Relevant bibliographies by topics / University Grants Commission (UGC)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'University Grants Commission (UGC)'

Author: Grafiati
Published: 3 June 2025
Last updated: 7 July 2025

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Journal articles on the topic "University Grants Commission (UGC)"

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Aalam, C. Syed, and S. Arul Selvan. "Education Policies in India since Independence: A Review." International Journal for Research in Applied Science and Engineering Technology 10, no. 6 (2022): 4158–60. http://dx.doi.org/10.22214/ijraset.2022.44876.

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Abstract: This review is anthology of education system of India since independence. The British imposing rule in India implanted into the Indian society the education system which was proposed by the British government for the safeguarding of their colonial admin in India, termed the Macaulay education scheme. The Indian higher education started inflating and was promoted time and another time through different national policies and configuration of various committees and commissions, like the University Education Commission (UEC) in 1948, the University Grants Commission (UGC) in 1956, Kothari Commission (KC) in 1964, the first National Policy on Education (NPE) in 1968, et cetera, and now, an initiative of the Indian government is on to direct in and implement a New Education Policy (2019). The present reviews discussed the committees and commissions formed from 1945 to 2011 taking into consideration.
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S Alhat, Swapnil. "Understanding Revised NAAC Grading Pattern." Shanlax International Journal of Arts, Science and Humanities 8, no. 1 (2020): 57–60. http://dx.doi.org/10.34293/sijash.v8i1.3081.

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National Assessment and Accreditation Council (NAAC), an autonomous institution of University Grant Commission (UGC), it has been merely 26 years since the inception of NAAC, whose Accreditation to Higher Education Institutions (HEIs) in India is mandatory likewise only a NAAC Accredited higher learning institutions are eligible for UGC and other various grants. Moreover, NAAC accreditation determines the quality of the institute in terms of education, infrastructure, research, teaching & learning, etc.NAAC Accreditation helps a learning institution to know its strengths, weaknesses, and opportunities through the various review process, likewise in initiating modern pedagogical methods and in receiving grants from the Government’s various bodies. Importantly, it helps students to know details of the educational institution in terms of infrastructure, quality of education, research output, etc. Therein, NAAC Accreditation is indispensable to HEIs in India, and this paper, the prime focus of research has been to unravel the revised NAAC Grading Pattern because, in the end, a ‘Grade’ determines the quality of an institution.
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Kumar R., Santhosh. "BALANCING CONTROL AND AUTONOMY: A THREE-TIERED POLICY FRAMEWORK FOR STRENGTHENING ACADEMIC PUBLISHING IN INDIA." International Journal of Advanced Research 13, no. 05 (2025): 1282–86. https://doi.org/10.21474/ijar01/21019.

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The University Grants Commission (UGC) in India has taken commendable steps to maintain academic publishing standards by implementing the UGC-CARE (Consortium for Academic and Research Ethics) List. This initiative expected to compact predatory publishing and enhance the global recognition of Indian research output. While the UGC-CARE List has succeeded to a large extent in filtering out substandard journals and guiding researchers toward reputable publications, several operational shortcomings persist. These include lack of transparency in the selection and removal processes, limited resubmission opportunities, centralized control, and frequent list updates that sometimes affect the credibility of journals. Recently, UGC has proposed discontinuing the CARE List in favor of a new system comprising peer-reviewed journals meeting certain criteria, possibly published directly by UGC. This paper argues for the continued relevance of the UGC-CARE List, suggesting improvements in its implementation and transparency. It also proposes a three-tiered journal classification system: (1) UGC-CARE List I, (2) UGC-CARE List II (internationally indexed journals), and (3) a decentralized, university-level journal list. Such a model would ensure both national standardization and local academic autonomy, fostering inclusivity and enhancing the quality of research publications in India. The paper concludes by advocating for a more transparent, user-friendly, and independent indexing system similar to international standards
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Ahsan, Syed Ali, KMHS Sirajul Haque, Mohammad Salman, et al. "Detection of ischaemic heart disease with risk factors in different categories of employees of University Grants Commission." University Heart Journal 5, no. 1 (2009): 20–23. http://dx.doi.org/10.3329/uhj.v5i1.3436.

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Coronary artery disease is the major cause of mortality world wide. The potentially modifiable risk factors for coronary artery disease were increased concentrations of low density lipoprotein cholesterol, decreased concentrations of high density lipoprotein cholesterol, hypertension, hyperglycemia, and smoking. This cross sectional study which included all UGC employees was conducted in the department of cardiology of BSMMU between January 2007 and December 2007. Detailed clinical history, family history, lifestyle, smoking habit, diabetes mellitus, and hypertension, regular use of any medication or any previous cardiac intervention was taken. Physical examination, Blood pressure measurement, ECG, Echocardiography, fasting blood sugar and fasting lipid profile was done to all subjects.163 subjects (all UGC employees), mean age 44.8±8.3 years were included in this study. (20.9%) presented with angina pectoris, 3.7% were having palpitation, and 8.6% were having shortness of breath and 5.5% with nonspecific chest pain. 16.6% subjects presented with hypertension, 12.3% with diabetes mellitus, and 20.9% with dyslipidemia. 3.1% subjects had previous myocardial infarction. ECG shows 8.0% subjects had inferior ischemia, 6.1% had anterior ischemia and 2.5% had bundle branch block. Echocardiography shows 4.9% subjects were having regional wall motion abnormalities Prevalence of risk factors for CAD is increasing, and with the clinical and cost burdens mounting, identifying and treating those at risk remains a national priority. Abbreviations UGC, University Grants Commission, BSMMU, Bangabandhu Sheikh Mujib Medical University doi: 10.3329/uhj.v5i1.3436 University Heart Journal Vol. 5, No. 1, January 2009 20-23
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Gupta, Dinesh Kumar, Viejndra Kumar, and Neelam Kabra. "Revisited Indian Origin Library and Information Science Journals included in UGC API: A Study." DESIDOC Journal of Library & Information Technology 38, no. 1 (2018): 49. http://dx.doi.org/10.14429/djlit.38.1.11213.

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<p>University Grants Commission (UGC) listed more than 38,000 journals based on three databases, Web of Science, Scopus and Indian Citation Index for selection/promotion of teachers and other academic staff in the universities and colleges, in India. The first covers 15 journals in the area of Library and Information Science which are published from India. This study provides comprehensive information of those journals with the objectives of critically studying on the aspects such as: reviewed/refereed/coverage in abstracting and indexing in databases, journal ranking and updateness of the journal. The list of LIS Journals presently available on the UGC website is reviews.</p>
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Anand, Susila, and Joshil Adolf Ebiraj. "Effect of anti-ragging program." International Journal Of Community Medicine And Public Health 12, no. 5 (2025): 2340–44. https://doi.org/10.18203/2394-6040.ijcmph20251398.

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Ragging, a form of student misconduct defined by the University Grants Commission (UGC) of India, poses significant threats to mental and physical well-being, with severe consequences including death. In response, UGC established measures including toll-free helplines and anti-ragging programs. This study assesses the effectiveness of an anti-ragging lecture through a questionnaire survey of students. Results indicate a moderate improvement in awareness post-lecture. Statistical analysis using one-way analysis of variance (ANOVA) reveals significance (p≤0.05) in understanding ragging implications. Despite limitations in response rate, findings suggest the lecture's potential to enhance students' perception and response to ragging, emphasizing the importance of continued educational efforts to combat this pervasive issue.
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Kembhavi, Ajit. "IUCAA (Inter-University Centre for Astronomy and Astrophysics, Pune, India): A Brief Description." Asia Pacific Physics Newsletter 01, no. 02 (2012): 69–70. http://dx.doi.org/10.1142/s2251158x12000318.

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The Inter-University Centre for Astronomy and Astrophysics (IUCAA), located in the city of Pune in India, is an autonomous institution under the University Grants Commission (UGC). It is a centre of excellence for research in astronomy and astrophysics (A&A) and related areas. It also serves as a platform for the entire university community in the country for work in A&A. IUCAA has a vibrant environment for research and development and attracts hundreds of national and international visitors every year who use its facilities, benefit from the interaction with the faculty and provide their own expertise to the centre.
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Betsurmath, Chandrashekhar Gangayya, Hadal Kumaraswamy Mamatha, Saravana Babu Chidambaram, and Vishwanath Prashant. "Design, Development and Validation of a Digital Performance Based Appraisal System: A Planned Approach in Change Management." Indian Journal Of Science And Technology 17, no. 6 (2024): 548–55. http://dx.doi.org/10.17485/ijst/v17i6.2711.

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Objectives: In India, the professional performance of the academic faculty is assessed annually using Academic Performance Indicator (API) as per the University Grants Commission (UGC), Government of India. This is a manual model is cumbersome in filling, and time-consuming. As a planned change and a measure to introduce technology-based platforms in JSS Academy of Higher Education & Research (JSSAHER), Mysuru, India, we have designed, developed, and validated digital platform technology to evaluate the annual performance of faculty working in medical, dental, pharmacy, life sciences fraternities. Methods: Academic Performance Indicator (API) guideline as per the University Grants Commission (UGC), Government of India, was used to design and develop the digital performance-based appraisal system (d-PBAS), and its performance was validated (20% random sampling) by comparing the manual and digital data entered by the faculty from different disciplines of JSSAHER. Findings: The present manuscript demonstrates the designing and validation methodology of d-PBAS. Software Development Life Cycle (SDLC) process and Waterfall model was adopted to develop d-PBAS. The digital platform was assessed for the performance and ranking of the faculty. More than 96% of the users expressed satisfaction and 4% expressed dissatisfaction in d-PBAS. Novelty: For the first of its kind in a university set up in India, JSSAHER designed and validated the digital performance-based appraisal system to evaluate academic performance. Since d-PBAS was developed using the SDLC process and Waterfall model it is easy and consumes less time to enter the data. The most important highlight is d-PBAS helps to rank the faculty performance automatically. The design and validation of d-PBAS described in the present manuscript are simple, robust, cost-effective, and have a go-green value. Keywords: Change Management, Higher Education Institutions, Performance­based, Appraisal System, academic Performance Indicator, digital technology
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Hossain, M. B. "Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Improve Higher Education Quality in Bangladesh through HEQEP." International Journal of Science and Business 1, no. 1 (2017): 47–59. https://doi.org/10.5281/zenodo.439707.

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<strong>ABSTRACT</strong> To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities.
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Baral, Keshar J. "Higher Education Financing in Nepal." Journal of Nepalese Business Studies 4, no. 1 (2008): 1–9. http://dx.doi.org/10.3126/jnbs.v4i1.1025.

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National policy on the financing of higher education is to recover the recurrent costs and shift the burden of higher education to the private sector. This paper, using the financial data pub-lished by University Grants Commission (UGC) and extracted from the financial statements of Pokhara University (POKU), attempts to analyze the financing pattern of higher education in Nepal. In gen- eral, it analyzes the overall financing pattern of higher education in Nepal and in particular of POKU during the last eight fiscal years (FY 1999 through 2006). This concludes that the level of budget for higher education in Nepal is relatively low and not enough to bring up the accessibility of qualitative higher education. Moreover, it concludes that government grants-both administrative and development, provided to the universities are not consistent during the study period. &#x0D; &#x0D; The Journal of Nepalese Business Studies Vol. IV, No. 1 (2007) pp. 1-9
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Dissertations / Theses on the topic "University Grants Commission (UGC)"

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Kembhavi, Ajit, and Tukaram S. Kumbar. "Professional Literature for Indian Universities - A new Initiative by the University Grants Commission." Information and Library Network Centre, An IUC of University Grants Commission, 2003. http://hdl.handle.net/10150/106132.

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For some years now, Indian Universities and Colleges have been deprived of access to journals and other professional literature. About two decades ago, University libraries were able to subscribe to a decent number of journals in various subjects. The subscriptions have steadily eroded since funds available to universities have not been able to cover the rising cost of the literature, and today access to journals is all but impossible, except from a handful of major university libraries. It is clear that this trend cannot be reversed in the conventional fashion by providing increased funding. The University Grants Commission (UGC) has recently undertaken a major new initiative called the UGC-INFONET, which seeks to provide high speed internet connections, electronic access to professional literature, and the development of multimedia content to supplement conventional learning and teaching. In the present paper we describe the part of this project which deals with the provision of electronic access to journals and other literature for the University sector. Major organizations like the CSIR, DAE, AICTE etc have set up consortia involving institutes under the aegis of the respective department to have electronic access. The arrangement here involves incremental payments to be made to publishers to supplement an already large print subscription base. This arrangement is not possible for the Universities, since the present subscription base is very poor, and therefore arrangements which involve electronic subscriptions only are being made with publishers. In our paper we will discuss details about the initiative, the novel aspects of the programme, the great benefits that it will bring to the University sector, its present and future relationship with other consortia, and the role of INFLIBNET in the planning and long term implementation of the scheme.
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Books on the topic "University Grants Commission (UGC)"

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Pawar, Sarbjit Singh. University Grants Commission (UGC) and development of libraries. Deep & Deep Publications, 1998.

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P, Gupta O. Higher education in India since independence: UGC and its approach. Concept Pub. Co., 1993.

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Kaushik, Vijay Kumari. Handbook of UGC schemes: With special reference to 10th Five Year Plan. 5th ed. Book Enclave, 2003.

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Sharma, Sita Ram. UGC schemes: A manual for universities, colleges and research institutions. Mangal Deep Publications, 1998.

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Vohra, A. L. Handbook of UGC schemes and central assistance to state universities and colleges. Anmol Publications, 1993.

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Sharma, Kavita A. 50 years of University Grants Commission. University Grants Commission, 2003.

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Chaturvedi, R. N. The administration of higher education in India. Printwell Publishers, 1989.

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Group, India University Grants Commission Inter Agency Working. Development of an information and library network: Report of the Inter Agency Working Group, University Grants Commission. The Commission, 1989.

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Kolhatkar, M. R. Survey of higher education, 1947-2007. Concept Pub. Co., 2012.

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Britain, Great. First special report from the Social Services Committee session 1985-86: UGC cuts and medical services report : follow-up : observations by the Government on the third report from the Committee, session 1984-85. HMSO, 1986.

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Book chapters on the topic "University Grants Commission (UGC)"

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Swarna M., Freeda Maria, Shaheed Khan, and Panch Ramalingam. "UGC-HRDC: Virtual Learning, Challenges, Opportunities, and Vision for the Future." In Virtual Lifelong Learning: Educating Society with Modern Communication Technologies. BENTHAM SCIENCE PUBLISHERS, 2024. http://dx.doi.org/10.2174/9789815196566124010004.

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The Staff development, designing and training, learning and development (L&amp;D) are very essential in the domain of Higher Education (HE) in India. The changing of the present day, too, have added a multitude of issues to the Higher Education Institutions (HEI). At a point in time, the Academic Staff Colleges (ASC) made the efforts to train the teachers joining the HEI, through orientation programs and engage the in-service teachers through refresher courses, which made all efforts to build the capabilities of the teaching community. The explosion in HE with the coming in of Private Universities, deemed to be Universities, Autonomous Institutions, and increase in Central Universities, ensured that the L&amp;D for HE teachers became essential. The ASCs were established by the University Grants Commission (UGC) in 1987 and did yeomen service to the Nation and the HE teaching community after they came into existence following the recommendations of the then New Education Policy of 1986 till 2015, when they were rechristened as UGC-Human Resources Development Centers (UGC-HRDC) and continued to cater to the needs of the faculty and the administrators of HEI across the country. By 2020, the UGC-HRDCs started to roll out the Faculty Induction Programmes (FIP) in ten structural modules to help the faculty members to the newer nuances of the fast-changing dynamics of HE. The present study is a real-time assessment of the way UGC-HRDCs have taken to virtual training and adopted to the Hybrid-mode of learning for the benefit of the teaching communities and administrators. 2023 has been a watershed year for Higher Education, Teacher capacity building, with the UGC-HRDC being rechristened as UGC-MMTTC, with an intent to usher in synergy and integration between programs as envisaged by the Ministry of Education, Government of India.
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Panagariya, Arvind. "Transforming Higher Education." In New India. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197531556.003.0010.

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Thanks to the rapid expansion of private colleges and universities, India has been able to raise gross enrollment ratios in higher education at a satisfactory pace during the last twenty years. There has not been similar success in raising the quality of higher education, however. India has no universities in the top one hundred in any international rankings, particularly lagging behind in social sciences and humanities. This chapter argues that the key bottleneck is the highly centralized governance system flowing from the archaic University Grants Commission (UGC) Act of 1956. Drawing on the experiences of the United States, United Kingdom, and China, this chapter suggests a complete overhaul of the system, giving autonomy to colleges and universities in all matters and establishing an accreditation system that would evaluate all institutions, with better-performing institutions receiving a larger volume of government funds. Institutions will also be freed to raise their own resources.
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Dongare, Dr Sandip Bhimrao. "FUTURISTIC ASPECT IN LEARNING PROCESS MANAGEMENT: AN ANALYTICAL STUDY." In Futuristic Trends in Management Volume 3 Book 2. Iterative International Publisher, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bhma2p2ch6.

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This research paper delves into the futuristic aspects of learning process management, particularly within the context of India’s education system. The paper highlights the initiatives taken by the Ministry of Human Resource Development, emphasizing the use of educational technology, especially during the pandemic shift towards online education. The objectives of the research include studying futuristic learning approaches, analyzing the importance of future techniques, and shedding light on the ongoing implementation of blended learning. Assumptions regarding the cost-effectiveness, quality of teaching, and inclusivity of future education are discussed, drawing inspiration from Yuval Noah Harari’s perspective. The paper addresses India’s efforts to leverage disruptive technology for societal benefit and outlines challenges in reaching the rural population. The digital initiatives of the Government of India, such as Swayam courses, digital learning monitoring cells, and the National Digital Library, are explored as means to enhance education accessibility. The paper also proposes future digital initiatives, including a digital campus, smart campus, and innovation drives, aiming to streamline various processes and foster creative thinking among students. Finally, the conclusion underscores the transformative impact of the digital revolution on higher education, with government programs like Swayam India’s Own Books and regulations from the University Grants Commission (UGC) paving the way for a technologically driven future in education.
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Hothi, Navjot. "OUTCOME BASED LEARNING: IMPLEMENTATION AND CHALLENGES." In Futuristic Trends in Social Sciences Volume 3 Book 11. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3beso11p5ch1.

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Outcome-based learning (OBL) is a student-centric approach that focuses on defining the intended learning outcomes for a course and then designing the learning activities to achieve those outcomes. Course outcomes are specific statements that describe what a student should be able to know, do, or demonstrate after completing a course. The advantages of OBL include improved student engagement, increased motivation, better alignment between learning activities and assessment, and increased accountability for both students and teachers. Key features for successful implementation of OBL in teaching environments include a clear understanding of the learning outcomes, alignment of learning activities with those outcomes, and effective assessment strategies to measure student achievement of the outcomes. Nations across the world have implemented OBL in their education systems to enhance student learning outcomes and to better prepare students for the workforce. In India, the University Grants Commission (UGC) has mandated the implementation of OBL in higher education institutions. Compared to traditional education, OBL is more focused on the development of skills and competencies required for the real world. OBL also emphasizes the importance of continuous assessment and feedback, rather than just one final exam. However, there are also potential disadvantages to OBL, such as a potential decrease in the depth of knowledge gained and a lack of emphasis on exploration and discovery in learning. Additionally, the implementation of OBL can present challenges, such as resistance from educators and the need for a shift in teaching methodologies. Overall, the implementation of OBL can significantly enhance student learning outcomes and prepare students for the workforce. To overcome the challenges of implementation, it is essential to have a comprehensive understanding of the learning outcomes, alignment of learning activities and assessments, and effective communication with students and educators.
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"University Commission for Development Academy of Research and Higher Education Scholarships." In The Grants Register 2023. Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_12415.

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"University Commission for Development Academy of Research and Higher Education Scholarships." In The Grants Register 2024. Palgrave Macmillan UK, 2023. http://dx.doi.org/10.1057/978-1-349-96073-6_12415.

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"University Commission for Development Academy of Research and Higher Education Scholarships." In The Grants Register 2021. Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_893.

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"University Commission for Development Academy of Research and Higher Education Scholarships." In The Grants Register 2020. Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_863.

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"University Commission for Development Academy of Research and Higher Education Scholarships." In The Grants Register 2022. Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_12415.

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"CUD (Belgian University Commission for Development) ARES (Academy of Research and Higher Education)." In The Grants Register 2018. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_377.

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Conference papers on the topic "University Grants Commission (UGC)"

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Hattiambire, Dayanand, and Chetana Kamlaskar. "Challenges of integrating MOOCs into the Curriculum of YCM Open University in India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7723.

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The term Massive Open Online Courses (MOOCs) was coined by Dave Cormier of University of Prince Edward Island in Canada in the year 2008. However the MOOCs gained popularity in the year 2012, as world’s renowned Universities like Stanford University, Massachusetts Institute of Technology and Harvard University started offering MOOCs. The Journey of MOOCs in India started a little late, the Ministry of education formerly known as Ministry of Higher of Human Rights Development MHRD initiated the SWAYAM (Study Webs of Active Learning for Young Aspiring Minds) in the year 2014 and it was full fledgedly open to all the educational institutes to prepare, adopt, integrate the MOOCs into their educational framework by the year 2017. Ultimately the outburst of Covid-19 was observed to be the key factor for aggregation of MOOCs around the world as our present educational system was unable to cater the needs of the learners. In view of the above situation the apex educational body of the Indian Educational System, University Grants Commission (UGC) released a circular about integration of MOOCs into Higher education from previous 20% to 40%. This led to a drastic change in the educational structure of Indian educational system. The learners from different disciplines enrolled to the MOOCs available on various platforms such as SWAYAM, UGC-CEC, and NPTEL etc. due to their easy accessibility and on the go learning facility, many State and Central universities have developed their MOOC policies and have been practicing the MOOC integration into their curriculum. YCM Open University being the largest University in capacity of enrolment, lack behind in integrating MOOCs into its educational curriculum. Present study attempts to identify the problems and prospects of integration of MOOCs in curriculum of the YCM Open University. The survey method was implemented to carry out the research, and the researchers produced a structured questionnaire and collected data from the faculties of YCM Open University.
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Mishra, Sudarshan, Manas Ranjan Panigrahi, and Pranita Gopal. "Enhancing Teacher Capacity for Implementation of Blended Learning in Teacher Education – A Case of Odisha, India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1858.

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The Covid-19 pandemic has caused for closing of all institutions imparting face-to-face teaching globally. In India, the University Grants Commission (UGC) instructed all its institutions running regular courses to opt blended mode of teaching. In this connection, implementation of Blended teaching and assessment was a new challenge for the teacher education institutions. The teacher education institutions offering Elementary and Secondary teacher education courses started working as guided by the UGC. CEMCA, New Delhi and Ravenshaw University, Cuttack collaboratively empowered teacher educators from Odisha to implement Blended Learning in their pre-service teacher education classrooms. The objectives of this paper was to identify blended learning skill sets needed by teacher educators in Odisha and to design, organise and evaluate blended learning training programs for teacher educators of Odisha. Through a baseline study, the training needs of the teacher educators, their perception towards different components of blended learning and the skill level of ICT integrated online teaching was identified. Based on the baseline study, a series of capacity building programs were designed and conducted through online at three phases during September to October 2021. These programs dealt with areas of Integration of ICT Tools in Teaching Learning; OER, Techno-pedagogy and Online Assessment; and Design and Development of Lessons for Blended Learning. 105 teacher educators participated in the workshop. Participants of the capacity building program found the program useful to enhance their technological – pedagogical and content skills – with the workshops / demonstrations and hands-on experience. The teacher educators further reported that the skill set learned during the training was useful to design courses that implemented blended learning. A major theme that emerged from this study was the need for institutional policy on blended learning so as to empower teacher educators to implement blended learning.
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Dey, Niradhar, and Santosh Panda. "Teacher Experiments and Experiences of Teaching Online during Covid-19 Pandemic – Study of School and College Teachers." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2354.

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During the Covid-19 outbreak, in India, specific instructions had been issued to the universities, colleges and schools by the Union Ministry of Education and the University Grants Commission (UGC) to maintain academic calendar, examination, etc. through online teaching by using different online educational technologies (UGC Guidelines on 29th April, 6th July, and 24th Sept, 2020). Against this backdrop, the present paper analyses the experiments and experiences that teachers had undergone during the pandemic in terms of practicing online teaching. Descriptive survey method was used to conduct the study by using a mixed form of online questionnaire through Google Form to seek data from teachers at school and tertiary levels. Findings suggested that the teachers had experienced and experimented themselves in using new technology tools to teach online to the students and also created learning resources for the students. A group of teachers was also quite critical on the issues relating to availability of smart phones, internet facility in remote areas, absenteeism in online classes, difficulty to address the psychomotor and affective domains, assessment, etc. The implications of the study are that a positive confidence among the teachers had been built to use technologies in teaching both online and in the conventional mode. The study also implies that there is the need to orient teachers for using technology in teaching and facilitating student learning. It also implicates to develop required online teaching infrastructure by both governments and educational institutions. Further, in the post-pandemic situation, the study has the implication that a blended-learning environment is essential to be created in all modes of teaching and learning i.e. both campus-based and distance/online learning.
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4

Dash, Manoj Kumar, and Manas Ranjan Panigrahi. "Promoting Educational Resilience through Technology Enhanced Learning for Sustainable Quality Education and Training in the Context of Higher Education in India: An Innovation under CEMCA." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4075.

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Ministry of Education, Govt of India (GOI) under the digital India initiatives encourages teachers of higher education making use of SWAYAM (online platform) effectively and efficiently for education, training and capacity building. University Grants Commission (UGC), GOI has been encouraging the teachers to submit proposals for designing and developing Massive Open Online Courses (MOOCs) for UG/PG levels &amp; skill development of youth under SWAYAM. Therefore, teachers of higher education must be trained, oriented and exposed for capacity building to enable them to design and develop quality MOOC following guidelines of SWAYAM. CEMCA designed a two-week course to empower the teachers to learn about teaching with technology with a MOOC “Development of Online Courses for SWAYAM” using appropriate learning design, simple and accessible technology. The ultimate purpose was to enable the teachers to contribute effectively and efficiently promoting educational resilience through Technology Enhanced Learning (TEL) for sustainable quality education and training in India. It was implemented in collaboration with State Open Universities to train, orient and guide the teachers for developing quality MOOCs with a purpose to create a pool of skilled workforce in India to address to the needs and demands of higher education. With completion of 5 cycles of implementation of this MOOC in West Bengal, Uttarakhand and Andhra Pradesh, a research study was conducted to assess various dimensions of this initiative and evaluate its effectiveness. The findings of this study would help us to i) identify the expectations of teachers and their difficulties; ii) assess the level of knowledge, skill, and competencies acquired by the teachers; iii) review various components of the MOOC; iv) recommend improvement of this MOOC and the initiative. // The present paper focuses on this collaborative initiatives of CEMCA for promoting educational resilience in India The thrust was to facilitate TEL for sustainable quality education and training in the field of higher education. The study conducted with a sample of 200. Data collected through questionnaires, focus group discussion and panel discussion, analyzed separately to find real strengths and weaknesses of this initiative. It would help to identify the gaps in various stages of design, development and implementation of the MOOC. This study will also help us to know needs, expectations and requirements of target group. Findings and implications of the study would provide a strong base to CEMCA, Govt of India and partner institutions improving the interventions meeting the emerging need in higher education.
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"Message from Chairman, University Grants Commission, Govt. of India." In 2008 First International Conference on Emerging Trends in Engineering and Technology. IEEE, 2008. http://dx.doi.org/10.1109/icetet.2008.266.

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Jebunnessa, Jebunnessa, and M. D. Aminul Islam. "Allocation of public resources to the public universities in Bangladesh: Development initiatives by University grants commission." In PROCEEDINGS OF 8TH INTERNATIONAL CONFERENCE ON ADVANCED MATERIALS ENGINEERING & TECHNOLOGY (ICAMET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0051985.

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Jirli, Basavaprabhu, and Saikat Maji. "Blended Learning using agMOOCs as a Tool for Professional Development: A Case of Students of Agriculture in India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4289.

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According to University Grants Commission (a body of Government of India) Blended learning is an instructional methodology, a teaching and learning approach that combines face-to-face classroom methods with computer mediated activities to deliver instruction. agMOOCs a learning platform for students of agriculture and allied sciences has developed 22 MOOCs so far on agriculture and allied sciences since 2015. The platform was developed by Indian Institute of Technology, Kanpur (India) in collaboration with Commonwealth of Learning, Vancouver. Of which the author has offered three courses on agricultural extension. More than two million students have accessed the courses on agMOOCs platform and benefitted in their learning activities. In the last couple of years during the global pandemic period the educational activities were also facing difficulties. An effort was made to adopt the blended learning methodology for masters’ students of agriculture at Institute of Agricultural Sciences, Banaras Hindu University, Varanasi. The method of participant observation and discussion with learners were used to collect the data. Whole enumeration was the sample size. The data was analysed using descriptive qualitative methods by adopting steps viz., i. quick data, ii. Coding data, iii. Qualitative analysis and Quantitative analysis iv. Interpretation of results. Students were asked to go through the videos, PPTs and transcripts available on the platform before coming to the class. The classes were organised in hybrid mode (online as well as offline). The respective topics scheduled for the day were discussed in the class instead of explaining the contents as in case of regular classes. The results of the study reveal that 1. Enhancement in the grasping ability of students 2. Improvement in analysing the concepts and contents of the course 3. Enhanced interaction with course instructor 4. Surge in academic discussion abilities of learners 5. Augmentation in framing questions to be asked in the classroom. The challenges while using the methodology include maintaining learners interest over a period of time, preparation of contents for circulation before to be brief enough and providing exhaustive resources for the learners.
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