 2 ]  u2  [ pb  x2,1  (1  pb )  x2, 2 ]  u3  [ pb  x2,0  (1  pb )  x2,1 ]  u4  (1  pb )  x2,0
(i ) (i ) (i ) (i ) (i ) (i ) (i ) (i ) (i ) (i ) (i )

........ ....... ....... ....... ......... .... .. 

u((bi )1)  u((bi )3)  [ pb(i 1)  x2(i,)2 ]  u((bi ) 2)  [ pb(i 1)  x2(i,1)  (1  pb(i 1) )  x2(i,)2 ]  u((bi )1)  [ pb(i 1)  x2(i,)0  (1  pb(i 1) )  x2(i,1) ]  ub(i )  (1  pb(i 1) )  x2(i,)0 

u((bi ))  u((bi ) 2)  [ pb(i 1)  x2(i,)2 ]  u((bi )1)  [ pb(i 1)  ( x2(i,1)  x2(i,)2 )  (1  pb(i 1) )  x2(i,)2 ]  u((bi ))  [ pb(i 1)  x2(i,)0  (1  pb(i 1) )  ( x2(i,1)  x2(i,)2 )] 

In fact, the above system (12) of ( b  1) equations is a linear and

homogenous system. Combining the first (b) equations of the system (12) with
the equation (11) forms a new linear system (but not homogenous) of (b+1)
equations with (b+1) unknowns. This general system of ( b  1) equations (for
buffer size=b) has the following linear structure:
p 0( i )  a11  u1( i )  a12  u 2( i ) 0  u 3( i ) 0  u 4(i ) 0  ...  u b( i ) 0 0
p 0( i )  a 21  u1( i )  a 22  u 2( i )  a 23  u 3( i ) 0  u 4(i ) 0  ...  u b( i ) 0 0
p 0( i )  a31  u1( i )  a32  u 2( i )  a33  u 3( i )  a34  u 4(i ) 0  ...  u b( i ) 0 0
p 0( i ) 0  u1( i )  a 42  u 2( i )  a 43  u 3( i )  a 44  u 4(i )  a 45  ...  u b( i ) 0 0
... ... ... ... ... ... ... ......
p 0( i ) 0  u1( i ) 0  u 2( i ) 0  u 3( i ) 0  u 4(i ) 0  ...  u b( i )  a ( b 1) b 0
p 0( i ) 1  u1( i ) 1  u 2( i ) 1  u 3( i ) 1  u 4(i ) 1 ...  u b( i ) 1 1
(15)

Page | 39
 All coefficients aij are expressions of p b( i 1) and x 2(i,)j where:

- p b( i 1) is the blocking probability of the successive stage and

- x 2( i,)j Is the probability of packet arrivals at the current stage, where

j= {0, 1, 2} denotes the probability of that j packets arrive from the previous
stage.

Thus, all the coefficients aij are expressions, i.e. a11  x2(i,)0  1 ,
a12  (1  pb(i 1) )  x2(i,)0 , a21  x2(i,1) , etc.. Furthermore:
(i )
 According to definition 8, the packet arrivals x 2 , j can be expressed
as a function of the utilization of the precedent stage
x2(i,)j  f j (u (i 1) )

 According to lemma 2, the blocking probability p b( i 1) of the

successive stage (i+1) is also a function of the utilization according
to the lemma 2.

Thus, all the coefficients aij are a utilization function:

aij  f u (u (i 1) , u (i 1) , u ( L) ) That means all factors include exclusive

utilization metrics.
The above system of equations (13) can be solved by applying Cramer’s
theorem, as follows:

D0(i )
p  (i ) , and similarly, all other state probabilities can be estimated
(i )
0
D
by:

Ds(i )
u s(i )  , for s=1...b (16)
D (i )
Where: D (i ) , D0( i ) and D s(i ) are Cramer’s matrices.
The aggregate queue utilization can be calculated by:

Page | 40
 D0(i )
u (i )  1  p0(i )  1  (17)
D (i )
The formula (2.15) is in fact a recursive formula because both matrices,
D , and D0( i ) , include only utilization metrics. In particular, the utilization
(i )

of the previous, current, successive and last stage queues are included. Thus,
D0(i )  f (u (i 1) , u (i ) , u (i 1) , u ( L ) ) , and D (i )  f (u (i 1) , u (i ) , u (i 1) , u ( L) ) , and then the
(i 1)
aggregate utilization of an i-stage queue is: u  f (u
(i )
, u (i ) , u (i1) , u ( L) ) .
This is the reason why an iterative algorithm is used for approaching the
solution of the general recurrence relationship (2.15). The convergence of this
recursive algorithm will define the equilibrium state utilization’s probabilities.
Thus, applying this convergent algorithm (which is demonstrated in the
following section, 2.4), a convergence at a fixed point is required.
In order to evaluate the probabilities above, we make the assumption of
approximate interstage independence (which seems to be more accurate, as b
is getting smaller). Actually, Kruskal and Snir in [6] derive the same equation
for (i ) , i = 1, 2.., L, as we do, for the single buffered MIN without blocking
u
(a case clearly with interstage independence), giving evidence that our
assumption is approximately true for small b, when packets are lost. In our
case of blocking, there is of course a stronger dependence among stages,
which is taken into account in some extent by adopting Remark A.
Comparison to simulation results later here, show that this assumption is a
reasonable one.
Boundary Conditions: The requirements for the first and last stage are
as follows:

For the First Stage, i  0 :

Since there is no preceding stage, the probability of packet arrivals to the
u ( 0)  p
inputs ( p) , is the offered load to the network inputs. So,
For the Last Stage, i  L :
A packet at an output port of the last stage can always proceed. However,
buffers in the SEs of the last stage cannot proceed in the blocked state. Thus:
pb( L )  0  u ( L 1)  u ( L )  pserv
( L)

1.7 Convergence Algorithm

The following convergence algorithm uses the formula:
Using a fixed-point iteration (ε<10-4) over the state utilisation, a steady

Page | 41
state is reached from which the performance metrics of interest are
determined.
Let [ m] u (i ) be the value of u (i ) during the m-th iteration of the following
algorithm:
Algorithm I
BEGIN
m: = 0
/*Start of PHASE A (Initialize Backward Solution)*/
DO
BEGIN
Initialize : [ 0] u (i ) : p /* for stages L,…, 1*/
END FOR
/* End of PHASE A */
REPEAT
m: = m + 1
/* Start of PHASE B (Forward Solution) */
Calculate: [ m] u (1) (formulae (2.16), using packets arrivals ( p )) /*for stage
1 */
FOR i = 2 TO L-1 DO
BEGIN
Calculate: [ m] u (i ) (formulae (2.16)) /*for stages 2,…, L-1 */
END FOR
( i 1)
Calculate: [ m] u ( L) (formulae (2.16), with pb  0 ) /*for stage L */
/* End of PHASE B (Forward Solution) */
m := m + 1
/* Start of PHASE A (Backward Solution) */
( i 1)
Calculate: [ m] u ( L) (formulae (2.16), with pb  0 ) /*for stage L */
FOR i = L-1 DOWNTO 2 DO
BEGIN
Calculate: [ m] u (i ) (formulae (2.16)) /*for stages (L-1),..,2*/

Page | 42
 END FOR

Calculate: [ m] u (1) (formulae (2.16), using packet arrivals ( p )) /*for

stage 1 */
/* End of PHASE A (Backward Solution) */
Until ([ m] u (i ) [ m1] u (i ) )   for all stages i  1 to L

Set u (i ) to the values of [ m] u (i ) for all stages i  1 to L

Calculate pb(i ) , D , DN
The above illustrated algorithm includes the formulas for the utilization.
Evaluation of the blocking probabilities can be calculated similarly.
1.8 Verification of Results of Arithmetic Convergence Method and
Simulation
Τhe results obtained from the application of the above analytical model
were validated using four existing classic models: those of Jenq [1], Mun [2],
Theimer [3] and Yoon.
Figure 2 shows the normalised throughput of a six-stage single buffered
MIN (64x64) versus the normalised offered load. It is worth noting that all
models are accurate at low levels of traffic, but that their accuracy reduces as
the rate of arrival of packets to inputs increases.
According to Figure 2, the accuracy of Jenq’s model is low under
conditions of moderate and high traffic (p>0.4) since many packets are
blocked, mainly at the first stages of the MIN, and particularly at high traffic
rates.

Fig 2: Normalised throughput vs. probability of packet arrival for a six-stage MIN

Page | 43
 Mun’s model improves the accuracy by introducing a “blocked” state.
Theimer et al. also introduce dependencies between the two buffers for each
SE, thus improving their model and giving simulation results that are better
than for Mun’s model. Finally, our novel analytical method achieves better
results than all previous models (Figure 2), demonstrating very fast
convergence (in less than 60 iterations).
1.9 Comparison of Average Packet Latency of Single-and Double-
Buffered MINs
Figure 3 shows the average packet latency of a six-stage MIN (64x64)
versus the normalised offered load. The solid curves illustrate the results of
the single-buffered case, while the dotted curves show the results for the
coresponding double-buffered case. It is worth noting that all models are
accurate at low loads, but that their accuracy reduces as the rate of packet
arrival at inputs increases.
14 Single and double buffered 6-stages MIN
13 b=2-Yoon's model
b=2-Mun's model
Average packet Latency

12 b=2-Our model
b=2-Our simulation
11
b=1-Yoon's model
10 b=1-Mun's model
b=1-Our model
9 b=1-Our sumulation

8
7
6
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
(p)~ Probability of arrivals on inputs

Fig 3: Average packet latency vs. probability of packet arrival for single- and double-
buffered six-stage MIN

Based on this diagram, the results obtained by this analytical model were
found to be in close agreement with the corresponding simulation
experiments, for both configuration setups (buffer sizes of one and two); this
again indicates the accuracy of our proposed analytical method. It is also
noticeable that using double-buffered queues leads to higher delays. This
behavior becomes perceptible even at low loads ( p =0.4), while the delay
increment becomes apparent at medium and high loads ( p ≥0.6).
1.10 Conclusion
This chapter presents a performance evaluation using an analytical
method that can be adapted to any network size for the fabric and any memory

Page | 44
size of switch elements. Analytical methods have the advantage of providing
results in a very short time, despite their complexity and the long period of
time required for their development.
The results obtained using this analytical method can be useful to
industry, and the performance prediction is an important supporting action that
occurs before the actual network is implemented.
This proposed analytical framework is expected to be a useful tool in
evaluating the performance of present and future MINs. It can also help in
giving a higher QoS for the network.
1.11 References
1. Jenq YC. Performance analysis of a packet switch based on single-
buffered banyan networks, IEEE Journal Selected Areas of Commun.
SAS. 1983; 1(6):1014-1021
2. Mun H, Youn HY. Performance analysis of finite buffered multistage
interconnection networks, IEEE Trans. Comput. 1994; 43(2):153-161.
3. Theimer TH, Rathgeb EP, Huber MN. Performance Analysis of Buffered
Banyan Networks, IEEE Transactions on Communications, February.
1991; 39(2):269-277.
4. Bouras C, Garofalakis J, Spirakis P, Triantafillou V. An analytical
performance model for multistage interconnection networks with finite,
infinite and zero length buffers, in Performance Evaluation. 1998;
34:169-182.
5. Bouras C, Garofalakis J, Spirakis P, Triantafillou V. A general
performance model for multistage inteconnection networks, Euro-Par’
97. August 25-29, 1998.
6. Kruskal CP, Sinir M. The performance of multistage interconnection
networks for multiprocessors, IEEE Trans. Comput. C-32, 1983, 1091-
1098.

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Page | 46
 Chapter - 3
Instructional Methods

Author
Gottemukkula Bhavani
Ph.D. Scholar, Department of Agricultural Extension, PJTSAU,
Rajendranagar, Hyderabad, Telangana, India

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Page | 48
 Chapter - 3
Instructional Methods
Gottemukkula Bhavani

Abstract
It’s the teacher that make difference, not the class room by Michael
Morpurgo. so, we need to think about creating classroom environment that
give children the opportunity for wonder, mystery and discovery; an
environment that speaks inherent curiosity and innate yearning for
exploration is a classroom where children are passionate about learning. A
teacher's role involves more than simply standing in front of a classroom and
lecturing. An effective teacher understands that teaching involves wearing
multiple hats to ensure that the day runs smoothly and all students receive a
quality education. Here teaching method by any teacher involves the formal
structuring of the sequence of acts required for instruction. It cover the
choice of what is to be taught at a given point of time, means by which it is
to be taught and the order in which it is to be taught (Jangira, 1983). Thus
this teaching methods suggest a synthetic approach to teaching. As such it
involve a number of teaching techniques and several aspects of teacher
behaviour. Instructional strategies, or teaching methods, depend on a number
of factors such as the developmental level of students, goals, intent and
objectives of the teacher, content, environment including time, physical
setting and resources. A single method cannot meet all our goals nor can a
single method accommodate all learning styles at once. In this present
chapter we are going to see many different kinds of instructional methods
based on the different factors.
Keywords: Instructional methods or teaching methods, teacher, and techer’s
role.
 Instructional teaching method
 Teaching strategy
 Teaching technique
Teaching Method
 Involves the formal structuring of the sequence of acts required for
instruction. It cover the choice of what is to be taught at a given

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 point of time, means by which it is to be taught and the order in
which it is to be taught (Jangira, 1983).
 The methods develop in response to the societal demands reflected
in the educational objectives (Broudy, 1963).
 Methods are associated with wider educational goals. They are
applicable to variety of subjects and can be used by more than one
teacher (Gage, 1963).
Thus this teaching methods suggest a synthetic approach to teaching. As
such it involve a number of teaching techniques and several aspects of
teacher behaviour.
Teaching Strategy
 Strategies are broad methods of teaching. Their construction
includes educational philosophy, teaching objectives, learning
principles, desired activities, feedback and motivating tactics (I.K.
Davis).
 Teaching strategy is a generalized plan for a lesson which includes
structure, desired learner behaviour in terms of goals, instructions
and an outline of planned tactics necessary to implement the
strategy (Stones and Morris).
 This are more comprehensive than the teaching methods, teaching
methods include only the presentation of contents, strategies
includes all aspects of content, task analysis, objectives, capacities,
abilities needs, mental level etc.
Teaching Technique
 Teaching technique is a mode of executing a plan for purpose of
facilitating learning on the part of learner.
 It analysis teaching in terms of goal- directed interrelated teaching
behaviour.
These are broad two different types of instructional strategies, based on
the classroom environment situation and teacher’s attitude.
a. Autocratic Strategies
 Traditional teaching strategies. These are content centers and
teacher-centered.
 Teacher's place is primary and the pupils is secondary. The teacher
determines the content himself, by considering himself ideal and by

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 suppressing pupil's interests, attitudes, capacities, abilities and
needs.
 He tries to impose knowledge forcibly from outside in minds of the
pupils. Passive role.
 Only mental development is emphasized.
 Autocratic teaching strategies include (1) Lecture, (2)
Demonstration, (3) Theoretical study are included.
b. Democratic Strategies
 Democratic strategies are child-centered. The pupils determine
themselves the contents.
 The pupil's place is primary and that of teachers is secondary,
hence, maximum interaction occurs between the pupils and the
teacher. This develops their constructive capacitation accordance to
the interests, attitudes, capacities, abilities, needs and mental level
of the pupils.
 Pupils like them and gain maximum advantages. Active role.
 Max. Social development is made possible.
 The following strategies are included in the democratic category
strategies:
1) Discussion
2) Discovery
3) Heurism
4) Project
5) Assignment
6) Tutorial Group
7) Brain Storming
8) Role Playing
9) Independent Study
10) Sensitivity etc.
Need for using Different Methods in Teaching
 According to the Challenge of Education (1985) the teaching
practices in our universities and colleges of education continue to
be the same as in forties, and methodologies in the teaching-
learning process should lay emphasis on learning and developing

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 analytical, critical and conceptual abilities rather than on
memorisation and reproduction.
 Report of Secondary Education Commission (1965, p. 85) has aptly
observed, "But every teacher and educationist of experience knows
that even the best curriculum and the most perfect syllabus remain
dead unless quickened into the life by the right methods of teaching
and the right kind of teachers.
 Method is not merely a device adopted for communicating certain
items of information to students. It links the teacher and his pupil
into an organic relationship with the constant mutual interaction.
 It motivates and reacts not only in the mind of the students, but also
on their entire personality, their work and judgement, their
intellectual and emotional equipment, their attitude and values.
Teaching Methods
There are different types of teaching methods which can be categorised
into three broad types.
Instructor/Teacher Centered Methods
 Here the teacher casts himself/herself in the role of being a master
of the subject matter.
 Learners on the other hand are presumed to be passive and copious
recipients of knowledge from the teacher.
 Examples of such methods are expository or lecture methods -
which require little or no involvement of learners in the teaching
process.
 It is also for this lack of involvement of the learners in what they
are taught, that such methods are called “closed-ended”.
Content-Focused Methods
 In this category of methods, both the teacher and the learners have
to fit into the content that is taught.
 Generally, this means the information and skills to be taught are
regarded as sacrosanct or very important.
 A lot of emphasis is laid on the clarity and careful analyses of
content. Both the teacher and the learners cannot alter or become
critical of anything to do with the content.
 An example of a method which subordinates the interests of the

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 teacher and learners to the content is the programmed learning
approach.
Interactive/Participative Methods
 This fourth category borrows a bit from the three other methods
without necessarily laying emphasis unduly on either the learner,
content or teacher.
 These methods are driven by the situational analysis of what is the
most appropriate thing for us to learn/do now given the situation of
learners and the teacher.
 They require a participatory understanding of varied domains and
factors.
Learner-Centred Methods
 In the words of Lawrence Stenhouse, the teacher plays a dual role
as a learner as well “so that in his classroom extends rather than
constricts his intellectual horizons”.
 The teacher also learns new things everyday which he/she didn’t
know in the process of teaching. The teacher, “becomes a resource
rather than an authority”.
 Examples of learner-centred methods are discussion method,
discovery or inquiry based approach and the Hill’s model of
learning through discussion (LTD).
Specific Teaching Methods
1. Lecture Method
 A lecture is an oral presentation of information by the instructor. It
is the method of relaying factual information which includes
principles, concepts, ideas and all Theoretical Knowledge about a
given topic.
 In a lecture the instructor tells, explains, describes whatever
information the trainees are required to learn through listening and
understanding.
 It is therefore teacher-centred. The instructor is very active, doing
all the talking. Trainees on the other hand are very inactive, doing
all the listening. Despite the popularity of lectures, the lack of active
involvement of trainees limits its usefulness as a method of
instruction.

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Applications
 The lecture method of instruction is recommended for learners with
very little knowledge or limited background knowledge on the
topic.
 It is also useful for presenting an organised body of new
information to the learner.
 To be effective in promoting learning, the lecture must involve
some discussions and, question and answer period to allow trainees
to be involved actively.
Modified forms of Lecture Method
 Lecture-cum-Demonstration
 Illustrated lecture
 Lecture-cum-Buzz session
 Lecture-cum-Discussion
2. Discussion Method
 Discussion involves two-way communication between participants.
In the classroom situation an instructor and trainees all participate
in discussion.
 It is said ‘two heads are better than one’.
 During discussion, the teacher spends some time listening while the
students spend sometimes talking.
Application
 The discussion is, therefore, to create a more active learning
experience for the trainees than the lecture.
 To share experiences, ideas and attitudes. As it helps to foster
trainees involvement in what they are learning.
 It may contribute to desired attitudinal changes.
 Discussion may be used in the classroom for the purpose of lesson
development, making trainees apply what they have learnt or to
monitor trainees learning by way of feedback.
 An issue or a problem in which there is a difference of opinion
become a fit for discussion method.
 Participants are engaged in interaction, interpretation and
interpolation of facts.
 A kind of competitive cooperation takes place.

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  Take decisions in matter and evaluating the progress from time to
time.
3. Demonstration Lesson
Demonstration means any planned performance of an occupation skill,
scientific principle or experiment usually in science.
This method, although mostly teacher-centered, encourage student’s
participation in conducting experiment.
Application
 “Demonstration method proved to be one of the best method in
explaining new concepts and anecdotes.
 To make unfamiliar things familiar and many abstract things
concrete hence learn everything critically.
 The most effective way to teach an occupational skill is to
demonstrate it.
 One of the two most essential teaching skills is the ability to
demonstrate; the other is the ability to explain.
 Both are vital to the success of either an operation lesson or an
information lesson”. (Weaver and Cencil in APPLIED TEACHING
TECHNIQUES).
4. Buzz Groups
 Another method of instruction is the buzz group.
 During a longer session, the plenary group can break into sub-
groups to discuss on one or two specific questions or issues.
 The room soon fills with noise as each sub-group ‘buzzes’ in
discussion.
 If appropriate, after the discussion one member of each group can
report its findings back to the plenary.
 Buzz groups can be in pairs, trios, or more depending on the
activity.
 People turn to their neighbours for a quick buzz, or form larger
groups of three or more. This allows almost every one to express an
opinion.
 While they are buzzing, participants are able to exchange ideas and
draw on their wide collective experience.

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  It may provide a good opportunity for trainees to reflect on the
content of a lecture.
 A good buzz session will generate many ideas, comments and
opinion, the most important of which will be reported back.
Buzz groups help trainers as they allow you to
 Draw your breath.
 Gauge the mood, by listening to some of the discussions.
 Change pace of the session.
 Encourage participants to reflect on what they have learnt and how
they might apply it in their work.
5. Brainstorming
 The purpose of a brainstorming session is to discover new ideas and
responses very quickly. It is particularly a good way of getting
bright ideas.
 It differs from the buzz groups discussion in that the focus is on
generating as many ideas as possible without judging them. In this
technique, all ideas are given equal credence.
 Participants are encouraged to let ideas flow freely, building on and
improving from previous ideas.
 No idea, however crazy, should be rejected.
 These ideas are listed exactly as they are expressed on a board or
flipchart, or written on bits of paper.
 The combination of swiftly generated ideas usually leads to a very
animated and energising session. Even the more reserved
participants should feel bold enough to contribute.
 The purpose of listing responses is to collect existing experiences
and thoughts.
6. Role Plays
 In role plays, participants use their.
 When done well, role plays increase the participant’s self-
confidence, give them the opportunity to understand or even feel
empathy for other people’s viewpoints or roles, and usually end
with practical answers, solutions or guidelines.
 Role plays are useful for exploring and improving interviewing

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 techniques and examining the complexities and potential conflicts
of group meetings.
 However, role plays can be time-consuming and their success
depends on the willingness of participants to take active part. Some
trainees may feel a role play is too exposing, threatening or
embarrassing.
 This reluctance may be overcome at the outset by careful
explanation of the objectives and the outcome.
 Role plays can generate strong emotions amongst the participants.
7. Project-Based Learning
 Project-based learning (PBL)-it is dynamic and democratic
approach of teaching.
 It is an instructional methodology in which students learn important
skills by doing actual projects.
 Planned by students, and conducted in real natural life situation.
 The acquisition and structuring of knowledge in PBL is thought to
work through the following cognitive effects (Schmidt, 1993).
 Initial analysis of the problem and activation of prior knowledge
through small-group discussion.
 Elaboration on prior knowledge and active processing of new
information.
 Restructuring of knowledge, construction of a semantic network,
 Social knowledge construction.
 Learning in context.
 Increases technical knowledge and motor skills, more satisfactory to
learner.
 Provide opportunity for self-expression.
8. Problem-Based Learning
 Problem based learning is often referred to as a form of inquiry-
based learning (IBL), which describes an environment in which
learning is driven by a process of inquiry owned by the student. The
problem can be presented in various forms-question, task,
experiment.
 Some theories suggest that learning occurs as students

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 collaboratively engage with concepts in meaningful problem
solving.
 In this view, knowledge is seen as a tool for thinking and for
enabling learners to participate in meaningful activity.
9. Consensus Decision-Making
 Consensus is a group decision- making process, the resolution is the
general agreement. We can find a simple structure of each
consensus process:
 Discussion of the item-getting information about the topic and
identifying opinions.
 Formation of a proposal.
 Call for consensus.
 Identification and addressing of concerns.
 Modification of the proposal.
 The teacher plays various roles-the teacher is a facilitator, a
timekeeper, a vibe watch (he is monitoring the emotional climate), a
note taker.
 To be successful with the consensus making, some guiding
principles must be applied- inclusiveness, accountability,
facilitation, shared control, commitment to implementation. Magic
happens when everyone is in agreement.
10. Mind Map
 Mind maps help avoid linearly thinking, the problems are solved
more creatively.
 A mind map is a diagram used to visually organize information,
hierarchical and shows relationships among pieces of the whole.
 It is often created around a single concept, drawn as an image in the
center of a blank page, to which associated representations of ideas
such as images, words and parts of words are added.
 Major ideas are connected directly to the central concept, and other
ideas branch out from those.
 You can use a sheet of paper, the central idea is written in the
middle of the paper.
 Then you can add new ideas using words, combine them, add a
structure.

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  It is a visual method, there are a lot of possibilities, how to create a
mind map.
 Later on you can modify the information.
11. Heuristic Method
 This method involves the true spirit of science i.e. discovery,
original investigation, and inductive approach.
 The method is formative rather than informative. It develops
intelligent thinking and independent reasoning.
 This method leads pupil to discover scientific principles.
 It aims at training the students in method, knowledge is secondary
consideration altogether.
 This method is not practicable in our schools due to lack of
equipment, financial resources and efficient teachers. Nevertheless,
heuristic attitude should pervade all the teaching in the class-room.
12. Assignment Method
 This method is the embodiment of both lecture-demonstration
method and the individual laboratory work by the pupils. It brings
harmonious combination between theory and practicals as both go
side by side in this method depends upon the well-drawn-up
assignments.
 Two types of assignments are prevalent.
i) Home assignments.
ii) School assignments.
 In home assignments, the pupils consult the referred books etc. and
prepare theoretically for the second part.
 The school assignment includes performing of experiments by the
pupils. An instruction sheet is given to the pupils before they start
their practical work.
13. Concentric Methods
In fact it is not a method of teaching but a system of organising a course.
Therefore it can be called the 'Concentric System'. It is based upon the
principle that the subject cannot be given exhaustive treatment in the first
stage.
Which is spread over a number of years and each successive year the
circle knowledge goes on widening.

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 This system is practicable where the same teacher continues teaching the
class from the first year to the final year in order to continue and freshness of
the subject-matter.
If the teaching is in the hands of different teachers in the successive
years, there is every possibility of repetition, losing the freshness and power
of appeal of the subject-matter.
It is, there important that each year the student should be given
something new in order to keep up their interest and enthusiasm to learn.
14. Team Teaching
 Team teaching was done for the first time in Harvard. Team
teaching is a new concept in education.
 Judson T. Shapell in his article 'Team Teaching' (Saturday Review,
May 2 1961) defines it as "An effort to improve instruction by the
reorganisation of personnel in teaching.
 Two or more teachers, are given responsibility of working together,
for all, or significant part of the instruction of the same group of
student.
 Robert H. Anderson, Professor of Harvard University, says, -my
own preference is for a definition which requires three or more
teachers to be involved. I see 6 or 7 as the likeliest maximum
number of team members".
 Team members work together in all the three teaching functions:
planning, actual work with students and evaluation.
15. Constructivist Teaching
 Constructivist teaching is based on the belief that learning occurs as
learners are actively involved in a process of meaning
and knowledge construction as opposed to passively receiving
information.
 Learners are the makers of meaning and knowledge. His
constructivist classroom, students work primarily in groups and
learning and knowledge are interactive and dynamic.
 There is a great focus and emphasis on social and communication
skills, as well as collaboration and exchange of ideas.
 This is contrary to the traditional classroom in which students work
primarily alone, learning is achieved through repetition, and the
subjects are strictly adhered to and are guided by a textbook. Some
activities encouraged in constructivist classrooms are:

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Experimentation
Research Projects
 Field Trips: This allows students to put the concepts and ideas
discussed in class in a real-world context. Field trips would often be
followed by class discussions.
 Films: These provide visual context and thus bring another sense
into the learning experience.
Class Discussions
16. Discovery Method
 Discovery means to find out that object which has novelty disclose
a new fact. It is that method in which a new fact is out. In the field
of education, the discovery is termed as problem Method.
 A teacher makes its use when he wants a pupil to be known as an
original discoverer. The discovery method is being used in all the
dynamic schools and colleges of Western countries like America,
England.
 In India progressive teachers use this method to make their teaching
effective in science, mathematics, philosophy and other social
sciences such as sociology, political science and economics, etc.
Both, pupils and the teacher have to work hard for the success of
this method use needs time and money.
 In India, it is emphasised that the pupils should get through the
examination in any condition. Therefore, the pupil and the teacher
cannot use this method.
17. Independent Study or Self-Study
 While using this method, it is not essential, that the teacher must be
present in the class and the teaching task should be organised
regularly.
 Actually, this method is pupil-centred. While using this method the
teacher should create so much capacity in the pupils that they may
carry on their self-study or they may solve the problem as a result of
independent study.
 While using independent study method, pupils either study
individually or they do self-study in small groups.
 They do their task independently by preparing the outline of their

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 study themselves. In the modern age, the independent study method
is gaining success in various forms.
 This creates self-confidence among them. In the independent study
method, the teacher acts like a guide only. Hence, it is essential, for
a teacher that he should provide opportunities of independent study
in a systematic way.
18. Sensitivity
 Sensitivity method is that by which mutual relations of the pupils
are developed and they are made sensitive in respect of some
problems. By awakening the sensitivity among the pupils, their ego
is awakened.
 They set motivated for solving the problem with their full energy.
 This method used for training the small groups of the pupils.
 Such group meets once a week or thrice a month at the most.
 A programme is determined of participating all the pupils of the
groups in the debate.
 Teacher does not participate in the debate. He guides the pupils as
the need arises keeping in by the activities of the group.
Four Families of Teaching Methods (Joyce & Weil)
 Social Interaction Family- Emphasizes the relationship of the
individual to society or to other persons.
 Gives priority to the individual's ability to relate to others.
 Partner and Group Collaboration
 Role Playing o Jurisprudential Inquiry
 Information Processing Family- Emphasizes the information
processing capability of students.
Gives priority to the ways students handle stimuli from their
environment, organize data, generate concepts and solve problems.
 Inductive Investigation & Inquiry.
 Deductive Investigation & Inquiry.
 Memorization of Synectics (Techniques for Creativity).
 Design and Problem Solving.
 Projects & Reports.

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  Personal Family- Emphasizes the development of individuals, their
emotional life and selfhood. Gives priority to self-awareness.
 Indirect Teaching
 Awareness Training & Values Clarification
 Role Modeling
 Self-Reflection
 Behavioral Modification Family- Emphasizes the development of
efficient systems for sequencing learning tasks and shaping
behavior.
Gives Priority to the Observable Behavior of Students
 Direct Instruction (Demonstrations & Presentations)
 Anxiety Reduction of Programmed Instruction
 Simulations
Difference between Traditional and Modern Teaching Methods
Traditional Teaching Methods Modern Teaching Methods
In the traditional teaching method, From the last decade the use of high tech
teachers illustrate the concept to the equipment in the educational institutions is
students with the help of chalks and increased with a rapid rate. Now there are
blackboard, students make important lots of modern gadgets which can be used
notes from the blackboard. for improving the teaching in the classroom.
After the lecture is over students revise
their notes and try to memorize the
notes.
The main objective of traditional The main objective is to have effective
teaching is to pass the examination. understand by creating best learning
environment.
Traditional teaching method is cheaper Even it is a costly, modern teaching methods
than the modern teaching methods create more interest among the students with
which make it more suitable in the the help of interesting animations and videos
schools of rural areas. which is not possible in traditional type.
Some subjects are best taught on a With the help of modern teaching methods
blackboard as there is a need of teacher can cover more syllabus and
explaining the concept at each every concepts in lesser time as they don't have to
step. waste their time in writing on the
blackboard.
Teacher can only use chalk for drawing Videos and animations used in the modern
and explain the things no animations teaching methods are more explanatory than
are available. the traditional blackboard methods.
Traditional teaching methods no In modern teaching methods special
special technical knowledge is knowledge is required in conducting

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required, just teach things what teacher different methods where, teacher makes
wanted to teach in one way students learn from their experiences e.g.:
communication. GD, Role play.
Mostly lecture method is used Participatory approach like brainstormings,
No participatory approach is seen, only GD, debets.
passive mode.
As passing the exams is been a main Teaching helps the students to understand
objective in this method there is no the subject better and also helps students to
question of comprehensive/ memorize the concept for longer time.
understanding the concepts.
In traditional approach most of the Teaching methods like collaborative type,
students compete with each other for differ from traditional teaching approaches
grades. because students work together rather than
compete with each other individually.
Traditional methods where learner Modern teaching methods make learners,
learn what teachers teach they don’t ownership of their own learning, and to
explore and make their own learning as resolve group conflicts and improve
learners here are passive. teamwork skills (GD, project type etc.)

Matching Teaching Methods with Situation

Teaching Method Situation
The Lecture series of events, facts, or principles, explores a problem or
Method explains relationships
The Discussion Where to develop imaginative solutions to problems, stimulate
Method thinking and interest and to secure student participation
The Study Where to orient students to a topic prior to classroom or
Assignment Laboratory work, set the stage for a lecture demonstration or
Method discussion.
Constructivist that learning occurs as learners are actively involved in a process
Teaching of meaning and knowledge construction as opposed to passively
receiving information
The Tutorial Teacher in which an instructor works directly with an individual
Method student, To reach highly complicated skills operations or
operations involving danger or expensive equipment.
Demonstration Shows the students what to do, how to do it, and through
Method explanations brings out why, where, and when it is done.
The Buzz Group Stimulate thinking, where to develop and express imaginative
ideas, opinions.
Brainstorming Where to discover new ideas, thoughts and responses very
quickly
Role play Where to exploring and improving interviewing techniques and
examining complexities and potential conflicts of groups.
Mind Maps Used to generate, visualize and classify ideas, and as an aid
to studying and organizing information, solving problems,
making decisions, and writing.

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Teaching Methods and Its Applications
Methods Uses Advantages Disadvantages
Lecture Method
A formal or semi- 1) To orient students. 1) Saves time. 1) Involves one
formal discourse is 2) To introduce a subject. 2) Permits way
which the instructor 3) To give directions on flexibility. communication.
presents a series of procedures. 3) Requires less 2) Poses problems
events, facts, or 4) To present basic rigid space in skill teaching.
principles, explores a material. requirement. 3) Encourages
problem or explains 5) To introduce a 4) Permits student
relationships demonstration, adaptability. passiveness.
discussion, or 5) Permits 4) Poses difficulty
performance versatility. in gauging
student reaction.
Discussion Method
A method in which 1) To develop 1) Increase students 1) Require highly
group discussion imaginative solutions interest skilled
techniques are used to problems. 2) Increases instructor.
to reach instructional 2) To stimulate thinking student’s 2) Requires
objectives and interest and to acceptance and preparation by
secure student commitments. student.
participation. 3) Utilizes student 3) Limits content.
3) To emphasize main knowledge and 4) Consumes time.
teaching points. experience. 5) Restricts size of
4) To supplement 4) Results in more groups
lectures, reading, or permanent
laboratory exercises. learning because
5) To determine how well of high degree of
student understands student
concepts and participation
principles.
The Programmed
Instruction Method
A method of self- 1) To provide remedial 1) Reduce failure 1) Require local or
instruction instruction. rate. commercial
2) To provide make-up 2) Improves end-of- preparation.
instruction for late course 2) Requires lengthy
arrivals, absentees, or proficiency. programmer
translate. 3) Saves time. training.
3) To maintain previously 4) Provides for self- 3) Increases
learned skills which instruction expenses.
are not performed 4) Requires
frequently enough. considerable lead
4) To provide retraining time
on equipment and
procedures which have
become obsolete.
The Study
Assignment Method
Instructor assigns 1) To orient students to a 1) Increase coverage 1) Require careful

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reading to books, topic prior to of material. planning and
periodicals, project or classroom or 2) Reduce follow up.
research papers or Laboratory work. classroom time. 2) Poses evaluation
exercises for the 2) To set the stage for a 3) Permits problem.
practice. lecture demonstration individual 3) Produce non-
or discussion. attention. standard results
3) To provide for or
capitalise on individual
differences in ability,
background, or
experience through
differentiated
assignments.
The Buzz Group
1) To develop and 1) Gauge the mood 1) Unfamiliarity in
express imaginative by listening to use.
ideas, opinions. some discussion. 2) Time required.
2) Stimulate thinking. 2) Change pace of 3) Need for group
discussion. leader
3) Encourage
participants to
reflect what was
learn
Brainstorming
1) Discover new ideas, 1) Leads to a very 1) It takes time
thoughts and responses animated and particularly if it is
very quickly energising a large group.
session. 2) May consume
2) More reserved a lot of material e.g.
participants feel flipcharts or writing
free to contribute. materials.
3) Requires high
level facilitation
skills
Role Plays
1) Exploring and 1) Good energizers. 1) Participants might
improving 2) Promotes be reluctant.
interviewing empathy of 2) May not work
techniques and trainees for other with trainees who
examining situation. do not know each
complexities and 3) Encourages other well.
potential conflicts of creativity in
groups. learning
2) To consolidate
different lessons in one
setting
The Demonstration
Method
A method of 1) To teach manipulative 1) Builds 1) Requires tools
instruction is required operations or confidence. and equipment.
to perform under procedures. 2) Enable learning 2) Requires large

Page | 66
controlled conditions 2) To teach operation or evaluation. block.
the operations, skills functioning of 3) Reduces damages 3) Requires more
or movement being equipment. and waste. instructors
taught. 3) To teach team skills 4) Promotes safety
4) To teach safety
procedures.
The Tutorial
Method
A method of 1) To reach highly 1) Permits adaptive 1) Requires highly
instruction in which complicated skills instruction. competent
an instructor works operations or 2) Stimulates active instructor.
directly with an operations involving participation. 2) Demands time
individual student danger or expensive 3) Promotes safety and money.
equipment.
2) To provide
individualized
remedial assistance
Seminar Method
A tutorial 1) To provide general 1) Provides 1) Requires highly
arrangement guidance for a group motivation and competent
involving the working on an report. instructor.
instructor and groups, advanced study or 2) Stimulates active 2) Poses evaluation
rather than instructor research project. participation. problems.
and individual. 2) To exchange 3) Permits adaptive 3) Is more costly
information on instruction than most other
techniques and methods
approaches being
explored by members
of a study or research
group.

Conclusion
 The results of our survey show that teachers prefer teaching
methods in-between the transmissive and constructivist approach to
education.
 The most commonly used methods include interpretation, which is
a typical representative of the transmissive approach. We believe
that the reason for this is pressure from the education system,
Pressure from society to be successful is so strong that teachers
cannot dispense of this type of education in their work.
 Finding that teachers themselves prefer methods that are more
based on the activity of pupils and therefore they belong more in the
framework of constructivist approach.
It shows a shift in the mind-set of teachers, who believe that for the
future life of pupils it is important to have knowledge as well as the ability of
critical thinking and independent, constructive work

Page | 67
References
1. Das BC. Educational Technology. Kalyani publications.
2. Martin Skutil1a, Klára Havlíčková, Renata Matějíčková. Teaching
methods in primary education from the teacher’s point of view, 62, 500
03 Hradec Králové, Czech Republic, 2015.
3. Prof. I.V. Chalapati Rao. Collage Teachers and Administrators- Hand
book.
4. Purabi Jain. Educational technology. Dominant publishers and
distributors.
5. Ramnath Sharama, Chandra SS. Advanced Educational Technology.
Atlantic Publishers and distributors.
6. Sharma RC, Sharma DN, Dhanapatrai and Sons. Teaching science.
Delhi.
7. Kochhar SK. Methods and techniques of Teaching.

Page | 68
 Chapter - 4
Distance Education

Author
Gottemukkula Bhavani
Ph.D. Scholar, Department of Agricultural Extension, PJTSAU,
Rajendranagar, Hyderabad, Telangana, India

Page | 69
Page | 70
 Chapter - 4
Distance Education
Gottemukkula Bhavani

Abstract
“Necessity is the mother of all invention” and hence it was the same in
the field of Distance Education. The crisis in the higher education sector in
the post-independence period resulted in the emergence of distance
education as a viable alternative. Distance Education “covers the various
forms of study at all levels, which are not under the continuous, immediate
supervision of tutors present with their students in the lecture rooms or in the
same premises, but which, nevertheless, benefit from the planning, guidance
and tuition of a tutorial organization” (Borje Holmberg). It is a special
platform to educate all kind of people all around the world with different
needs & importance for quality distance education like rapid growth of
education, population, geographical limitations, qualification improvement,
desire to work & study, education for all ages, financial circumstances, faster
promotion and flexibility factor. When we look into the historical
development of distance education, Five decades ago policy-makers realized
the imperative need of DE in order to expand the base of higher education
and the University Grants Commission (UGC) suggested in its report for
1956-1960 that proposals for evening colleges, correspondence courses and
award of external degrees should be considered from there the journey of
distance education started and now many sophisticated technology as come
like MOOC classrooms, TALENT and strategies for adopting Technology
Enhanced Learning In Agricultural Education” under TELAgE project and
Virtual Learning Centre of NAARM to reach more number of people in
more easiest way. The creative use of Information and Communication
Technology (ICT) in distance education has resulted in giving a definitive
shape to the correspondence system of education, highlighting a paradigm
shift within.
Keywords: Distance education, MOOC, TALENT, and ICT
Distance Education (DE)-Meaning
Distance Education (DE) is an umbrella term which describes all the
teaching learning arrangements in which the learner and the teacher are

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separated by space and time. In fact it is a mode of delivering education and
instruction to learners who are not physically present in a traditional setting
of a classroom.
Technological medium replaces the inter-personal communication of
conventional classroom based education that takes place between the teacher
and the learners.
Communication between the institution, teacher and learners is mainly
through electronic media (telephone, interactive radio counselling,
teleconferencing, videoconferencing, chat sessions, email, website etc.) and
also through postal correspondence and limited face to face contact.
DE- Definition
According to Borje Holmberg, Distance Education “covers the various
forms of study at all levels, which are not under the continuous, immediate
supervision of tutors present with their students in the lecture rooms or in the
same premises, but which, nevertheless, benefit from the planning, guidance
and tuition of a tutorial organization”.
In the words of Perry and Rumble (1987), DE is a system wherein “the
learner and the teacher are not face to face. In order for two-way
communication to take place between them, a medium such as print, radio,
or the telephone has to be used”.
Hillary Perraton, defined DE as an educational process in which a
significant proposition of the teaching is conducted by some removed in
space and/or time from the learners.
Michael Moore defines it as: “the family of instructional methods in
which the teaching behaviours are executed apart from the learning
behaviours including those that in a contiguous situation would be performed
in the learner’s presence, so that communication between the teacher and the
learner must be facilitated by print, electronic, mechanical or other devices”.
Various Names for Distance Education
Know by different names in different countries, some of the terms used
for DE are:
 Correspondence Education in UK.
 External Studies or “Off-campus” is the term used in Australia.
 Tele-enseignement in France.
 Fernstudium/Fernunterricht in Germany.

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  Educacion a distancia in Spanish.
 Teleducacao in Portuguese.
Need & Importance of Distance Education in India
 Distance Education gets overwhelming response in India. The
universities running distance education need to ensure the quality of
higher distance education as we don’t want to look back and take a
fresh start again.
 Following are top needs & importance of quality distance education
in India:
 Rapid Growth of Education: With the advancement of education
& technology, it is almost impossible to incorporate new changes
through formal education.
 Population: This unexpected growth rate of population has reduced
the chances for formal education to educate each & every student.
 Geographical Limitations: Many students who are living in places
which are geographically isolated finds difficult to take education
through regular classes.
 Qualification Improvement: Distance education provides
opportunities to students who want to improve their qualification
while being in their present jobs.
 Desire to Work & Study: Being capable of earning while learning
is the most attractive advantage of distance education.
 Education for all Ages: Distance education can used by people of
all ages.
 Financial Circumstances: Distance education is important in
India, due to financial & family responsibilities of many of the
India students.
 Faster Promotion: By getting educated through distance, the
present employees can improve their qualification and increase their
chances of promotions.
 Flexibility Factor: Education with flexibility is only possible in the
case of distance learning.
Historical Development of DE
 Five decades ago policy-makers realized the imperative need of DE
in order to expand the base of higher education.

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 The University Grants Commission (UGC) suggested in its report
for 1956-1960 that proposals for evening colleges, correspondence
courses and award of external degrees should be considered.
 Third Five Year Plan mentioned the need for the introduction of
correspondence education in the country.
 In the light of the observations made by the Planning Commission
(the Central Advisory Board on Education) recommended the
setting up of an Expert Committee under the chairmanship of Dr.
D.S. Kothari, the then Chairman of UGC, to look into the proposal
of introducing correspondence courses.
 The Expert Committee suggested that correspondence courses in
India should be administered by the universities only and in the first
instance, by one University, viz., the University of Delhi as a pilot
project.
 Thus was born in 1962 the University of Delhi’s School of
Correspondence Courses and Continuing Education. Subsequently
the Education Commission (1964-66), under the chairmanship of
Dr. D.S. Kothari, also perceived correspondence education.
 The next decade i.e. the 1970s saw the growth and spread of the
Correspondence Education system in India, by more conventional
universities opening Correspondence Course Institutes
(subsequently renamed as Directorates of Distance Education/
Centres of Distance Education).
 The opportunity of access, affordability and convenience offered by
the DE system contributed to its increasing popularity and growth.
 But again the DE system was plagued by the rigidities of the
conventional system. The only flexibility was with regard to the
larger number of seats. Education was still out of the reach of the
marginalized and the disadvantaged. It was realized that unless we
open educational opportunities to the deprived, unless we remove
the structural rigidities in our educational system, we cannot and
will not make headway in realizing the uphill task of educating
majority of the people and of catering to the diverse types of
education that a modern society demands.
 Government introduced the Open University system in the 1980s,
with the objective to further democratize opportunities for higher
education to large segment of the Indian population, particularly
those for whom access was difficult or impossible such as those

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 living in remote and rural areas, working people, women and other
adults.
 The Ministry of Human Resource Development in its National
Policy on Education (NPE) 1986, gave prominence to an OU
system as a means to “augment opportunities for higher education
and as an instrument of democratizing education” Clearly, the
vision was that OUs would be different from conventional
universities.
 Thus a new chapter in DE system began with the establishment of
Dr. BR Ambedkar Open University, Hyderabad in 1982, followed
by the establishment of Indira Gandhi National Open University at
the national level by the Parliament of India in 1985. (Andhra
Pradesh southern state established the first open university in India
as ‘Andhra Pradesh Open University’ in 1982. Later, Andhra
Pradesh University was renamed as Dr. B. R. Ambedkar Open
University).
 International Council of Correspondence Education (ICCE) was
renamed as International Council of Distance Education (ICDE)
recognizing ‘distance education’ as a non-conventional education
system across the world.
 1987 saw the emergence of two more Open Universities, namely,
Nalanda Open University (NOU) Patna, Bihar and Vardhman
Mahaveer Open University (VMOU), Kota, Rajasthan.
Subsequently, Yashwantrao Chavan Maharashtra Open University
(YCMOU), Nashik, Maharashtra was established in 1989.
 The major responsibility for the promotion and coordination of
Open and DE was best owed by the Parliament on the Indira
Gandhi National Open University (IGNOU), instead of the UGC,
the statutory authority for regulating higher education India.
 Thus IGNOU became a unique institution as it was entrusted with a
dual role: of functioning like an Open University by offering
programmes of education and training through distance mode and
also acting as the promoter, coordinator of the Open and Distance
Education system in the country and determining standards in such
systems.
 To fulfil this particular mandate the Distance Education Council
(DEC) was set up by IGNOU in 1991 as a statutory mechanism
under IGNOU Act which became operational in February 1992.
The DEC functioned within the broad framework, and the policies

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 laid down by the Board of Management of IGNOU while enjoying
a significant measure of autonomy in its operations.
 As per the mandate of the DEC and the NPE 1986, which was
revised in 1992, the DEC started interacting with the State
Governments for establishing the SOUs in the respective states.
 The Distance Education Council (DEC) took several initiatives for
promotion, coordination and maintenance of standards of open and
distance education system in the country. DEC has developed
guidelines for regulating the establishment and operation of ODL
institutions in the country.
 In August 2010, the Ministry of Human Resource Development
constituted a Committee under the Chairmanship of Prof. Madhava
Menon in respect of regulation of standards of education imparted
through distance mode.
 MHRD issued an order, dated 29th December, 2012, transferred the
regulatory authority of distance education from IGNOU to UGC.
 UGC issued an order taking over the physical infrastructure of
erstwhile DEC on “as is where basis is” and the staff working at
erstwhile DEC on “deemed deputation basis”. This is an interim
measure till such time an independent body namely Distance
Education Council of India is created by the Parliament. Since then,
Distance Education Policy in the country is under revision.
Expansion of DE
 Expansion of the Open and Distance Learning (ODL) in India in
recent decades has been tremendous. Open Universities (OUs) and
Distance Education Institutions (DEIs) of dual mode
universities/institutions are offering programmes /courses through
the distance mode.
 This is due to the fact that the growth in the infrastructure for face-
to-face instruction is unable to match the educational demands of
the ever- increasing number of aspiring students.
 At present, nearly 25% students engaged in higher education in the
country are enrolled in the ODL system. Single-mode open
universities have increased from four in number during the 8th Plan
period to 14 in the 10th Plan period.
 The number of dual mode universities offering programmes through
the distance mode (DEIs) has risen to more than 140. Currently,
there are 14 single-mode open universities in India.

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  The Indira Gandhi National Open University (IGNOU) is the only
national university. The rest are State open universities:

 Open schools such as Symbiosis Centre for Distance.

 Learning (SCDL) and Universities such as Sikkim Manipal
University (SMU), Amity University, Annamalai University (AU)
offer a wide range of skill-based programmes.
 Distance Education Institutes (DEIs) are spreading their network by
setting up more study centers and information kiosks.
Private institutes like Institute of Management Technology (IMT) and
Institute of Chartered Financial Analysts of India (ICFAI) also offer
programmes through DE. But the best part is that the degree awarded by
Open Universities is the same degree awarded to regular college students.
Advantages of DE
 This mode of learning is really very advantageous for learners who
live at a distance from the teaching institution or education
provider.
 Another clear advantage is the significantly enhanced level of
flexibility when compared to traditional courses, there is a wide
variety of materials that can meet everyone’s learning preference at
least part of the time. Besides, educational inequity is a major issue
in India. Rural schools often have less contact with educational
trends, fewer qualified teachers, and more need for technology.
 Distance learning can also be fitted around existing professional and
personal responsibilities, allowing people to gain a new
qualification while maintaining their earning power, family life and
leisure time.
 With distance education, you progress at your own pace and submit

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 work or take exams when you are fully ready to do so. DE is not
only convenient: it is also effective and affordable.
It is a Self-Learning System
 Improvement of Skills: Distance learning can be utilized for
improving technical and vocational skills.
 Useful for Remote Areas: Distance education can reach in any
remote or far off areas through radio, television or postal service.
 At any Level: Distance learning can be used at any level from
primary to college level or for professional growth.
Provide Opportunities for Higher Education
 University of Education: The cherished goal of the nation for
universalization of education can be achieved with the help of the
distance education.
DE offers Courses Types of DE
State Open Universities
at Different Level. Systems in India
 First degree  Dr. B.R. Ambedkar Open University  Open
 Postgraduate (BRAOU), Hyderabad, Andhra Pradesh Universities
degree  Vardhaman Mahaveer Open University  Dual mode
 Diploma (VMOU), Kota, Rajasthan Universities
 Postgraduate  Nalanda Open University (NOU), Patna,  Mixed mode
diploma Bihar universities
 Certificate  Yashwantrao Chavan Maharashtra Open  Fixed mode
 M.Phil. University (YCMOU), Nashik, Universities
 Ph.D. Maharashtra
 Madhya Pradesh Bhoj Open University
(MPBOU), Bhopal, Madhya Pradesh
 Dr. Babasaheb Ambedkar Open University
(BAOU), Ahmedabad, Gujarat
 Karnataka State Open University (KSOU),
Mysore, Karnataka
 Netaji Subhas Open University (NSOU),
Kolkata, West Bengal
 U.P. Rajarshi Tandon Open University
(UPRTOU), Allahabad, Uttar Pradesh
 Tamil Nadu Open University (TNOU),
Chennai, Tamil Nadu
 Pt. Sunderlal Sharma Open University
(PSSOU), Bilaspur, Chhattisgarh
 Uttarakhand Open University, Haldwani
(Nainital), Uttarakhand
 K.K. Handique State University, Guwahati,
Assam.

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Instructional Technologies in Distance Education
First generation (1850s to 1960) was predominately one technology and
consisted of print, radio, and television.
Second generation (1960-1985) distance learning courses used
audiocassettes, television, videocassettes, fax, and print.
Third generation (1985-1995) technologies including computers and
computer networking make up the used for distance education delivery.
Fourth generation technologies, such as desktop videoconferencing,
two-way interactive real-time audio and video, web-based media, etc.
Technologies Available in Delivery of De (4th Generation)
Common wisdom among distance educators has judged that program
development should begin by defining the purpose, audience, and content of
a program, and only then consider which technology is best suited to its
delivery and use.
Teaching and Learning with Web Technologies Include the Following
 Electronic mail (delivery of course materials, sending of
assignments, getting and giving feedback, using a course mailing
list, i.e. electronic discussion group).
 Downloading of course materials or tutorials.
 Bulletin boards/newsgroups for discussion of special topics, e.g.
Web Board, a TALENT tools
Interactive tutorials on the Web. The TALENT tools, OLLiE, LIST and
In SITE are good examples of this.
Flexible study through on-line subject-related materials Web materials
are used to support traditional courses and facilitate students in accessing the
resources in more flexible way.
This can be implemented at Different Levels
 Accessing course or module resources, where particular lecturers
make course-related materials available to students.
 Accessing department or degree level resources, where a whole
department takes on a co-ordinated approach to supporting its
students by placing relevant resources on a departmental Web site
in a coherent, consistent way.
 At an institutional level, where there is an institutional commitment

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 to flexible, resource-based study for both on-campus and distance-
learning students.
Examples of such materials can be found on the TALENT site. OLLiE -
On -line Learning Experience
Web materials are often used to help students-and staff-to make more
effective use of their IT skills and to develop new information skills which
will help them in their learning.
Two projects developed at Canterbury Christ Church University College
-I Initiative for Staff IT Empowerment (In SITE) and Learning Information
Skills with Technology (LiST) - are representative of this.
The materials include advice and tutorials on a wide-range of topics
such as using software applications, using IT facilities in classrooms, finding
and managing information, presentation skills, essay writing, etc. Libraries
are ideal partners in developing such materials, since they have expert
knowledge of student needs with regard to information skills.
 Real-time, interactive conferencing using systems or Internet Relay
Chat.
 “Intranets,” corporate Web sites protected from outside access that
distribute training for employees.
 Informatics, the use of online databases, library catalogues, and
Web sites to acquire information and pursue research related to
study
 Computer managed instruction (CMI) uses the computer to organise
instruction and track progress.
 Computer-mediated education (CME) employs computer
applications that facilitate the delivery of instruction
 Computer Assisted Learning (CAL). Networked technology can be
highly effective for the drill and practice of basic skills. This has
been shown as true across all subject areas and in special education.
It allows students to think analytically and critically and to work
collaboratively
 Computer Assisted Assessment: Computer Assisted Assessment
(CAA) is a common term for the use of computers in the
assessment of student learning.
Various other forms exist, such as Computer-Aided Assessment,
Computerised Assessment, and Computer Based Assessment (CBA). Online

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CBA has existed for a long time in the form of Multiple Choice Questions
(MCQ).
Potentials of CAA
 To incorporate a wide range of media.
 To link online assessments to feedback.
 To incorporate hints into test questions.
 To assign other learning activities based on the test result.
 To enable randomized selection from large question banks.
 To be administrated easily, allowing better test management.
 To run CAA licenses free tool kit called- the Castle toolkit, part of
the Book of Talent, which has been developed so that tutors and
course managers can create on-line interactive assessment tools
quickly and easily without any prior knowledge of HTML, CGI, or
scripting languages.
Multimedia
 Groupware e.g. Lotus Notes and Microsoft Exchange, both of
which facilitate calendar sharing, e-mail handling, and the
replication of files across a distributed system so that all users can
view the same information. Electronic "face-to-face" meetings are
facilitated by CU-See Me and Microsoft NetMeeting.
 Massive open online courses (MOOCs), offering large-scale
interactive participation and open access through the World Wide
Web or other network technologies, been a recent developments in
distance education.
In addition to traditional course materials such as filmed lectures,
readings, and problem sets, many MOOCs provide interactive user forums to
support community interactions among students, professors, and teaching
assistants (TAs) (Teaching assistant or teacher's aide (TA) or education
assistant (EA) is an individual who assists a teacher with instructional
responsibilities).
MOOCs are a recent and widely researched development in distance
education which were first introduced in 2006 and emerged as a popular
mode of learning in 2012. (In India, the MHRD, Government of India’s
annual report (2014-15) document states that ODL system is inadequate and
new models are needed for open education system with Massive Open Line
Courses (MOOCs)).

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Distance Courses in Agricultural Science offered by Universities in
India
Diploma Courses PhD course
Diploma in RVD University PhD in IGNOU
Diploma in Vinayaka Mission
Diploma in IGNOU
Diploma in Yashwantrao Chavan Open University
PG Diploma Courses
PG Diploma in Annamalai University
PG Diploma in Kuvempu University
Post-Graduate Certificate in IGNOU
PG Diploma in IGNOU
Certificate Courses
Madras University
Nalanda Open University
Karnataka Open University
Rajarshi Tandon Open University
Yashwantrao Chavan Open University
B.Sc. Courses
B.Sc. in Yashwantrao Chavan Open University

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Manage in De-Pgdaem-MOOCs
 National Institute of Agricultural Extension Management
(MANAGE) has launched the Post Graduate Diploma in
Agricultural Extension Management in the academic year 2007-08
especially for the public extension functionaries in distance learning
mode.
 Mission: To Transform the Public Extension Functionaries into
Professional Cadre of Farm Advisors
 The programme is sponsored by Dept. of Agriculture and
Cooperation, Ministry of Agriculture, Govt. of India.
 Completed nine batches so far, on a distance mode for the extension
functionaries of Agriculture and allied sectors of the
Central/State/UT governments, SAUs, KVKs and also for the
functionaries working in Agri-business companies and Agri-
enterprises, NGOs, Banks and Cooperatives etc.
 In order to increase the reach out and cover large number of
candidates, MANAGE launched an alternate PGDAEM program
i.e. Post Graduate Diploma in Agricultural Extension
Management (PGDAEM-MOOCs) using Massive Open Online
Courses (MOOCs), an online e-learning platform.
 In order to increase the reach out and cover large number of
candidates, MANAGE launched an alternate PGDAEM program
i.e. Post Graduate Diploma in Agricultural Extension
Management (PGDAEM-MOOCs) using Massive Open Online
Courses (MOOCs), an online e-learning platform.
NAARM in De
The Academy Organised Two Online Courses
1) Massive Open Online Course, 2nd in series of MOOCs organised in
NARES
2) Online distance course for selected participants
 The major objective of Massive Open Online Course (MOOC) on
'Competency Enhancement for Effective Teaching' is to enable the
participants to understand various dimensions of teaching and
develop effective teaching styles for quality education over 5
weeks. A record number of participants i.e. 1003 from 122
institutions from Science, Technology, Engineering, Agricultural
and Mathematics stream (STEAM) participated in the course.

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  The course success rate was 52.74% (529 out 1003)
 More than three-fourths of the registered users (about 77%)
 Were young faculty/scientist/postgraduate/doctoral students.
Remaining 23% belonged to different categories.
 An online course on ‘Teaching Excellence through Distance Mode’
was offered to 20 faculties of selected University to understand the
learning dynamics and to compare online and offline modes.
 Strategies for adopting Technology Enhanced Learning In
Agricultural Education” under TELAgE project
 Virtual Learning Centre of NAARM
 The Objective of the Virtual Learning Centre (VLC) is to support
NAARM’s mission of building the capacity of India’s National
Agricultural Research System in Research Management by
providing online, non-formal, free and interactive learning
opportunities in:
Agricultural Research Management
Information Management
Human Resources Management
 It is also our objective to develop an efficient model site for online
learning.
 The Pilot Site is developed with funding support from the National
Agricultural Technology Project.
 All the courses are designed by the faculty of NAARM to be in a
uniform format to facilitate easy learning and interaction.
IP & TM Training and Courses offered by NAARM in Agriculture-
Impact
 The analysis indicated a positive development of skills in this area.
It is evident that the training had led to development of large human
resources in the NARES, which is in alignment with the ICAR IP
policy. Interestingly, the impact of the academic program was
indicated to greater as compared to short training programs.
 The six years of the academic program had led to creating an
ecosystem of professionals, who are skilled and were able to gain
careers, projects and promotions. It had also helped students and

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 early career professionals to remold their career in the area of IP &
TM.
 Results voiced for more such initiatives for developing higher level
professionals in the evolving domain of IP & TM in agriculture.
 In the emerging era of digital platforms for distance learning
programs (MOOCs), the program may be explored for reaching
more stakeholders through such platforms to enhance the reach of
the courses.
Tamil Nadu Agricultural University Distance Education
 Tamil Nadu Agricultural University's Directorate of Open and
Distance Learning (ODL) has rendered a new approach to teaching,
research and education in core streams of agriculture.
 The first distance learning center among agricultural universities in
India.
 TAU offers certificate, post graduate diploma (Food Biotechnology,
Production and Quality Control in Medicinal Plants) and post
graduate degree courses (Master of Business Administration, M.Sc.
Environmental Management) through distance mode.
 Courses offered by the university are extremely beneficial for skill
based education to farming community, unemployed youth and
school dropouts etc. The university's educational media center is
known for its audio and video presentations on the latest
technologies in agriculture and allied science.
Three Key Features of Tamil Nadu Agricultural University Distance
Education
 Learner friendly academic programmes.
 Skilled and need based courses of study.
 Fixed scheme of examination and prompt declaration of result.
IGNOU Online
 IGNOU Online-One stop window catering to the learning needs of
IGNOU learner community. Explore the links to access all learning
resources available online.
 Education Broadcast is a webcasting facility linking you to
educational channels Gyandarshan- A web based TV channel
devoted to educational and developmental needs of the society.

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  Gyan Dhara is an internet audio counseling service offered by
IGNOU. Students can listen to the live discussions by the teachers
and experts on the topic of the day and interact with them through
telephone, and through chat mode.
 Virtual Class provides links to all the online programmes of the
University.
 eGyanKosh- a National Digital Repository to store, index, preserve,
distribute and share the digital.
 Learning resources developed by the Open and Distance Learning
Institutions in the country.
 “One Stop Education Portal SAKSHAT’; in October 2006 by the
then President of India, Dr. A.P.J. Abdul Kalam, IGNOU developed
plan to use this platform, extensively to provide knowledge
resources and impart education to its students.
 The University also offers its Distance Education Programmes in
collaboration with UNESCO and International Institute for Capacity
Building in Africa, in Ethiopia, Liberia, Madagascar, Ghana,
whereas, education programme in Lesotho, Swaziland, Namibia,
Seychelles, Jamaica, Malawi and Belize are being offered through
an agreement signed with Commonwealth of Learning (COL).
 The University plays an active role in SAARC consortium for Open
and Distance Learning (SACODiL) and Global Mega Universities
Network (GMUNET).
 IGNOU established EduSat (a satellite dedicated only to education)
on 20th September, 2004 to play a lead role in a new era of
technology-enabled education in the country. The university
emphasized the development of multi-media and an online learning
component in the existing distance learning programmes.
Annamalai University-Directorate of Distance Education
 The Directorate of Distance Education established in 1979, and now
offers more than two hundred different programmes of study under
the Regular Stream.
 It is credited with the largest enrolment in India and is well
equipped with computer and other infrastructure, adequate teaching
faculty and administrative set-up of its own, study centres,
computer training centres, etc. to serve its students' clientele in their
best interest at their door steps.

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  It has also the unique distinction of offering first in India,
Postgraduate Degree Programmes in Applied Psychology, Physics,
Chemistry, Zoology, Botany, Bioinformatics and Law through
Distance Education mode.
 The Directorate of Distance Education is also offering the
Programmes on Fashion Design, Textile Design, Interior Design,
Hotel Management and Catering Technology Programmes, Retail
Management, Twinning Programme, Programmes on Health
Science, Yoga, Music, Fire and Safety.
All the programmes of study offered by the Directorate of Distance
Education have the approval of the Distance Education Council, New Delhi.
The Directorate is introducing B.Ed. Programme through distance education
mode from the year 2008-09 with the approval of National Council for
Teacher Education, New Delhi.
Conclusion
 “Necessity is the mother of all invention” and hence it was the same
in the field of Distance Education.
 The crisis in the higher education sector in the post-independence
period resulted in the emergence of DE as a viable alternative.
 Some five decades down the line, Distance Education today has
become an important feature of higher education.
 At the national level, Distance Education has undergone
transformation from a correspondence model to a more flexible
system of Open Learning.
 This transformation has occurred in light of the new technologies
that have been integrated within the educational system.
 The creative use of Information and Communication Technology
(ICT) in distance education has resulted in giving a definitive shape
to the correspondence system of education highlighting a paradigm
shift within.
References
1. Ashok K Gaba. Growth and development of distance education in India
and China: a study on policy perspectives, Open Praxis. 2015; 7:311-
323. (ISSN 2304-070X).
2. Dr. Barry Willis. Distance Education-Strategies and Tools and Distance
Education-A Practical Guide.

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3. Elizabeth Murphy, María A. Rodríguez-Manzanares, 2009 Teachers’
Perspectives on Motivation in High School Distance Education Journal
of Distance Education Revue De L’éducation À Distance. 2015;
23(3):1-24.
4. Filiz Angay Kutluk. A research about distance education student’s
satisfaction quality at an accounting program, Procedia-Social and
Behavioral Sciences. 2012; 46:2733-2737.
5. Hassan Ndahi. The Use of Innovative Methods to Deliver Technology
Education Laboratory Courses via Distance Learning: A Strategy to
Increase Enrollment, Journal of Technology Education. 2006; 17(2).
6. İşman, Dr. Aytekin, Dr. Murat Barkan, Dr. Uğur Demiray. (Eds.),
Online Distance Education Book, [Available Online] Accessed from
http://www.tojet.net/ebook/ebook.htm on 12-10-11 4.
7. Lesley Hardcastle, Ben Richard. Learning From a Distance: The
Experience of Remote Students Janet Owens, Journal of Distance
Education Revue De L’éducation À Distance. 2009; 23(3):53-74.
8. Sumner Jennifer. Serving the System: a critical history of distance
education in Open Learning, 2000, 15.

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 Chapter - 5
Digital Storytelling: An Innovative Pedagogical
Tool for Language Classes

Author
Shahala Nassim
Arab Open University, Oman, faculty of English Language
Unit, Kuwait

Page | 89
Page | 90
 Chapter - 5
Digital Storytelling: An Innovative Pedagogical Tool for
Language Classes
Shahala Nassim

Abstract
This article explains about the importance and need of integrating digital
storytelling tool in language classrooms with relevant examples. Digital
storytelling is an emerging technical tool which has gained popularity in
different educational contexts. It’s a promising tool for language teachers
who face different challenges in implementing technical tools in their
classes. It’s a pedagogical tool for teachers which is easy to handle and
organize the learning materials and an innovative learning tool for students
to develop their language skills through collaborative learning. It’s a highly
recommended tool for language teachers to engage their students in their
language learning process.
Keywords: Digital storytelling, pedagogical tool, language classes
Storytelling, an art of narrating a tale, is an inevitable part of language
classes and a strong pedagogical tool in the development of language skills.
Storytelling has even proved to be effective in inculcating traditional and
cultural heritage of different tribes and a tool to pass human values from
generation to generation. It’s a motivating, interesting and creative mode of
language learning for students (Dujmović, 2006). Storytelling is claimed to
encourage learners to interact with each other by listening and telling stories
to each other and by reading other’s stories, in addition encouraging them to
interact with their teachers. It is also a motivating tool to attract the attention
of students in listening stories and later involving them in reading and
writing different stories (Lucarevschi, 2016). Though the teaching and
learning approaches have changed from traditional mode, storytelling
method hasn’t lost its relevance. Teachers in the present technical world
have tried to adapt the conventional storytelling approach by modifying it
into a digital storytelling method to suit the digital era.
Digital storytelling is the method of narrating stories through
computer-based tools. Digital storytelling involves combining narrative with

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digital content to create a digital story. It is a powerful multimedia
technology which provides rich opportunity to implement creativity,
language skills and technical accuracy for converting normal stories into
digital ones (BBC Capture Wales, 2008). It is an art of making stories by
mixing stories with digital images, script, oral narration and background
music with the help of a software. Mostly digital stories are short movies
with a time period of 5-10 minutes and are stored as digital copies which can
be viewed on computer in video movie player (Robin, n.d.). Digital stories
have gained popularity in different education fields for engaging students in
actual learning process. It is mainly assigned as a group project work for the
students to make their own stories within a time frame. Students work
collaboratively to develop their stories by sharing their linguistic, artistic and
technical skills.
Educational Implications of Digital Storytelling in Language Classes
The implementation of Digital storytelling applies all learning theories
where students construct their knowledge through practice and experience by
cooperating with their peer members to produce a social relevant piece of
work. Digital storytelling can be used both as an instructional tool and
learning tool by language teachers for all levels of language learners. Studies
show that digital storytelling is mainly used as a task-based learning in
language classes where students get exposed to real communicative
situations and use all their resources to deal with those situations. Students
get a platform to exploit their linguistic resources to create a moving story of
their targeted language. Digital storytelling is a technical boost for students
to retain their vocabulary which is the base for all language skills. Students
can practice, review and drill vocabulary for the story making process which
simplifies the language acquisition process and lead to more interactive,
collaborative and technical environment (Grady & Follow, 2018). Digital
storytelling is also a tool to develop students’ emotional intelligence as they
get an exposure to nurture their intrapersonal skills of self-analysis,
correction, reflection and team management and interpersonal skills of
sharing, cooperation, mutual understanding and team collaboration with their
peer members for the successful production of their digital stories (Pieterse
& Quilling, 2011). Students get an opportunity to probe into cultural aspects
of their target language to render a real picture of the story. The usage of
digital storytelling in language classrooms can enhance student’s motivation,
collaboration and social learning together with technical accuracy. Digital
storytelling also has the potential to engage students globally by enabling
`them to learn and share different topics each other which would transform

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the local education pattern to Global Citizen Education (Truong-White &
McLean, 2015). Teachers unanimously agree that the use of Digital
storytelling can foster students’ self-learning, research and presentation skills
and also provide them a platform to acquire related study skills for mastering
their topic (Robin, 2014).
Digital Storytelling as an Instructional Tool
Teachers can either make their own digital stories or download stories
from available sites to introduce a new concept in language learning. The
material will help to enhance the knowledge of the existing ones leading to
further discussion about the topic. Most of the language classes deal with
abstract concepts which are hard to define. Teachers can easily impart these
concepts through digital storytelling method. The same videos can also be
used for future classes which reduce the time and effort of the teachers.
Using technical tools for delivering learning materials has been helpful for
students to retain new information and also an aid in the comprehension of
difficult material (Robin, 2006). Language teachers can also use digital
storytelling as an assessment tool to assess student’s language skills
especially, reading, writing and listening. Teacher made digital stories can be
shared with the students for answering the comprehension questions
followed by the video. Teacher can also use the digital stories for flipped
learning process where the students are asked to watch the material at home
and discussions and feedback of the related topic can be given in the
classrooms (Bechter & Swierczek, 2017). Digital stories can also be a good
instructional tool for teachers to make different contents and relevant topics
for students to access from different places. Students would be accustomed
to get information from digital stories in ways they are used to get from other
sources (Dreon, Kerper, & Landis, 2011). Implementation of Digital stories
as a distance education tool proved to be significant in instruction process
which were accessible to the students without any restriction of space and
time (Kotluk & Kocakaya, 2016).
Digital Storytelling as a Learning Tool
Digital storytelling is a potential tool for developing students’ language
and creative skills. It is a powerful learning tool for students to make their
own digital stories related to their content which enhances their
comprehension of the content (Hur & Suh, 2012). It is an emerging
technology which provides nontraditional means by which literacy and
language skills can be developed through collaborative learning and is a
highly recommended tool for English Language students (Nassim, 2018). It

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is mainly given as a project for the students to present their own digital
stories based upon the instruction provided by their teachers. During story
making process students analyze different stories to suit their concept and
thereby develop research skills in gathering data from available resources.
Students exploit their linguistic skills in each step of story making process.
They can either create their own stories or create a digital story of any
published ones. For creating students’ own stories, teachers can provide
them a theme based on their learning context which will help the students to
delve into the material for creating their version. If the students are given the
choice to create a story from any published stories, teachers just need to
support them in selecting the stories according to their grades. Both the type
of stories requires active reading and involvement from students. Once they
finish reading, they need to develop their writing skills for preparing a script
for their story board with proper images thus getting acquainted with the
skill of paraphrasing stories into short texts. They should use their technical
skills to use various tools like digital camera, scanner, microphone and
multimedia software for converting their storyboard to digital stories.
Students will also improve their oral reading with proper pronunciation after
practicing a lot for narrating their story. Digital storytelling is good for
mixed ability students as they can complete the task successfully with less
accuracy in language production. The role of the teachers is just to facilitate
and monitor the task. When students have finished creating their digital
stories, the teacher can allow the students to present their work to the full
class for analyzing and comparing their work with their peer groups.
Students can also provide comments about their peers’ work which would
develop their critical thinking process. The teacher can evaluate the stories of
their students by using an evaluation rubric. The rubric should measure the
writing skills, vocabulary and grammar competency, oral reading fluency,
pronunciation and technical presentation. Teachers can analyze the needs of
the students and the areas where they need to practice more.
Theorical Approach towards the Implementation of Digital Storytelling
in Language Classes
The implementation of technology in language classrooms can be
supported by different language theories, with some being dominant than
others according to the technology implemented (Cerezo, 2016). The
different computer applications on language teaching and learning can be
related to the second language acquisition process (Villalobos, 2013).
Language teachers should have a clear idea of the expected learning outcome
prior to the selection of any computer application. An application will be

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successful if the teacher sees the traces of the expected learning outcomes in
the results produced after the implementation process. Digital storytelling
approach when assessed in the light of language theories, can produce the
following outcomes in language classes.
Language Theories Approach Application with Digital Storytelling
1. Behaviorism Learning through Students read book several times to
practice and drilling write the script and story board for the
based on stimulus- story. Moreover, they practice oral
response psychology. reading for story narration.
2. Cognitive Learning through Students create new stories with
constructing new proper images and narration. They
knowledge upon the learn the art of summarizing and script
prior knowledge. writing.
3. Sociocultural Learning through social Students work collaboratively with
interaction with peers their group members to create the story
and teachers. and develop interpersonal and
intrapersonal skills.
4. Communicative Learning by providing Students read, write and narrate a
language meaningful digital story created by themselves.
teaching communicative tasks to They should present the story in front
the students rather than of their teachers and other classmates.
focusing on language
accuracy.
5. Task based Learning by performing Students create digital stories as a task
learning tasks assigned by the given to them for developing language
tutors for developing skills in an individualized way which
language skills. promotes autonomous learning..
(Hedge, 2003)

Related Studies on Digital Storytelling in Language Classes

The digital storytelling is one genre that has been promoted in language
and literacy instruction. Students improve their computer skills and language
proficiency through digital storytelling process (Yit, Siew, & Hazita, 2015).
Digital Storytelling was implemented as a project-based task for 12 weeks,
which benefitted improving students’ skills and cultivating intra- personal
and inter-personal skills like cooperation, collaboration, leadership and
self-management (Brenner, 2013). (Bandi-Rao & Sepp, 2015) reported in
their study that Digital storytelling is a viable tool for English Language
students. It is technically accessible, and easy to handle for the students.
Students who participated in the study were engaged and gained confidence
in their communicative skills by the end of the project. While students’
active involvement to work collaboratively for a project can be achieved by
integrating technology into curriculum (Sadik, 2008). This is confirmed in
the study of (Smeda, Dakich, & Sharda, 2014) where they proved that

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learning environments can be engaging and exciting with the integration of
digital storytelling as a powerful tool for delivering instructional messages
with learning activities. It is an approach for creating a constructivist
learning environment. Whereas (Wang & Zhan, 2010) claim in their study
that digital storytelling can be used by the students for sharing their learning
experiences, reporting and reflecting their findings in an innovative way and
also for providing constructive feedback to their peers’ work. (Moore, 2009)
strongly believes that the digital storytelling is a perfect mechanism for
developing language skill areas and an aid for language production as it is an
engaging, motivating and creative tool for learners. As an activity, digital
storytelling provides engaging and intellectually rich learning environments
through creativity, diverse forms of literacy, and multiple modalities. Digital
storytelling projects respond to kinesthetic, auditory, and visual learning
styles of language learning which help them to learn their subjects accurately
(BBC Capture Wales, 2008). (Sylvester & Greenidge, 2011) reported that
Digital Story projects also help struggling writers compose more
strategically and develop an awareness of audience, purpose, and form. Use
of technology at the forefront of Digital Story projects makes participation
more attractive and allows students to “reposition themselves from
struggling writers to competent writers” (Sylvester & Greenidge, 2011, p.
291). Digital stories have been successful in improving students’ linguistic
routine such as greetings and leave taking through a series of workshops in
English as a Foreign Language context (Reyes Torres, Pich Ponce, & García
Pastor, 2012). Students in technical-scientific contexts of English for
Specific Purpose also had a positive experience in improving their linguistic,
personal and research skills (Sevilla-Pavón, Serra-Cámara, & Gimeno-sanz,
2012). (Korina M. Jocson, 2016) echoes the importance of Digital
storytelling as an opportunity for identity construction of her students
through their art of digital stories. The stories reflected the explicit
understandings of the productions and learning process which would haven’t
happened through conventional methods of teaching and learning process.
(Yuksel, Robin, & McNeil, 2010) conducted a survey in 26 countries to get a
general framework about educational usage of Digital storytelling in these
countries. The results demonstrated that digital storytelling supports
students’ understanding of subject area, overall academic performance,
technical, presentation, research and artistic skills.
Digital Storytelling Implementation Guideline for Teachers and
Students
Step One: Reading books.
Step Two: Writing a Script.

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 Step Three: Select appropriate images.
Step Four: Create a Storyboard.
Step Five: Record your narration.
Step Six: Organize your files.
Step Seven: Decide a software.
Step Eight: Produce your Story.
Step Nine: Share your story.
1. Reading Books
For making a story, students/teachers need to read different materials to
get information about the topic they want to present.
2. Writing a Script
A written script is the main element of your story. While writing your
script, you should be sure that the written script will be your oral narration of
your story. Thus, oral reading of the script should be practiced before to
ensure that the language you have chosen is effective and accurate. The
script should be written in sequences with a proper title and story flow. The
script should be revised several times to ensure that it contains a good
beginning and ending with proper language inputs.
3. Select Appropriate Images
Images for the stories can be photographs, drawings, clip art, maps,
charts or photos taken by yourself with a digital camera. You can also take
images from Google Image and save into your files.
4. Create a Storyboard
The storyboard is the backbone of your digital story. It is a written script
with graphical images that you plan to include in the digital story. It serves
as a blueprint to construct your digital story. A storyboard helps you to
choose proper images with dialogues for the story.
5. Recording your Narration
The oral narration can be either recorded by using a voice recording app
(e.g. Audacity) or can select the voice recording option at the time of movie
making from the selected software.
6. Organize your Files
You can save your written script, story images, audio files in a folder so
that it would be easy to insert the required file to the software while making
the digital story.

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7. Decide a Software
There are different types of software tools available for developing
digital stories which have different features and options. The software tools
ranges from simple (e.g. Digital images & photo story) to advanced ones
(e.g. flash to create their own animation). The students can depend on any
tools according to the purpose of their study.
The Following are a List of Software that can be used for Making
Digital Stories
i) We Video (https://www.wevideo.com/) is one of the most popular
video editing programs that can be used through a web browser
(Robin, n.d.).
ii) Windows Movie Maker Downloads.
iii) Apple Mac iMovie.
iv) Mobile Phones.
There are many Apps that allow you to Construct Digital Stories. For
Example
a) Android: Animoto, WeVideo
b) Mac: Storykit, Sonicpics, Storyrobe, Splice, Voicethread (Pratt,
2013).
8. Producing Your own Digital Story
Once you select a software, there will be options given to you to place
your images, video and audio within a timeline and to adjust your images to
match your audio (Pratt, 2013).
Various programs differ in their features and options for creating a story.
Choose a program which is easy to handle and process. Specific guidelines
are available about the selected software and can be easily handled once it is
read properly.
Steps for Video Making Process
a) Find a computer and select software.
b) Load your files in folders onto the computer.
c) Check that all your files are labelled correctly and in the appropriate
folders.
d) Open the video editing program (Microsoft Photo Story for
Windows).

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The Front Page of the Application
e) Import your 10-20 images and audio narrative file into the video
editing program.

Place Images onto the Timeline (Check the Order of the Images).

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Write the Script of the Narration in the Given Text Box.

Adjust the Motion on your Images (Zoom, Scroll, Pan etc).

f) Record the narration

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Use your Headphone to Record your Audio or Place Audio Voice Over
Onto the Timeline.
g) Add transition features to your images.

Save Regularly Throughout the Video Editing Process

h) Add background music if required.

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You can use the music Available on the List or add a New One by
Uploading It.
i) Save your project.

Watch Your Story to check how it flows and then save by creating a
Title for Your Story. (Pratt, 2013)

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9. Share your Story
Your saved project can be shared with your students through a link or
share it online on Google drive or you Tube.
Obstacles of Digital Storytelling in Language Classrooms
Every new method brings good impact on learning outcomes
irrespective of the way it’s being handled. But cent percent involvement may
not be reflected in the process which deter teachers or students to continue
with the same for their future venture. The main obstacles faced by teachers
or students in implementing digital storytelling in language classrooms are
the following:
1. Unavailability of Network
Access to network may not be available regularly for teachers and
students which hinder them from doing online projects.
2. Scarcity in Technical Resources
Unavailability of computers and the required technical tools are other
technical challenges of implementing digital storytelling as it requires
computers, headsets, microphone and projector.
3. Minimal usage of Learning Resource Centre
Despite having rich resource centers, teachers/students hesitate to use
the resource centers productively.
4. Lack of Technical Competency
Technical deficiency of the teachers/students to coordinate and organize
online projects.
5. Less Importance given to Computer Assisted Language Learning
Teachers/students hesitate to integrate technical learning to language
learning process due to the unawareness of the productive results generated
in language classes or due to technical illiteracy.
6. Lack of Initiative from the Part of Teachers/ Students
Teachers/students lack motivation to handle online projects because they
don’t want to add burden to their normal schedule.
7. Time Consuming Process in Making Digital Stories
Teachers/ students may get demotivated in implementing digital
storytelling due to its long process in making digital stories.

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8. Not as a Part of Curricular Activities
Teachers/ students don’t like to go beyond the curricular objectives and
outcomes and thus less priority given to extracurricular activities.
9. Unprepared to Adhere to the Latest Teaching/Learning Styles
Teachers /students reluctance to adapt new teaching/ learning styles as
they still cling to the conventional mode of studies.
10. Lack of Motivation from Management to Promote Innovative
Teaching Methods
School/college management may not encourage their educators to
undertake new projects or research for improving teachers’ proficiency in
teaching field.
(Robin, 2014)
Case Study Conducted at Arab Open University
Two case studies were conducted to evaluate the effectiveness of Digital
storytelling in English classrooms at Arab Open University.
The first study got published and can refer the below mentioned cite.
Nassim, S. (2018). Digital Storytelling: An active learning tool for
improving students’ language skills. International Journal of Teaching,
2(21). https://doi.org/10.20319/pijtel.2018.21.1429
The second study was conducted last semester for foundation students to
improve their grammar especially, simple and past tense. Students always
get confused with the usage of simple and past tense form and receive low
marks in their academic performance. Thus, a study was conducted to use
Digital story telling as a teaching and learning tool for students to learn
grammar interestingly. Students were asked to do grammar worksheets based
on digital stories and later to produce a digital story with proper grammar
usage. Both the tasks were taken as their portfolio tasks and marks were
assigned to each task. The students can realize their understanding level
through the marks gained and practice more in their weak part.
Methodology
A WhatsApp group was formed for the entire class explicitly for digital
learning purpose. Four digital story videos on simple present and simple past
were sent to the students together with the worksheet to be completed after
each video. The worksheet as a word document was attached to the
WhatsApp group just after the video. A week period was given for

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completing each story worksheet and a date as fixed to submit the worksheet
once all the worksheets are received, the next video together with the
worksheet will be attached. Four weeks were taken for the whole process of
digital stories and worksheet completion. After completing the four stories, a
task was given to a group of three students to submit their digital story using
simple past and a worksheet to show the infinitive and the past forms of the
verbs used in their story.
Result
The students were very interested in watching the videos and doing the
worksheets following each story. It was a new experience for them of doing
grammar worksheets based on digital stories. The worksheets were
completed promptly and were eager to receive the up-coming story. The
digital stories and the worksheets helped them to learn the concept clearly in
an engaging manner. Their listening and reading comprehension were also
assessed through the activities in the worksheets. Marks were allotted for
each worksheet and their marks were added to their portfolio marks.
Their understanding level of the grammar was reflected on the digital
stories produced by them. All the groups produced beautiful stories with well
written script and audio with the worksheet that highlighted the past verbs
used in the story. The students were able to produce a digital story
irrespective of the linguistic and technical challenges they faced. The study
was not undertaken as an experimental study to evaluate the effectiveness of
digital story in improving the grammar perfections of the students. A study
can be conducted to measure the effectiveness of digital story in improving
students’ functional skills by using an experimental group and controlled
group in future. However, the students enjoyed the learning process with
digital stories and had an experience of learning individually for completing
the worksheets sent by the tutor and collaboratively for doing the task
assigned by the tutor with their friends.
Conclusion
In this article, I tried to explain the relevance and importance of digital
storytelling in language classrooms with two case studies conducted at Arab
Open University. Language teachers in this technical world strive to
integrate new technologies to retain students’ interest in language learning
process. Unlike traditional methods, they need a new method that can suit
language learners’ learning styles and strategies. Digital storytelling is a
promising technical learning method which is now taking the lead in
developing language skills through authentic communication, collaboration,

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networking and scaffolding. Digital storytelling is also a learning method to
enhance students’ cultural understanding and emotions through a practice of
producing stories in their target language (Nassim, 2018).
References
1. Bandi-Rao S, Sepp M. Creating an effective model for digital
storytelling in the ESL writing class. NYS TESOL Jorunal. 2015;
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2. BBC Capture Wales. A guide to digital storytelling, (March), 47.
Retrieved from, 2008.
http://www.bbc.co.uk/wales/audiovideo/sites/yourvideo/pdf/aguidetodig
italstorytelling-bbc.pdf
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http://hrcak.srce.hr/index.php?id_clanak_jezik=17682&show=clanak
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https://mmduvic.ca/index.php/WPLC/article/view/15309
10. Moore SCK. Caela Network Briefs Uses of Technology in the
Instruction of Adult English Language Learners. Center for Applied
Linguistics, (February), 2004–2007. Retrieved from, 2009.
http://www.cal.org/caelanetwork/pdfs/UsesofTechnologyFinalWeb.pdf

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11. Nassim S. Digital Storytelling: An Active Learning Tool For Improving
Students’ Language Skills. International Journal of Teaching. 2018;
2(21). https://doi.org/10.20319/pijtel.2018.21.1429 Pratt S. Story-
Telling Guide, (November), 2013.
12. Reyes Torres A, Pich Ponce E, García Pastor MD. Digital Storytelling
as a Pedagogical Tool within a Didactic Sequence in Foreign Language
Teaching El relato digital como herramienta pedagógica en la enseñanza
de lenguas extranjeras a través del uso de la secuencia didáctica. Digital
Education Review. 2012; (22):1-18.
13. Robin BR. (n.d.). The Power of Digital Storytelling to Support Teaching
and Learning. (30):17-29.
14. Robin BR. The educational uses of digital storytelling. Society for
Information Technology & Teacher Education International Conference,
(January 2011), 2006; 709-716.
https://doi.org/10.1016/j.sbspro.2012.11.424
15. Robin BR. Implementation of Digital Storytelling in the Classroom by
Teachers Trained in a Digital Storytelling Workshop Implementation of
Digital Storytelling In The Classroom By Teachers Trained In A Digital,
(March 2008), 2014.
16. Sadik A. Digital storytelling: A meaningful technology-integrated
approach for engaged student learning. Educational Technology
Research and Development. 2008; 56(4):487-506.
https://doi.org/10.1007/s11423-008-9091-8
17. Sevilla-Pavón A, Serra-Cámara B, Gimeno-sanz A. The Use of Digital
Storytelling for ESP in a Technical English Course for Aerospace
Engineers. The Eurocall Review. 2012; 20(2):68-79.
18. Smeda N, Dakich E, Sharda N. The effectiveness of digital storytelling
in the classrooms: a comprehensive study. Smart Learning
Environments. 2014; 1(1), 6. https://doi.org/10.1186/s40561-014-0006-3
19. Sylvester R, Greenidge W. Storytelling : Potential. 2011; 63(4):284-295.
20. Villalobos OB. Reflections on the connection between
computer-assisted language learning and second language acquisition.
2013, 11-20.
21. Wang S, Zhan H. Enhancing teaching and learning with digital
storytelling. International Journal of Information and Communication
Technology Education (IJICTE). 2010; 6(2):76-87.
https://doi.org/10.4018/jicte.2010040107

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22. Yit SL, Siew MT, Hazita A. Introducing Digital Storytelling To English
Teachers in Malaysia: What are Their Concerns? Special Issue.
Retrieved from. 2015; 1(1):160-168.
http://www.myjurnal.my/filebank/published_article/37932/22.pdf
23. Yuksel P, Robin BR, McNeil S. Educational Uses of Digital Storytelling
Around the World. Elements, Retrieved from. 2010; 1:1264-1271.
http://www.olc.edu/~khecrow/webfolder/Research/SITE_DigitalStorytel
ling.pdf

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 Appendix

The Digital Stories’ Links and the Worksheets used for the Case Study.
The first video link sent
https://drive.google.com/file/d/1t8pPUwfc__JuKVLJtgHxLUPWeYR0y
6yJ/view?ths=true
The second video link sent
https://drive.google.com/file/d/1cAL_cOCzm9b8cw7WH-HhZ5WD5jR
OWIAm/view?ths=true
Both the videos were created by using Microsoft Photo story software.
The third video link sent
https://learnenglishkids.britishcouncil.org/short-stories/the-first-maratho
n
The fourth video link sent
https://learnenglishkids.britishcouncil.org/short-stories/florence-nighting
ale
Both the videos were downloaded from British council site and
converted to MP4 files and then attached to the WhatsApp group.
The following are the links to the students’ videos
https://drive.google.com/file/d/1_Uw4b8gDf-EZZ9RPEl--v_qV3RNUtIt
q/view?usp=sharing
https://drive.google.com/file/d/1tnWWq_WZ2UX_rQ3n8FI3339Ifz7iQ
5-J/view?usp=sharing
https://drive.google.com/file/d/1hJ3fqezrdqK1M5bTDPQyDgTw4JEoX
1cs/view?usp=sharing
https://drive.google.com/file/d/12sg-Ek7KtRMrIlDpGjfTAMAenI5NBr
8P/view?usp=sharing
https://drive.google.com/file/d/1d8u5dk27ZqqRJPg7wVcRsr4cGnRU9
N1x/view?usp=sharing
All these videos were made by using Microsoft Photo story. Some of
them used their own voice for recording the narration and some used google
translator for getting the native accent for their stories.

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Page | 110
 Chapter - 6
Right to Education: Perspective of Minorities

Author
Phalguni Bhattacharya
Faculty of Human Development, University of Calcutta,
Kolkata, West Bengal, India

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Page | 112
 Chapter - 6
Right to Education: Perspective of Minorities
Phalguni Bhattacharya

Abstract
The term Minority has been derived from the Latin word “Minor” which
denotes “small”. The constitution of India uses the word Minority but
doesn’t define it. Indian democratic set up conserved the right of minorities
and it has been placed under Article 29 and 30 in the part III of the Indian
constitution. Educational right of the minority creating an equality for
egalitarian society, keeping in view of social, economical and political
equity.
Keywords: Education, minority and human right
Introduction
Efforts by non-dominant groups to preserve their cultural, religious or
ethnic differences emerged with the creation of nation States in the
eighteenth and nineteenth centuries. The recognition and protection of
minority rights under international law began with the League of Nations
through the adoption of several "minority treaties". When the United
Nations was set up in 1945 to replace the League of Nations, it, too,
gradually developed a number of norms, procedures and mechanisms
concerned with minorities. In particular, the 1966 International Covenant
on Civil and Political Rights and the 1992 Declaration on the Rights of
Persons Belonging to National or Ethnic, Religious and Linguistic
Minorities (hereinafter: United Nations Minorities Declaration) recognize
and protect the rights of persons belonging to minorities. In practice,
however, these rights are far from being realized. The promotion and
protection of the rights of minorities require particular attention to be paid
to issues such as the recognition of minorities' existence; efforts to
guarantee their rights to non-discrimination and equality; the promotion of
multicultural and intercultural education, nationally and locally; the
promotion of their participation in all aspects of public life; the inclusion
of their concerns in development and poverty-reduction processes;

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disparities in social indicators such as employment, health and housing; the
situation of women and the special concerns of children belonging to
minorities.
Minorities around the world are also often the victims of armed conflicts
and internal strife. The situation of refugees and internally displaced
persons from minority backgrounds, in particular women and children, is
of special concern. Persons belonging to national or ethnic, religious and
linguistic minorities are also often victims of multiple discrimination and
they may lack access to, among other things, adequate housing, land and
property, and even a nationality. Since country engagement and a human
rights-based approach constitute key elements in identifying durable
solutions to address the plight of minorities, this publication was prepared
by OHCHR to raise additional awareness, among its staff and colleagues in
other United Nations organiza1ions and specialized agencies, of minority
rights and the impediments minorities face in the enjoyment of these
rights. It is expected that this publication will assist United Nations
colleagues to help strengthen programmes for minorities at the country
level based on the principles established in relevant international human
rights instruments and documents, in particular the United Nations
Minorities Declaration.
Adopted by consensus in 1992, the United Nations Minorities
Declaration in its article 1 refers to minorities as based on national or
ethnic, cultural, religious and linguistic identity, and provides that States
should protect their existence. There is no internationally agreed definition
as to which groups constitute minorities. It is often stressed that the
existence of a minority is a question of fact and that any definition must
include both objective factors (such as the existence of a shared ethnicity,
language or religion) and subjective factors (including that individuals
must identify themselves as members of a minority).
The difficulty in arriving at a widely acceptable definition lies in the
variety of situations in which minorities live. Some live together in well-
defined areas, separated from the dominant part of the population. Others
are scattered throughout the country. Some minorities have a strong sense
of collective identity and recorded history; others retain only a fragmented
notion of their common heritage.
The term minority as used in the United Nations human rights system
usually refers to national or ethnic, religious and linguistic minorities,
pursuant to the United Nations Minorities Declaration. All States have one
or more minority groups within their national territories, characterized by

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their own national, ethnic, linguistic or religious identity, which differs
from that of the majority population. According to a definition offered in
1977 by Francesco Capotorti, Special Rapporteur of the United Nations
Sub-Commission on Prevention of Discrimination and Protection of
Minorities, a minority is: A group numerically inferior to the rest of the
population of a State, in a non-dominant position, whose members being
nationals of the State possess ethnic, religious or linguistic characteristics
differing from those of the rest of the population and show, if only
implicitly, a sense of solidarity, directed towards preserving their culture,
traditions, religion or language.
While the nationality criterion included in the above definition has
often been challenged, the requirement to be in a Non-dominant position
remains important. In most instances a minority group will be a numerical
minority, but in others a numerical majority may also find itself in a
minority like or non-dominant position, such as Blacks under the apartheid
regime in South Africa. In some situations, a group which constitutes a
majority in a State as a whole may be in a non-dominant position within a
particular region of the State in question. For example, persons with
disabilities, persons belonging to certain political groups or persons with a
particular sexual orientation or identity (lesbian, gay, bisexual, transgender
or inter-sexual persons) constitute minorities. While the United Nations
Minorities Declaration is devoted to national, ethnic, religious and
linguistic minorities, it is also important to combat multiple discrimination
and to address situations where a person belonging to a national or ethnic,
religious and linguistic minority is also discriminated against on other
grounds such as gender, disability or sexual orientation. Similarly, it is
important to keep in mind that, in many countries, minorities are often
found to be among the most marginalized groups in society and severely
affected by, for example, pandemic diseases, such as HIV/AIDS, and in
general have limited access to health services.
In much of the political science and law literatures, the term 'minority
rights' is used to refer to legal provisions that have two key features: first,
they are intended to recognize or accommodate the distinctive needs of
non-dominant ethnic or racial groups; and second, they do so by adopting
minority specific measures, above and beyond the non-discriminatory
enforcement of universal individual rights that apply regardless of group
membership. In this respect, minority rights are often distinguished from
anti-discrimination policies, as two distinct (but complementary) tools for
protecting minorities from injustice at the hands of dominant groups.

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Ensuring that members of minorities have equal access as individual
citizens to the ballot box is an anti-discrimination measure; ensuring that a
certain number of parliamentary seats are reserved for members of
minorities, or establishing self-governing institutions within a minority's
homeland, are minority rights measures. Similarly, the right to speak or
publish freely in a minority language is entailed by the basic individual
right of freedom of speech -to forbid speech in a minority language would
constitute discrimination in the exercise of that right -but to insist that the
state provide road signs, public education or tax forms in a minority's
language is a minority right. Minority rights, in short, involve positive
group specific measures, not just the non-discriminatory enforcement of
universal individual rights. Such minority rights may take the form of
language rights, land claims, religious exemptions, guaranteed
representation in legislative or advisory bodies, and various forms of
territorial or cultural autonomy.
"Education is the single most important instrument for social and
economic transformation. A well-educated population, adequately
equipped with knowledge and skill is not only essential to support
economic growth, but is also a precondition for growth to be inclusive
since it is the educated and skilled person who can stand to benefit most
from the employment opportunities which growth will provide." (Para 10.1
of the Approach to the XII th Five Year Plan). The Ministry of Human
Resource Development has focused on an inclusive agenda, with a vision
of realizing India's human resource potential to its fullest, with equity and
excellence.
"All minorities... shall have the right to establish and administer
education institutions of their own" is the mandate, as per Article 30(1) of
the Constitution. Government is committed to address the existing
backwardness in education of minorities, especially the Muslims,
constituting the major chunk of the minorities. Therefore, the Prime
Minister's New 15 Point Programme, inter-alia, aims to enhance
opportunities for education of minorities ensuring an equitable share in
economic activities and employment.
Cultural and educational rights of the minorities are very important
and essential which works as tool for the upliftment of the minorities.
Culture plays a vital role for the congenial development of children who
belong to the community of the minorities and that is why the preservation
of the culture, language and script are important. Without education the
progress of the community is not possible and the transformation of a

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society depends on education. All over India It has been found that there is
a huge gap between the minority and majority communities.
The problem of minorities is of not recent origin. 1t was implanted by
the British by the formula of "Divide and Rule Policy'. Everybody has
experience of the partition of the country and the "hide and seek game” of
the British.
The division of the country on the basic of religion and declaration of
an Islamic State in Pakistan were the result of the long treacherous British
rule. Loot, murder, plunder and wholesale destruction of opposite
community at the time of partition of our nation were the scars on the body
politic of India at the dawn of Independence.
Article 30, Constitution of India Right of Minorities to Establish and
Administer Educational Institutions
(1) All minorities, whether based on religion or language shall have
the right to establish and administer educational institution of their choice
[(1A) In making any law providing for the compulsory acquisition of any
property of and educational institution established and administered by a
majority, referred to in clause (1), the State shall ensure that the amount
fixed by or determined under such law for the acquisition of such property
is such as would not restrict or abrogate the right guaranteed under the
clause] (2)The State shall not, in granting aid to educational institutions,
discriminate against any educational institution on the ground that it is
under the management of minority whether based on religion or language.
Review of Literature
1) Jim Cummins presents a theoretical framework for analysing
minority students' school failure and the relative lack of success of
previous attempts at educational reform, such as compensatory
education and bilingual education. The author suggests that these
attempts have been unsuccessful because they have not altered
significantly the relationships between educators and minority
students and between schools and minority communities. He
offers ways in which educators can change these relationships,
thereby promoting the empowerment of students which can lead
them to succeed in school.
2) Similar to other Asian American students, Southeast Asian
American students are often stereotyped by the popular press as
hardworking and high-achieving model minorities. On the other

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 hand, Southeast Asian American youth are also depicted as low-
achieving high school dropouts involved in gangs. The realities of
academic performance and persistence among Southeast Asian
American students are far more complex than either image
suggests. This article explores the various explanations for the
struggles, successes, and educational experiences of Southeast
Asian students. To highlight differences across ethnic groups, we
review the literature on each Southeast Asian ethnic group
separately and examine the successes and continuing struggles
facing first-and second-generation Vietnamese American,
Cambodian American, Hmong American, and Lao American
students in the United States.
3) Over the past 20 years, a growing literature has demonstrated that
sexual minority women have greater weight than heterosexual
women, prompting concern that they may be at high risk for
disparities in physical disorders. In 2008, Bowen et al. published a
review of the existing research on sexual minority women and
obesity, finding no methodologically strong studies with
representative sampling procedures.
We conducted a systematic review of the literature covering the period
of July 2006 to February 2014 on the relationship between sexual
orientation and weight. The review includes 20 population-based and 17 no
probability sample studies.
4) This paper reviews recent literature on the experiences, attitudes
and needs of caring for someone with dementia in Black and
minority ethnic communities in the United Kingdom. Eight
articles, which investigated carer experiences from Black and
minority ethnic communities when caring for someone with
dementia, were critically appraised. All eight studies used a
qualitative methodology. The review identified several themes
and issues across the qualitative studies. These included memory
loss being viewed as a normal process of ageing, care being
perceived as an extension of an existing responsibility, a poor
understanding of what support services provide the influence of
migration, the impact of stigma and increased female
responsibility. Methodological limitations of the research
literature studies are also highlighted and clinically relevant
implications are discussed, alongside recommendations for future
research in this area.

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5) Early determinants of college attendance and degree attainment
for economically disadvantaged minority youth were examined in
the present study. The study sample (n= 1,379) was drawn from
the Chicago longitudinal Study (CLS), an ongoing investigation of
a panel of low-income minority children born in 1980, growing up
in high-poverty neighbourhoods in Chicago. Regression findings
indicated that three factors in elementary grades can potentially
improve both college attendance and bachelor's (BA) degree
completion for economically disadvantaged minority students:
better classroom adjustment, high parent expectation in child's
education, and better academic performance. Findings have
implications for schools, educators, and policy makers.
6) Everyone has the right to education. Education shall be free, at
least in the elementary and fundamental stages. Elementary
education shall be compulsory (Article 26 of the 1948 Universal
Declaration of Human Rights). This UN recommendation has
been reinforced In the provisions of the Right of Children to Free
and Compulsory Education (RTE) Act (2009), which came into
effect in India on 1 April 2010, enshrining in law for the first time
the rights of all Indian children aged between six and 14 years to
free and compulsory elementary education regardless of caste,
class, gender, etc. The RTE Act, though deserves due credit for
laying down in fairly specific terms state's responsibility towards
education, it would be appropriate to examine the status and
awareness on the part of schools and concern authority to provide
free elementary education to the children aging between six to
fourteen years of old. Present research study has tried to explore
the status of the implementation, awareness and understanding of
the provisions of RTE amongst teachers, parents and children in
some rural schools of Haryana. Two years have already passed
since implementation of the RTE Act in Haryana but so far there
has been some progress only in terms of enrolment/basic
infrastructure but towards guaranteeing quality education in terms
of student learning the state has not achieved much. Same is the
case with regard to its awareness and understanding among its
various stakeholders. By providing some recommendations and
further scope of research the paper calls for an urgent intervention
by the government to strengthen the operational aspect of the Act
in the state.

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General Principles of Human Rights Reporting
Minority rights are the normal Individual rights as applied to members
of racial, ethnic, class, religious, linguistic or sexual minorities; and also
the collective rights accorded to minority groups. Minority rights may also
apply simply to individual rights of anyone who is not part of a majority
decision.
Civil rights movements often seek to ensure that individual rights are
not denied on the basis of membership in a minority group, such as global
women's rights and global LGBT rights movements, or the various racial
minority rights movements around the world (such as the African-
American Civil Rights Movement (1955-1968).
At the Versailles Peace Conference the Supreme Council established
'The Committee on New States and for The Protection of Minorities'. All
the new successor states were compelled to sign minority rights treaties as
a precondition of diplomatic recognition. II was agreed that although the
new States had been recognized, they had not been 'created' before the
signatures of the final Peace Treaties. The issue of German and Polish
rights was a point of dispute as Polish rights in Germany remained
unprotected, in contrast to rights of German minority in Poland. As with
most of the principals adopted by the League, the Minorities Treaties were
a part of the Wilsonian idealist approach to international relations, and as
with the League itself, the Minority Treaties were increasingly ignored by
the respective governments, with the entire system mostly collapsing in the
late 1930s. Despite the political failure they remained the basis of
international law. After World War II the legal principles were
incorporated in the UN Charter and a host of international human rights
treaties.
Main Sources of Minority Rights
In 1992 the General Assembly adopted the United Nations Minorities
Declaration by consensus (resolution 47/135). It is the main reference
document for minority rights. It grants to persons belonging to minorities:
 Protection, by States, of their existence and their national or
ethnic, cultural, religious and linguistic identity (art. 1).
 The right to enjoy their own culture, to profess and practise their
own religion, and to use their own language in private and in
public (art. 2).
 The right to participate effectively in cultural, religious, social,
economic and public life (art. 2 (2)).

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  The right to participate effectively in decisions which affect them
on the national and regional levels (art. 2 (3)).
 The right to establish and maintain their own associations (art. 2
(4)).
 The right to establish and maintain peaceful contacts with other
members of their group and with persons belonging to other
minorities, both within their own country and across State borders
(art. 2 (5)). and
 The freedom to exercise their rights, individually as well as in
community with other members of their group, without
discrimination (art. 3).
 States are to protect and promote the rights of persons belonging
to minorities by taking measures to:
Ensure that they may exercise fully and effectively all their human
rights and fundamental freedoms without any discrimination and in full
equality before the law (art. 4 (1));
 Create favourable conditions to enable them to express their
characteristics and to develop their culture, language, religion,
traditions and customs [art. 4 (2)].
 Allow them adequate opportunities to learn their mother tongue or
to have instruction in their mother tongue [art. 4 (3)].
 Encourage knowledge of the history, traditions, language and
culture of minorities existing within their territory and ensure that
members of such minorities have adequate opportunities to gain
knowledge of the society as a whole [art. 4 (4)].
 Allow their participation in economic progress and development
(art. 4).
 Consider the legitimate interests of minorities in developing and
implementing national policies and programmes, and international
programmes of cooperation and assistance (art. 5).
 Cooperate with other States on questions relating to minorities,
including exchanging information and experiences, to promote
understanding and confidence mutual (art. 6).
 Promote respect for the rights set forth in the Declaration (art. 7).
 Fulfil the obligations and commitments States have assumed
under international treaties and agreements to which they are

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 parties. Finally, the specialized agencies and other organizations
of the United Nations system shall also contribute to the
realization of the rights set forth in the Declaration (art. 9).
In 2005, the Working Group on Minorities adopted a commentary
intended to guide the understanding and application of the United Nations
Minorities Declaration.
Additional Sources of Minority Rights
The Convention on the Prevention and Punishment of the Crime of
Genocide is a legal source referred to in the United Nations Minorities
Declaration for protecting the rights of minorities. It is one of the first
conventions that the General Assembly adopted (resolution 260 A (Ill) of 9
December 1948) and relates to the protection of groups, including
minorities, and their right to physical existence. No mechanism has been
established to monitor its implementation. The ad hoc International
Criminal Tribunals for the former Yugoslavia and for Rwanda were the
first to apply this international Convention. Its article II defines genocide
as "any of the following acts committed with intent to destroy, in whole or
in part, a national, ethnical, racial or religious group, as such:
 Killing members of the group.
 Causing serious bodily or mental harm to members of the group.
 Deliberately inflicting on the group conditions of life calculated to
bring about its physical destruction in whole or in part.
 Imposing measures intended to prevent births within the group.
 Forcibly transferring children of the group to another group.
The Rome Statute of the International Criminal Court provides for the
prosecution of cases that encompass not only the crime of genocide but
also crimes against humanity. Acts which would constitute crimes against
humanity are listed in its article 7, paragraph 1. It is important to note, for
example, that forced population transfers intended to move persons
belonging to minorities away from the territory on which they live, or with
that effect, as well as forced sterilizations, would constitute serious
breaches of the Rome Statute.
Periodic Reports
Although establishing a race discrimination violation of the U.S.
Constitution requires proof of discriminatory Intent, many U.S. civil rights
statutes and regulations go further, prohibiting policies or practices that

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have discriminatory effects or disparate impact on members of racial or
ethnic minorities or other protected classes. In cases involving disparate
impact analysis, the inquiry is whether evidence establishes that a facially
neutral policy, practice, or procedure causes a significantly
disproportionate negative impact on the protected group and lacks a
substantial legitimate justification. When facts support the use of disparate
impact analysis, the United States is committed to using these valuable
tools to address indirect discrimination. Laws that address disparate impact
discrimination include:
 Title VII of the Civil Rights Act of 1964 (Title VII), prohibiting
disparate impact in employment, as seen in the recent holding that
New York City's use of examinations for fire fighters had an
unlawful disparate impact on Blacks/ African Americans and
Hispanics/Latinos. U.S. v. City of New York. NY, 683 F. Supp.
2d 77 (E.D.N.Y. 2009).
 The Voting Rights Act, which prohibits certain voting practices
and procedures, including redistricting plans that have disparate
impact on the basis of race, colour, or membership in a language
minority group. For example, a recent enforcement action led to
an agreement with Shannon County, South Dakota to ensure the
voting rights of Lakota-speaking Native American voters with
limited English proficiency.
 Title VI of the 1964 Civil Rights Act, 42 U.S.C. 2000d, and its
implementing regulations, which prohibit practices that have the
effect of discriminating by state or local governments or private
entities receiving federal financial assistance, including schools,
hospitals and health care facilities, law enforcement agencies,
courts, and creditors such as banks and credit card companies.2
For example, in 2010, the Department of Health and Human
Services Office for Civil Rights (HHS/OCR) secured a settlement
requiring the University of Pittsburgh Medical Centre to ensure
that closure of a hospital in a predominately Black/African
American community did not have a disparate impact on the
residents of that area. Other examples are noted below in the
discussion under Articles 2 and 5.
 The Fair Housing Act (Title VIII of the Civil Rights Act of 1968),
which prohibits discrimination in the sale, rental, and financing of
dwellings based, inter alia, on race, colour, or national origin; and

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 the Equal Credit Opportunity Act, which prohibits creditors from
discriminating against credit applicants on the basis of, inter-alia,
race, colour, or national origin. For example, in 2011, DOJ
obtained its largest fair lending settlement, requiring Countrywide
Financial Corporation to provide $335 million to some 230,000
Black/African American and Hispanic/Latino borrowers who were
steered into sub-prime loans or forced to pay more for their
mortgages than similarly-qualified White borrowers.
Examples of recent policy developments concerning disparate impact
include the following. In 2013 the Department of Housing and Urban
Development (HUD) published a final rule on the implementation of a
discriminatory effects standard with regard to housing, designed to
promote enforcement against housing practices that have an unjustified
discriminatory effect, In April 2012, the Equal Employment Opportunity
Commission (EEOC) issued guidance, inter alia, on the application of
disparate impact analysis in cases involving employer use of arrest and
conviction records in employment decisions -decisions that often have a
disproportionate impact on racial minorities.
Further examples of enforcement of laws against activities with
unjustified discriminatory effect or disproportionate impact are found in
the Common Core Document and in the 2011 U.S. ICCPR Report
(discussion under Article 2). Recent laws relating to discrimination,
including discrimination based on race, colour, and national origin, or
minority groups, include:
The Lilly Ledbetter Fair Pay Act, signed by President Obama in 2009,
provides that the statute of limitations for bringing a wage discrimination
claim, including claims alleging wage discrimination based on race or
national origin, runs from the time an individual is "affected by application
of a discriminatory compensation decision... including each time wages,
benefits, or other compensation is paid." The law overrides a Supreme
Court decision in Ledbetter v. Goodyear Tire & Rubber Co., 500 U.S. 618
(2007).
The Genetic Information Non-discrimination Act of 2008 governs the
use of genetic information in health insurance and employment decisions.
Protected genetic information includes genetic services (tests, counselling,
and education), genetic tests of family members, and family medical
history. As it relates to racial and ethnic discrimination, this law prohibits
an insurer or employer from refusing to insure or employ someone with a

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genetic marker for disease associated with certain racial or ethnic groups,
such as sickle cell trait.
Matthew Shepard and James Byrd, Jr. Hate Crimes Prevention Act of
2009 (Shepard-Byrd Act) creates a new federal prohibition on hate crimes,
18 U.S.C. 249; simplifies the jurisdictional predicate for prosecuting
violent acts undertaken because of, inter alia, the actual or perceived race,
colour, religion, or national origin of any person; and, for the first time,
allows federal prosecution of violence undertaken because of the actual or
perceived gender, disability, sexual orientation or gender identity of any
person.
American Recovery and Reinvestment Act of The of 2009 provided
funding for programs that will help reduce discrimination and improve the
lives of members of minority populations through education training and
programs to end homelessness.
Patient Protection and Affordable Care Act (ACA) of 2010 provides
many Americans access to health insurance. Section 1557 extends the
application of federal civil rights laws to any health program or activity
receiving federal financial assistance, any program or activity administered
by an executive agency, or any entity established under Title 1 of the ACA.
Tribal Law and Order Act of 2010 gives tribes greater authority to
prosecute and punish criminals; expands recruitment, retention, and
training for Bureau of Indian Affairs (BIA) and tribal officers; includes
new guidelines and training for domestic violence and sex crimes;
strengthens tribal courts and police departments; and enhances programs to
combat drug and alcohol abuse and help at-risk youth.
Present Scenario
National Policy of Education 1986 slates the following regarding
education of minorities vide Para 4.8 of the document: "Some minority
groups are educationally deprived or backward. Greater attention will be
paid to the education of these groups in the interest of equality and social
justice. This will naturally include the Constitutional guarantees given to
them to establish and administer their own educational institutions, and
protection to their languages and culture. Simultaneously, objectivity will
be reflected in the preparation of text-books and in all school activities and
all possible measures will be taken to promote an integration based on
appreciation of common national goals and ideals, in conformity with the
core curriculum".

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Institutional Mechanisms for Protection of Minorities
With a view to evaluating progress and development of minorities,
monitoring the working of safeguards provided to them under the
Constitution and laws, etc., the Central Government had constituted a non-
statutory Minorities Commission in 1978. In 1992, the National
Commission for Minorities Act was enacted to provide for constitution of a
statutory Commission. The National Commission for Minorities was set up
under the Act in 1993. The functions of the Commission include:
a) Evaluating the progress of the development of minorities under
the Union and States.
b) Monitoring the working of the safeguards provided in the
Constitution and in laws enacted by Parliament and the State
Legislatures.
c) Making recommendations for the effective implementation of
safeguards for the protection of the interests of minorities by the
Central Government or the State Governments.
d) Looking into specific complaints regarding deprivation of rights
and safeguards of the minorities and take up such matters with the
appropriate authorities.
e) Causing studies to be undertaken into problems arising out of any
discrimination against minorities and recommend measures for
their removal.
f) Conducting studies, research and analysis on the issues relating to
socio-economic and educational development of minorities.
g) Suggesting appropriate measures in respect of any minority to be
undertaken by the Central Government or the State Government.
h) Making periodical or special reports to the Central Government on
any matter pertaining to minorities and, in particular, difficulties
confronted by them.
The National Commission for Minority Educational Institutions Act,
2004 was enacted to constitute a Commission charged with the
responsibilities of advising the Central Government or any State
Government on any matter relating to education of minorities that may be
referred to it, looking into specific complaints regarding deprivation or
violation of rights of minorities to establish and administer educational
institutions of their choice, deciding on any dispute relating to affiliation to
a scheduled University and reporting its findings to the Central

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Government for implementation. The Act was extensively amended in
2006 (Act 18 of 2006), inter alia, empowering the Commission to enquire
suo-moto or on a petition presented to it by any minority educational
institution (or any persons on its behalf) into complaints regarding
deprivation or violation of rights of minorities to establish and administer
an educational institution of its choice and any dispute relating to
affiliation to a University and report its finding to the appropriate
Government for its implementation. The Act also provides that if any
dispute arises between a minority educational institution and a University
relating to its affiliation to such University, the decision of the
Commission thereon shall be final.
The Commission on Its website has uploaded the list of educational
institutions which have been granted minority status since its inception. So
far 7292 institutions have been granted minority status. The Committee
noted with appreciation the contribution made by the Commission in
facilitating the process of grant of minority status to educational
institutions established by religious minorities across the country. The
Standing Committee, however, noted that details regarding the level of
educational institutions recognized by the Commission as minority
institutions are not available on the website. Similarly, it is not dear as to
how many of these institutions are primary schools, secondary schools,
colleges, universities, engineering colleges and medical colleges etc. The
classification of institutions by community would also be helpful in
encouraging the different minority communities to set up educational
institutions. The Committee met the Chairman of the Commission Hon'ble
Justice M.S. Siddiqui and requested him to consider uploading such
information on the website.
Recommendations of the Ranganath Mishra Commission, 2007
On 29th October 2004, the Government of India constituted a National
Commission to suggest criteria for identification of socially and
economically backward sections among religious and linguistic minorities;
recommend measures for welfare of socially and economically backward
sections among religious and linguistic minorities, including reservation in
education and government employment; and suggest the necessary
constitutional, legal and administrative modalities required for the
implementation of its recommendations. The Final Report was submitted
in 2007. Major recommendations of the Commission are summarized
below:

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 In respect of the Muslims -who are the largest minority at the national
level with a country-wide presence and yet educationally the most
backward of the religious communities -certain exclusive measures as
listed below were recommended:
i) Select institutions in the country like the Aligarh Muslim
University and the Jamia Millia islamia should be legally given a
special responsibility to promote education at all levels to Muslim
students by taking all possible steps for this purpose. At least one
such institution should be selected for this purpose in each of
those States and Union Territories which has a substantial Muslim
population.
ii) All schools and colleges run by the Muslims should be provided
enhanced aid and other logistic facilities adequate enough to raise
their standards by all possible means and maintain the same.
iii) The Madrasa Modernisation Scheme of the government should be
suitably revised, strengthened and provided with more funds so
that it can provide finances and necessary facilities either
a) for the provision of modern education up to Standard X within
those madrasas themselves which are at present imparting only religious
education or, alternatively,
b) To enable the students of such madrasas to receive such education
simultaneously in the general schools in their neighbourhood. The Madrasa
Modernisation Scheme may, for all these purposes, be operated through a
central agency like the Central Wakf Council or the proposed Central
Madrasa Education Board.
iv) The rules and processes of the Central Wakf Council should be
revised in such a way that its main responsibility should be
educational development of the Muslims. For this purpose, the
Council may be legally authorized to collect a special 5 per cent
educational levy from all wakfs, and to sanction utilisation of
wakf lands for establishing educational institutions, polytechnics,
libraries and hostels.
v) In the funds to be distributed by the Maulana Azad Educational
Foundation, a suitable portion should be earmarked for the
Muslims proportionate to their share in the total minority
population. Out of this portion, funds should be provided not only
to the existing Muslim institutions but also for setting up new
institutions from nursery to the highest level and for technical and

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 vocational education anywhere in India but especially in the
Muslim concentration areas.
vi) Anganwadis, Navodaya Vidyalayas and other similar institutions
should be opened under their respective schemes especially in
each of the Muslim-concentration areas and Muslim families be
given suitable incentives to send their children to such
institutions.
vii) The three-language formula should be implemented everywhere in
the country making it compulsory for the authorities to include in
it the mother tongue of every child -including, especially, Urdu
and Punjabi -and all necessary facilities, financial and logistic,
should be provided by the State for education in accordance with
this dispensation.
viii) Since, according to the Mandal Commission Report the minorities
constitute 8.4 per cent of the total OBC population, in the 27 per
cent OBC quota an 8.4 per cent sub-quota should be earmarked
for the minorities with an internal break-up of 6 percent for the
Muslims (commensurate with their 73 per cent share in the total
minority population at the national level) and 2.4 per cent for the
other minorities -with minor adjustments inter se in accordance
with population of various minorities in various States and UTs.
ix) It is recommended that for the backward sections among all the
minorities, the concessions now available in terms of lower
eligibility criteria for admission and lower rate of fee, now
available for the Scheduled Castes and Scheduled Tribes, should
be extended also to such sections among the minorities. Since
women among some minorities -especially the Muslims and
Buddhists -are generally educationally backward, we recommend
the same measures for them as well and suggest that other
possible measures be also initiated for their educational
advancement.
Prime-Minister's 15-Point Programme New 15-Point Programme for
the Welfare of Minorities, 2006
The Hon'ble President, in his address to the Joint Session of
Parliament on February 25, 2005, had announced that the Government
would recast the15-Point Programme for the Welfare of Minorities with a
view to incorporate programme specific interventions.

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The Objectives of the Programme are as follows
a) Enhancing opportunities for education.
b) Ensuring an equitable share for minorities in economic activities
and employment, through existing and new schemes, enhanced
credit support for self-employment and recruitment to State and
Central Government Jobs.
c) Improving the conditions of living of minorities by ensuring an
appropriate share for them in infrastructure development schemes.
d) Prevention and control of communal disharmony and violence. An
important aim of the new programme is to ensure that the benefits
of various government schemes for the underprivileged reach the
disadvantaged sections of the minority communities. The
underprivileged among the minorities are, of course, included in
the target groups of various government schemes. But, in order to
ensure that the benefits of these schemes flow equitably to
minorities, the new programme envisages location of a certain
proportion of development projects in minority concentration
areas.
It was felt that the new 15-point programme was necessary because of
the gaps in the previous programme with regard to amelioration of socio-
economic conditions and enhancement of socio-economic status of the
minority groups. With a view to removing this lacuna and having a more
comprehensive programme for minorities, the Prime Minister's new 15-
point Programme for Welfare of Minorities was formulated, and approved
by the Cabinet on 22 June 2006. This programme includes:
Enhancing Opportunities for Education: Education is seen as a
necessary intervention to address problems of backwardness of any
community. Opportunities will be enhanced through the following
measures:
1) Equitable Availability of ICDS Services: The ICDS aims at
holistic development of children and lactating/pregnant mothers
from disadvantaged sections through nutritional and educational
inputs. Blocks/villages with substantial population of minority
communities will be covered through ensuring a certain
percentage of ICDS projects/centres in such areas.
2) Improving Access to School Education: Elementary schools are
being opened in localities/villages across the country, where
substantial population of minority community lives, under the

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 Sarva Shiksha Abhiyan, Kasturba Gandhi Balika Vidyalaya
Scheme and other similar government schemes.
3) Greater Resources for Teaching Urdu: Central assistance will
be provided for recruitment of Urdu language teachers in primary
and upper primary schools that serve a population in which at
least one-fourth belong to that language group.
4) Modernising Madrasa Education: The Central Plan Scheme of
Area Intensive and Madrasa Modernisation Programme will be
substantially strengthened and effectively implemented.
5) Scholarships for Meritorious Students from Minority
Communities: A scheme for Pre-Matriculation and Post-
Matriculation Scholarships for students from minority
communities will be formulated and Implemented, to ensure that
poverty does not impede continuation of studies of meritorious
students from minority communities.
6) Improving educational infrastructure through the Maulana Azad
Education foundation (MAEF): Government shall provide all
possible assistance to the MAEF, to enable it to expand its
activities with the aim of promoting education amongst the
educationally backward minorities.
7) Up Gradation of Skills through Technical Training: Provision
of technical training to the large population of minority
communities engaged in low-level technical work or in
handicrafts would upgrade their skills and earning capacities. A
proportion of all new ITIs will, therefore, be located in areas
predominantly inhabited by minorities, and a proportion of the
existing ITIs will be upgraded to 'Centres of Excellence' on the
same basis.
8) An exclusive scheme will be launched to provide pre-examination
coaching for competitive examinations in government and private
institutions for candidates from minority communities.
Government will also provide funds to pay the fees on behalf of
meritorious candidates from minority communities.
Recommendations of the Steering Committee for Minorities for the
XII Five Year Plan
The Planning Commission had set up a Steering Committee on
"Empowerment of Minorities" for the XII Plan. A clear-cut strategy of
empowerment of minorities through education, skill development for

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employability, enhanced targeting to overcome socioeconomic deficiency
with forward and backward linkages, is essential. It emphasized that
education is the main building block on which socio-economic
empowerment is built. The following suggestions and recommendations
emerged from the discussions:
i) Scholarship should be demand driven and different departments
implementing different scholarships should be harmonized in
terms of maintenance allowance, admission fees and tuitions fees.
ii) The components under the various scholarships have been
assumed to be constant during the XI Five Year Plan. It is
recommended that the rates be revised and pegged to the relevant
Wholesale Price Index (WPI).
iii) Transfer scholarship amounts directly to the bank accounts of
students. The Online Scholarship Management System has been
put in operation on a trial basis. In the XII Five Year Plan, it may
be extended to the Pre and Post Matric scholarships.
iv) Pre-Matric Scholarship Scheme may be 100% funded by the
Central Government Family income limit for Pre-Matric
scholarships should be raised from the present Rs.1 lakh p.a. to
Rs. 1.5 lakh p.a. as income levels of the poorest among the
minority communities have also increased.
v) The condition that a student should obtain 50% marks before a
Pre-Matric scholarship is awarded, should be removed. This will
allow retention of the minority students in schools.
vi) For Post-Matric scholarships, the present conditions for award of
the scholarship should be maintained but the income ceiling be
raised to Rs. 2.5 lakhs.
vii) The rates of admission fees, tuition fees and maintenance
allowance should not be uniform. The rates could be considered
for increase for a student moving up the ladder from Class IX to
Class XII. This will act as an incentive and allow for greater
retention of students at the higher classes to equip them for higher
studies.
Schemes and Programmes of Ministry of Minority Affairs, Govt. of
India for Promotion of Education of Minorities
1) Scholarship Schemes
a) Pre-matric Scholarship Scheme

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 b) Post-matric Scholarship Scheme
c) Merit-cum-Means Scholarship Scheme
2) Maulana Azad National Fellowship for Minority Students Scheme
Post-Matric Scholarship Scheme
(Comparison between Schemes of Ministry of Social Justice and
Empowerment (MSJE) and Ministry of Minority Affairs (MOMA).
Conclusion
Education has been regarded in all societies and throughout human
history both as an end in itself and as a means for the individual and
society to grow. Its recognition as a human right is derived from the
indispensability of education to the preservation and enhancement of the
inherent dignity of the human person. Several international, regional and
national legal instruments recognize the right to education.
It is the responsibility of the government to amend Section 2 (g) of
The National Commission for Minority Educational Institutions Act, 2004
to include university under the definition of minority educational
institution. The State Government should take appropriate measure to issue
no objection certificate of minority status to the educational institution
without unreasonable delay.
By the year 2015 or so, minorities will make up one-third of our
population and a higher proportion of our work force. From this group can
come a major share of the skilled technicians, scientists, engineers, and
doctors, as well as teachers, generals, policymakers, financiers, and a host
of other professionals that America needs to move ahead in the twenty-first
century. That is only possible if members of minority and majority groups
alike work together to reverse many of the adverse conditions now
shadowing our prosperity.
It can be said that the Intellectual Minorities should take the initiative
each one teach one. They should have to inject into motivation to the
Minority regarding the real value of the education. They should teach the
community that no wealth is greater than knowledge and no poverty is
greater than ignorance. The educational backwardness of the Minority is
not only an acute problem of Minority Groups but also a problem of the
whole civil society of India.
References
1. Minority Rights: International Standards and guidance or
Implementation.

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2. http://www.ohchr.org/EN/lssues/Minorities/Pages/internationallaw.asp
x.
3. http://pesd.princeton.edu.
4. http://mhrd.gov.in/minoedu.
5. http://www.constitution.org/cons/india/p03030.html.
6. http://rer.sagepub.com.
7. http://www.isca.in.
8. http://en.wikipedia.org/wiki/Minority_rights.
9. http://www.ohchr.org/Documents/Publications/MinorityRights_en.pdf.
10. www.state.gov/documents/organization/210817.pdf.

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 Chapter - 7
Industry Integrated Dual Education Model of
Skilling: A Innovative way of Delivering Skill
Education

Author
Dr. Sanjay Bhardwaj
Deputy Director, Shri Vishwakarma Skill University,
Gurugram, Haryana, India

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Page | 136
 Chapter - 7
Industry Integrated Dual Education Model of Skilling: A
Innovative way of Delivering Skill Education
Dr. Sanjay Bhardwaj

Abstract
The innovative pathways to learners from school to higher education level
through a skill-based qualification for their career enhancement is one of the
core model proposed in the chapter. A credit-based framework shall provide
upward mobility, dignity of labour and recognition to the skilled individuals
and enhance their economic and social status. The training delivery shall
institutionalise innovation and entrepreneurship as an important element of
skill education across all programmes.
Training in all programmes is proposed to be conducted in a living
laboratory means Industry floors, at par in terms of technology, machines,
trainers and processes. The hands on approach shall produce job-ready work
force. The proposed model leverages technology for skill development of
learners, by brining virtual and augmented reality as tools that support learning.
Imaginatively designed curriculum shall encompass Core, Electives, Domain
and Ability Enhancement subjects.
The Operating Model Framework for deploying Industry Integrated Dual
Education Model for various NSQF level under “earn-while-learn” programme
for the aspiring youths is becoming the building blocks for the students. This
model promotes enrollment of students under integrated plan of National
Apprenticeship Promotion Scheme and vocational classroom education.
Keywords: Skill Development, Innovation in Skill Development, Skill Model,
Industry Integration, R & D in Skill Development, Skill ecosystem
Introduction
The Campus-Industry Model draws its inspiration from the German Dual
Education model. The system produces highly skilled, ready-to-work
employees for the industry. In this model industry’s participation in training
is far greater, than traditional academic and vocational skilling initiatives and
programmes. Students work and study at the industrial premises and industry-

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simulated university campus, for the entire duration of training. The model
intends to integrate National Apprenticeship Promotion Scheme (NAPS) with
its Skill Qualification as an integrated format where students “Learn while
Earn”. The NSQF framework, adopted by the university, provides an option
of vertical and horizontal mobility across the levels. The rich learning
provided through this model will not only make them job seekers but also job
creators. This intends forging joint-working relationships with those industries
which have substantial capacity of in-house training, a keen intent to
contribute towards creating a skilled talent pool and has a requisite
requirement for absorbing this talent. SVSU has collaborated with few
industries for executing industry-specific training programmes, with industry
as a key stakeholder. Industry also participated in design and deployment,
providing technical, infrastructural and opportunity support to the university
and students.
Background
India is a country of rich heritage and we need to revive this vital legacy.
Now is the opportune moment as India leaps into the cusp of its growth with
more than 54% of its total population below 25 years of age. Thus, making us
one of the youngest nations in the world. In addition to the above facts, the
future looks promising as in the next 20 years India’s labour force is bound to
increase by 32% while the rest of the world shall witness a decline by 4%. It
is great opportunity for India to reap its demographic dividends via skilling
the youth.
The Information era is a remarkable period of 21st century known for
rapid change from linear business model to non-linear business model where
productivity and growth is expected without increasing headcounts. This has
revolutionized the business across globe and expectations of Industry from
their human resource is increasing with extremely high pace. Consequently,
this shift has put high pressure on industries worldwide and India is no
exception.
Addition to that, the traditional supply chain of the skilled resource is
unable to meet the change happening around the globe and still working on
their “Chalk and Talk” model. Secondly the curriculum is not Industry aligned
and no exposure of application based learning. Thus, the Industry is currently
facing two types of challenge in India i) Supply of Skilled Resources ii) Skill
Upgradation of their existing resources.
In order meet this weird challenges, Government of Haryana
conceptualized a First of its Kind Skill University to prepare the resources for
cutting-edge technology, which is a prerequisite for a skilled workforce.

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 SVSU has released its Vision Document after lot of discussion through
workshops, Youth Aspiration Survey, Industry Survey and put across about
the scale and nature of skill gaps and the potential policy solutions to resolve
this in context of Haryana. SVSU vision document is the base of this study
where the University presented the innovative model of skilling. The paper
would study the Industry Integrated Model Skilling model run by SVSU and
Hero MotoCorp Ltd (HMCL).
The Objectives of Chapter
- To study existing Skilling model running in dual Education model
with Industry Integration and to illustrate if there are any best
practices to disseminate; and,
- To detailed out execution plan of the Industry Integrated programme
duly run by SVSU if there is something that other stakeholders can
learn from.
Primary Research Questions
Appended below is the Questionnaire was formulated to meet the
objective of the proposed study
For Industry
1) What is your intake on SVSU Model of Skilling?
2) What motivates HMCL to do this innovative project?
3) How is your overall experience with working with Government
Institute?
4) What steps you think us or Institute like us should take to bring
similar kind of programme?
5) Does the proximity of hostel and deployment of the faculty at HMCL
helped?
6) What shift in your organization happened due to this model?
7) What are the improvement area you see in the programme?
For SVSU
1) How did you sign up with HMCL?
2) Does size of the Industry matter while signing.
3) How this is cost-effective model of skilling.
4) What are the improvement area you see in the programme?
Study Limitations
There is large scope exist to cover a number of aspects in the study, hence

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the efforts were made to narrow the study and SVSU key partnerships only.
That is why the paper focus in the areas which would not be covered by any
other studies and discussions on skill development. Due to the limitation of
resources and the expected level of coverage, the study was designed to focus
on cases mainly Gurugram Industry partners of SVSU.
Approach & Methodology Adopted Literature Review- SVSU Vision
Document
The study started with the review of literature and published materials
related to the scope of the study and mainly referred SVSU vision document.
The purpose of the literature search was to scan if any relevant publications
are available on industry-academia partnerships in India. The online websites
targeted for literature searches were as follows:
 Scanned and referred multiple reports, newsletters, whitepapers
published by MSDE, NSDC, HSDM, SSC, Industry Department and
other relevant Ministries/departments on education/training, skills,
labour force development, higher education and industries
partnership.
 Websites of a number of different Skill University (mainly in India).
 Key institutions including Skill Universities involved in the areas of
training, innovation and skill development.
 Similar search was conducted into key professional and industry
associations including CII, FICCI, Assocham etc.
 Google/google scholar available on SVSU Central Library website
(with a set of different key words appropriate to the study).
 Inputs from the one-day workshop on theme entitled, “Skilling” at
the National conference “Bharat Marching towards Optimum
Employability through Education" held on 1st Oct 2018.
 SVSU Partner websites and their key skilling initiatives.
In-Depth Interviews
After the initial review of information gathered from the internet research,
one case of Hero MotoCorp Ltd (HMCL) from the SVSU’s existing
Partnerships was selected. The organization was then contacted for further
information and interviews cases. The In-depth interviews were undertaken
with the Industry and SVSU SPOC (who duly signed the Academic Calendar)
and higher level. The author himself was the Instrumental for this partnership
and has his own view in the study.

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Analysis and Interpretation
Both set of materials were pooled together for analysis and interpretation.
The key recommendations have been presented at both the policy and program
levels to help advance these kinds of partnerships for SVSU, Industry and
other Universities in India.
The Case Study of Industry Partner- Hero MotoCorp
The automobile industry in India is today caught in a vortex of rapid ramp
up of production, sales, lean manufacturing and cost cutting initiatives coupled
with an unusual restlessness and churn in human assets. It is passing through
a critical phase of increasing complexities and quantum changes. Further the
need to align with global best practices while managing strategic priorities.
The recent spate of product recalls on account of critical defects has
resulted in huge loses to many leading global automobile manufactures. What
has shaken the faith of industry is the realization that the recurrence of such
incidents perhaps points to a more basic, process or systemic failure. The
causes do not highlight mere technical flaws in manufacturing; the mystery
element that’s now being analyzed carefully is the human dimension.
Therefore, for an organization to decipher the dilemmas and to emerge
successful from the current challenges, it is imperative to increase focus on
the human dimensions of changing technologies, processes and management
principles. Multiple study indicated that the skilled labour and infrastructure
are the biggest challenges in front of auto industry. According to Mr. MM
Singh, GM- Training, HMCL “We at HMCL arrived at a conclusion that the
organization can’t achieve “Tomorrow’s Technologies with yesterday Skills”.
This thought led to the idea of creating “Gurukul” (Technical Training Centre)
a place which will not only train but will instill a complete industrial value
system. The HR- Gurukul now took upon itself to become strategic contributor
to the organization. Lack of availability of skills or untrained man power
development are breaking the productivity continuum and skill India mission
appeared as a beacon to address the need of the organization. At Hero-
Gurukul we created an ecosystem which would leverage the benefits of dual
education system for the benefit of all the concerned stakeholders and create
a benchmark in industry. According Ravi Sinha- GM- Human Resource that
we have created the Skill Training Facility inside the plant itself and it is time
that we are looking for good Academic partners to run the Academic
Intervention for the selected students. SVSU vision document clearly
indicated that the chalk and talk model of educating the students has limited
exposure to practical and application based learning, hence is not suited to the
Industry. That is why even after four-year fresh engineering graduates are not

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allowed to use shop floor machines until they accumulate certain years of
work-place experience. That is why HMCL needs to invest on these fresh
recruits and spend on their trainings from 8 to 10 month make them
productive. Secondly once these resource gains certain kind of skill sets within
year start looking for options of joining competitors or similar companies. An
approximate 18 to 22% attrition has been observed on the entry level jobs
within a year or so. In that context, the new concept of skill development was
emerged from the SVSU vision documents where both the issues have been
well addressed.

Pilot Batches of 60 Students- Win- Win Partnership HMCL for B.Voc

Automotive Mechatronics & Automotive Manufacturing
In the pilot batch of Hero-SVSU programme, there are 30 students each
in Mechatronics & Automobile manufacturing streams. This again is new
benchmark as it is transforming the human resource dimension through live
skilling platform of performing as we are Transforming. SVSU has signed
MoU with Hero MotoCorp Ltd on 25th Aug 2017 to facilitate student
employability and self-employability through On-the- Job-training. The
University has designed, developed and deployed Industry integrated dual
education model that facilitates “earn-while-you-learn” concept and provides
students with opportunities to enhance their qualification with the flexibility
of entry and exit.
Teaching Pedagogy
SVSU was conceptualized to deliver industry integrated dual education
model programme with Hero MotoCorp. The programme is designed in such
a way where 60% of credits are earned by working OJT method. The students

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also earn stipend for their job work during that period. The class room training
is provided by the SVSU faculty, and industry experts including the Hero
MotoCorp technical supervisors. The class room curriculum is orbits around
the on the job training and being run at the Industry premises. The Practical &
workshop experience is also a key component of the overall training
methodology. 40% of the student credits come from class room theory and
conceptual models. The model coined as “In Industry with Industry” where
the Industry developed the classroom facility exclusive for University students
as per norms. The entire pedagogy is tweaked around developing application
based learning that makes students job ready by earning industry work
experience and learning required technical concepts.
Students are exposed to latest industry job demands, work culture and
also get tutored by experts and academicians. This earn and learn model also
gives flexibility of entry and exit to the students.

Model of Skilling and Incentivization

Three year B.Voc degree has six semester and each semester has One
month classroom at the start of the semester with 4.5 month of OJT and 15
days kept for assessments and examinations. However, during 4.5 months of
on-the-job training the students comes in the classroom for two hours daily
either before or after on-the-job training. The Industry incentivized both OJT
and classroom hours. The students get approximate INR 9000 per month as a

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stipend amount for 8hours of OJT and INR 1200 for the two-hour classroom
monthly during their OJT period.
The new model of Skilling starts from the outcome based and progresses
to the solution whereas traditional teaching would typically start from the
solution. The reason behind this is that the traditional approach to engineering
tends to get lost in the narrow niche of each sub- discipline and graduates
trained in this model lack skills to collaborate or even communicate with
colleagues/professionals in the other sub-disciplines. It is noteworthy that the
field of mechatronics, as its name suggests, involves concept, theories, and
methods of all major three subfields: mechanical, electrical and computer
engineering.
The partnership would involve four pillars within it-education and
training, infrastructure, curriculum development, and qualification and
certification. For all stages of partnership, SVSU primarily bears the cost of
conducting classroom whereas HMCL provides support in setting up
classroom, Labs, Technology and OJT infrastructure. As part of the
partnership, teaching staff from SVSU deployed at HMCL Dharuhera Plant to
learn the skills before the Semester Start. This is coined a “Faculty OJT” and
same has been institutionalized in the University.
Industry Campus Programme- Dual Education Model
Integrating STEM, NAPS, VT, Industry and Alignment to Qualification
Standard
Curriculum Pedagogy Skilling
Industry inputs, Industry aligned OJT+
NOS, NSDA, SSC, application based TOT Classro
New Technology
Quality, Standard and Projects om mapping
Industry
Audit Practical and Assignments Mentoring
Employability
OJT Partners, Supply Chain, Industry,
Job Consultant and Self Employment Mobility
Horizontal and vertical
Assessments and
Credits model
Steps Undertaken to Execute the Out Campus Programme
Area Methodology and Execution
 Reached out to the many Industries including Hero MotoCorp
 Regular interaction with Industry leaders and follow-up meeting
Industry for programme conceptualization
Integration  Obtained the details of high demand Job roles from Hero HMCL
and validate from the corresponding data obtained from Youth
Aspiration Survey and Sector Skill Councils.

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  Preliminary discussion, workshop, Feasibility, Scope and
Objectives for the programme conceptualization.
 Ascertain capacity of the Industry to support such program.
 Signed MOU clearly defining the demand for next three years and
roles and responsibility of both organizations.
 Formed a curriculum development committee of Industry leaders,
SVSU and Sector Skill Council.
 Mapped and integrated the high demand Job roles with the NSQF
levels
 A semester wise curriculum would be designed for three years
with some progressive pathways.
 60% credits for OJT and Practical and 40% classroom component.
Curriculum  Each Semester focused on key learning outcome and pre-
Development & determined vocational skills and ability.
DPR  Periodic assessment (sessional Exams and Semester Exams) on
key learning outcome
 Signed comprehensive Agreement along with Academic Calendar
and key OJT Area semester wise ensure the progressive learning.
 Prepared a Detail Project Report get the approval in BoS, Skill
Council and Executive Council of the University
 Pilot Project of 60 students approved from all council and ready
for launch.
 Defined the candidate qualification pre-requisite for enrolling the
candidate in the programme. This includes providing a lateral
entry to ITI or NSQF or having a bridge course for normal 12th
pass out.
 Development of multiple screening test including aptitude,
psychometric followed by one to one discussion.
Candidate
 Formed a candidate selection committee and putting Industry
Selection
nominated officials.
 Float a advertisement in the newspaper for test and counseling
 218 Application received against 60 student’s seats in both
programme B.Voc Automotive Mechatronics and Automotive
Manufacturing
 Selected 60 candidates in consultation with HMCL
 HVSU understand that there are three types of Infrastructure
required- Classroom training, Skill Lab with Simulators and OJT
infrastructures.
 For classroom training the following options explored- The
Capacity Industry training room, Gurgaon Transit campus, nearby Industry
Assessment Association space and academic colleges and University.
 For Skill Lab Signed up with the local ITI and Polytechnic
College and Amity University, BPL Munjal University
 Hero Gurukul was found equipped for most of the Practical to be
covered in both the programme.
 Considering that the programme is extremely robust as the
Hostel
students spends 8hour in OJT and 2 hours in classroom.
Accommodation
 The Academic Team proposed to have a hostel accommodation

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 for the students near to the OJT location.
 A team was framed and started looking for vacant government
building which SVSU can acquire and can be converted into
Hostel.
 The local Deputy Commissioner was reached out and fortunately
a building of ITI in the village Kharkera was found under-utilized.
The first floor of the building converted into Hostel.
 The students offered the accommodation on a very subsidized fee.
 As per the agreed learning outcome and OJT Area agreed in
Academic Calendar, the students deployed at various department
of the HMCL.
 The first year of the program focused on the intervention required
as NSQF Level 4 and Level 5 descriptors and ensure the overall
development of the candidates.
 The candidate invested time in understanding the nuts and bolt of
On the Job the Organization. Frequent Industry experts lecture either from
Training HMCL or supply chain partners has been conducted.
 OJT daily Diary was a landmark step for ensure the overall
progress tracking and creating a constructive pressure on the
faculty.
 These programme produced Plug and play resources where
HMCL shown their interest after just one-year completion. SVSU
requested them to hold the hiring till the programme completes till
2020.
 Conducted TOT program for Trainers- NITTTR (National
Institute of Technical Teachers Training and Research,
Chandigarh- August 2018)
 As part of the partnership, teaching staff from SVSU went to
HMCL Dharuhera Plant to learn the skills before the Semester
TOT, Start. This is coined a “Faculty OJT” and same has been
Assessment and institutionalized in the University
Examination  Detailed out each process and assign a marks to them. The both
Skill and Academic assessment been conducted by Controller of
Examination of SVSU.
 The exam conducted at OJT Locations and Campus and in the
Skill lab under HVSU supervision with Internal and External
Instructor
 To monitor the elements of inputs, processes and output of the
programme, A quality team was framed headed by Joint Director
level
 The team conducted programme audit and capture multiple
feedback including student and Industry feedback, OJT Area,
Quality
Interaction with Industry Mentors.
Mechanism
 The Audit reports submitted back to Academics and Industry
Department with clear actionable required from different
stakeholders.
 Surprise and scheduled Audit visit, Priority to be given to those
places where performance are low on defined parameters.

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  Identify industry experienced mentors/ trainers with experience
who can mentor the candidates completing training
Mentoring and
 HVSU to run the mentorship program as per the calendar
Career Support
 Career Counselling session for students
 Students profiling with brief introduction
 SVSU constituted a complaints/ grievance cell for the Industry
Off Campus Program
 Comprising of 3 members from one from Industry and two from
University
Grievance  Fixed time at for each complainant to express his/her
Redressal complaint/grievance.
 The detailed modalities has been worked out as per the University
code of conduct published for students time to time.
 Preventive steps appointing of Counsellors at Industry Campus
are on the way

A Summary of Key Findings that came out from the Analysis of the Cases
is presented below.
Revolutionary Model of Skilling is Encouraging and Inspiring
The outcomes of the partnership covered in this study are extremely
positive. It appears that the stakeholders on both sides of partnership were
aware of the opportunities as well as the concept and process of partnership.
There were indications that revealed how this partnership were able to achieve
the desired output/impact. An increasingly positive response from prospective
industry partners for further partnership has been evident the relationship of
the institutions.
Industry Spends on Social Transformation can have a Positive Impact
It appears that Industry spent for setting up the classroom and labs has a
positive role in fostering industry-academia partnerships in addressing skill
gaps. The Investment does not stop here, they had invested in the people who
will tomorrow lead the Industry by running experts intervention for the
students. The involvement of other stakeholders including Sector Skill
Councils, neighboring Institutes such as BPL Munjal University and Manesar
Polytechnic College has also help enhance the recognition of programs and
partnerships in the wider community which one or both partner’s value. As a
next step, Hon’ble Vice Chancellor asked the team to rotate the students in the
supply chain of the HMCL to have a holistic experience.

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Myth of Industry- Hard to work with Government
Ravi Sinha, GM- HR stated that “Industry apni tadi main rehti hai” and
shared his past experience how he could not take up a Government Skilling
project just because of limited co-ordination with the Government. It takes
two to tango and the project could not take off. But after talking to the SVSU
team we felt that these are right people and worth exploring for partnership.
We do not want to be in hurry for signing the MoU and observe for few days
how SVSU is responding to our queries. To my surprise the team found more
proactive in responding and met multiple times to brings the different
stakeholders on the same page. A robust implementation plan has been
prepared and we become the driver of the programme. We have been involved
from initial phase starting from on-boarding of students, curriculum
development, Board of Studies meeting and for expert’s industry lectures. A
partnership is likely to have a sustainable outcome especially if it is initiated
by two esteemed organization where we know what skills are required and
where the gaps are and SVSU know how these gaps can be filled up.
Professional Networking and Institutional Contacts Pave ways for
Partnership
No partnership emerged in a vacuum. Existing contacts at individual,
professional and organizational levels were found to help build trust and pave
ways for partnership. Honorable Vice Chancellor the power of Networking.

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Sh. Raj Nehru in his previous capacity has worked with Mr. Nirmal Singh who
is currently heading the General Administration. Nirmal Singh connected to
the Plant HR Head Mr. P.H. Singh and from there the Industry Team of the
University take that up. Key figures behind the HMCL partnership were in
professional contact for long time, thus, pre- established contacts and
institutional memory likely ease information flow, facilitate smooth
communication and nurture trust. It is less likely for any partnership to emerge
between people who don’t know each other.
Action Recommended at Academia Part
It is prudent for Academia to go out in the market and knock the Industry
door for partnership. This is the need of the hour and times gone when
Academia prepare the curriculum at their closed offices. The Industry straight
away rejects the graduate youths at the preliminary screening. This factors
could be either threats or attraction. It is up to Academia to take pull or push
theory. As a result, the Institutes fails to attract new students or there would
be increasing complaints or unrest in the student community across the
country about the deficiencies in the skill set and employability. The potential
for Industry Partnership especially in Delhi NCR is much easier than any part
of the country. The employability (Employment & Self Employment)
enhancement of students is the key for success for any training Institutes.
Size of the Industry Rarely Matters
Before initiating the of the partnership dialogue SVSU though that the
size of the potential industry partner is one of the determinants for the potential
participation. Big Industry like HMCL with complex organizational structures
and a bureaucracy with a lot of protocol issues may find it more difficult to
form partnerships. But fortunately, we are happy to declare that that we were
wrong here and HMCL and SVSU identified the synergies of working together
and signed a MoU within 45 days of dialogue discussion.
SVSU Transit Office, Industry OJT Location and Hostel Physical
Proximity as a Success Factor
Physical proximity of hostel and Industry allows students to give extra
time for conducting extra classes at their hostel premises. To mitigate the
SVSU proximity issues, SVSU deployed the faculty at OJT location. That way
a mini Industry campus was setup. A biometric machine for teacher and
student’s attendance has been installed at OJT location. This has reduced
tremendous teething issues at the start of the projects and helps in streamlining
the Out- campus model of skilling.

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Cost-Effective Model of Skilling
To run a two graduate programme in Automotive Sector University has
to invest in setting up classroom and practical labs. The approximate cost of
setting labs and classroom excluding brick and mortar structure is somewhere
2 to 3 Cr. In the model of Skilling the University leverage the Industry
classroom and Practical labs at no cost as a part of their Social transformation
initiatives.
KRA of Programme Management Committee Could be Widen
It has been observed that the programme management committees often
becomes an all-in-one type and limited participation from other relevant
stakeholders including shop floor people in planning the resources and OJT
deployment. This diversity of the committee would bring all the stakeholders
on same page.
Even though there could be a big number related to one programme, but
their industrial skill-sets may be diverse and for that reason someone’s point
of views may contradict the others and that would make the programme flow
more smooth at OJT location since the contradiction would be in the room not
at the floor.

OJT Alignment & Tracking

It has been observed that couple of students deployed on non-technical
departments which are not related to their course in their initial days of the
OJT. These types’ challenges discussed with Industry and a yearly deployment
plan was prepared. The daily tracking of OJT is the heart of this programme,
hence every programme has OJT coordinator deployed at shop floor to assist
the students.

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Supervisors Aggressive Language with Students
During the students’ interaction, it was observed that the shop floor staff
due their internal productivity pressure used aggressive language. This was
not frequent but sometime in a month. SVSU team invited all the Supervisors
and do orientation session emphasizing that these are students of University
not the worker of the Industry hence the language should be more fine and
professional. These Supervisors at later stage has been recognized for their
good work in presence of Hon’ble Industry Minister Sh. Vipul Goel Ji at
Gurugram on 9th April 2018.
Recommendations for Future Policy and Intervention
Based on the lessons learnt from Pilot Project with HMCL, a set of
recommendations are appended below:
Encourage Institutions and their Capacity Building
It is important to motivate academic partners to be pro-active, knock on
the industry door and extend hands for partnership. Provisions can be
introduced in relevant policy that motivates post- secondary institutions to
bring relevant industries to the table for designing and delivering skill sets
within the range of courses they design and deliver. Successful partnerships
with an industry partner could be introduced as one of the screening criteria
for the post-secondary sector institution to qualify for public funding.
Another part could be build the capacity of the State in Outcome based
Education and Qualification mapping. Recently, SVSU in Collaboration with
National Institute of Technical Teacher's Training Education and Research,
organized first of its kind Vocational Teacher Training (ToT) program for the
Teachers of various Haryana state institutions. The objective is to skill
teachers for skill based teaching pedagogy for an outcome based learning.
SVSU is building the vocational teaching capability and capacity in the state
as part of its skill development strategy.

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Encourage Industry
In the era of Non- Linear Business model, Industry are under pressure to
be modest and focusing on cutting cost and unfortunately limiting head counts,
could be one of the way to survive in this environment which can easily be
achieved through skilled resources.
The Industry start taking the preventive steps to solve this problem and
SVSU Industry partners has taken a lead and endorsed the Idea of Hon’ble
Vice Chancellor capacity building for future. The benefit to Industry includes:
 The model of Skilling helps Industry in achieving their NAPS
(National Apprenticeship Promotion Scheme) targets and the
Industry saves lots of cost on their PF, ESI and other Statuary
expenses.
 The industry by partnering with this initiative gains to serve the
national cause as well as to the growth of the individual industry.
 The program results in highly trained professionals who can
contribute noticeably to the industries’ bottom line and ensures a high
level of quality production.
 The Industry integrated skilling model improves competence;
efficiency of the organization. Highly focused and passionate
candidates will be selected through a University common entrance
test so that they contribution to the growth of the industry.
 The programme gives an opportunity to the company to prepare the
candidates according to their requirements so that the trainees would
work comfortably in industrial work culture.
 This scheme facilitates equitable education and employment through
multi-trade skill development, certification, employment and sector-
specific entrepreneurship. SVSU model of skilling is encompass of
the
 Core, domain and Value based Education. Our skilled student is
100% job ready from day one to assume the responsibilities of a new
job. On the other hand, unskilled employees are usually not yet
trained to perform specific jobs. This drives recruitment that ensures
best and most suitable candidates get placed in the right role within
Industry and their backward and forward supply chain partners.
 Quality Work Experience, with Industry can ensure the possibility of
getting hired permanently.

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Attention Required in Implementing International Best Practices
Every Skill Forum at the State and Central the International best practices
should be adopted from German Model of Skilling known as ‘dual-model’
which offers flexibility to multiple entry and exit at every point of time. It is
in the state tried to adopt this model and successfully doing with companies
like Escorts and Minda group in multiple trades. Considering the India’s legal,
political, cultural and administrative and regulatory structure (UGC, AICTE),
the model could be adopted keeping all these things in mind where
Technological innovation are taking away thousands of jobs every day known
as “Jobless growth” but at the same time creating a whole new arena of jobs.
India can definitely learn from International Skill Development, but it is not
endorsed that they blindly implement Skill model that is successful in a
specific social, cultural and ecological context of a country.

Facilitating and Promoting Roles of Education Institute in the State

While there are numerous colleges/Training Institutes in the State
operating at different levels including skill development and ready to adopt
this innovative model of Skilling but there is still room for further
development especially in the area of promoting and facilitating industry-
academia partnership. A possibility can be explored for reorganizing existing
Training Institutes and Industry and run the Industry Integrated programme in
Hub and Spoke model of Skilling in the state.

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Culture Change
During the Pilot programme with HMCL, a girl named Ritu Dagar was
selected in B. Voc. Automotive Manufacturing Programme of the University.
Considering that HMCL has 5000 male workers on the shop floor and one
female trainee, HR team of HMCL was apprehensive in her deployment. But
after one of the programme completion and looking Ritu performance at the
shop-floor, HMCL has reached out to University for starting new batches form
the State exclusive for girls. In One Year of time frame Ritu become
inspiration for many girls in the state. Ritu who wanted to become doctor
hailed from Hodel (A small town of Palwal district in Haryana) from a humble
family where her mother being the only earning member. While speaking she
felt proud of her bold step and inspired by her widow mother who manages
the household back in Hodel. Initial days were very tough where she thanked
the SVSU and HMCL team for their incredible support. She added that I was
immature in the beginning where I used to start crying and sobbing at times
but today I stand here, full of confidence and dedication to face any challenge
that comes in my way!
Capturing showcasing evidence
The accomplishments in industry-academia partnership and success
stories are either limited or have not got enough publicity in India. While there
are indications of encouraging outcomes as this study highlighted, but India
needs more robust evidence to consider for a remarkable policy departure in
this direction. At this stage, government should encourage industries and
Technical Institutions to explore potential in partnership and showcase SVSU
best practices.

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