17 th IASSI Annual Conference
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1 17 th IASSI Annual Conference Theme: Education and Development: Issues, Challenges and Opportunities 9-10 December 2016, Chandigarh, India Organised by CENTRE FOR RESEARCH IN RURAL AND INDUSTRIAL DEVELOPMENT (CRRID) CHANDIGARH INDIAN ASSOCIATION OF SOCIAL SCIENCE INSTITUTIONS (IASSI) NEW DELHI
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3 About IASSI 17 th IASSI ANNUAL CONFERENCE December 2016, Chandigarh, India Founded in 1979, the Indian Association of Social Science Institutions (IASSI) is a federal formation of academic bodies (universities and research Institutes) to promote and strengthen teaching and research in social sciences. The Association also publishes a journal titled IASSI Quarterly: Contributions to Indian Social Science. For details visit: 17 th IASSI Annual Conference 2016 The Annual Conference of the Indian Association of Social Science Institutions (IASSI) for the year will be held during 9-10 December 2016 at the Centre for Research in Rural and Industrial Development (CRRID), 2-A, Madhya Marg, Sector 19, Chandigarh The theme of the conference is Education and Development: Issues, Challenges and Opportunities. Professor Sucha Singh Gill, Professor and Former Director General, CRRID, Chandigarh is the Organising Secretary of the Conference. Dates to Remember Dates of the Conference: 9-10 December 2016 Last Date for Submission of Papers: 7 November 2016 Communication about Acceptance of Papers: 15 November 2016 (Those who would like to receive early communication of the acceptance of their papers should request for early information in this regard while sending their papers). Last date of Registration: 30 November 2016 Guidelines on the Submission of Papers Researchers and other professionals, both IASSI members and non-members, are invited to contribute papers on the Conference theme. Papers not exceeding more than 6000 words (including tables and appendices) along with a summary of about 500 words may be sent to the Organising Secretary of the Conference, Professor Sucha Singh Gill, CRRID, Chandigarh on gsuchasingh@gmail.com with a copy to Co- Organising Secretary of the Conference and Member Secretary, IASSI, Professor Alakh N. Sharma on iassi.conference@gmail.com. The papers should reach latest by 7 November, The authors of the accepted papers would be informed by 15 November about the acceptance of the papers and would be invited to present their papers in the Conference. The summaries of all the accepted papers will be compiled and will be distributed among the Conference participants, along with a CD containing the papers themselves. They will also be put up on the IASSI website. Selected and revised papers that have been peer-reviewed will be published in subsequent issues of the IASSI Quarterly: Contributions to Indian Social Science in 2017 after peer review. Those who would like their papers to be published in the journal should send revised papers to the Editor of the Journal after the Conference. Conference Registration Category Amount (Rs.) IASSI Members 1500 Non-IASSI Members 2500 Spouse/Accompanying Person 2000 Note: In case of delegates from outside India, the registration fee is US$100 and for accompanying person US$75. The registration fee for the conference includes payment towards a conference kit (comprising summaries of all papers presented at the Conference, a CD of the papers presented at the Conference, a Conference bag, stationery etc.) and meals during the conference. Due to financial constraints, it would not be possible for the organisers to meet the travel costs of all the paper presenters but modest accommodation will be arranged for some limited conference participants. For some select participants and resource persons, who are either superannuated or cannot manage their travel costs from their own institutions, the Association will make efforts to meet their travel costs. The payment is to be made only through DD or local cheques drawn in favour of Indian Association of Social Science Institutions, payable at New Delhi to: Member Secretary, IASSI, Room No. 76, IIPA Hostel, IIPA, Indraprastha Estate, New Delhi
4 BRIEF SUGGESTIONS FOR PROSPECTIVE CONTRIBUTORS ON THE CONFERENCE THEME Theme: Education and Development: Issues, Challenges and Opportunities Background: In Indian economy services sector accounts for 53% of national income. Services sector being human resource intensive, it is the quality of human resource that holds the key for economic development. Education is an important determinant of the quality of human resource. Education not only equips an individual with skills, it also allows an individual to choose among the larger set of opportunities and thus becomes a tool of empowerment. As such it is important that all sections of the society are provided the opportunities of equal access to education and thereby substantive opportunities to join the labour market. The literacy rate in India is 74%, far away from the universal target of literacy. An average Indian spends just 5.1 years in school, even below the number for Bangladesh (5.8 years) and Pakistan (5.6). To achieve the target of universal elementary education, the Government of India implemented the Right to Education Act in However, if 100 children enrol for primary schooling, only 71 make it to the secondary school and 43 to the higher secondary school, pointing towards high dropout at the level of school education. The gross enrolment ratio in higher education is 23.6 per cent in which is much below the world average. Thus, it can be inferred that India has to go a long way to achieve universal literacy as well as universal elementary education. High rate of transition from elementary to secondary and from secondary to higher education needs to be achieved in order to increase the mean years of schooling to raise the quality of human resource in India. Expansion, therefore, at the level of secondary and higher education should be the important goal of education. Expansion has to go along with the high quality of education. An important challenge of education in India is to achieve the twin objectives of - expansion of education and improving its quality. Further, there are large scale disparities along social and economic lines so far as the access to education is concerned. The policy of protective discrimination to the deprived sections needs to be continued to achieve the equitable educational opportunity. Equitable education, therefore, adds a third dimension to the objective of education. The three objectives, expansion, equity and quality, have to be kept in mind in any endeavour on the part of education policy makers.
5 The prospective contributors may consider the following aspects on which papers can be written. Privatization of Education: The issue of expansion with equity demands resources of much higher magnitude. The government alone does not seem to be in a position to garner enough resources, in spite of the constitutional obligation to achieve the target of universal elementary education. The contribution of the private sector at all levels of education is inevitable. The dilemma is that increasing privatisation will promote commercialization of education. This contradicts the basic approach of education as not-for-profit activity. Hence a suitable strategy needs to be evolved for control of the private sector so as to prevent commercial practices. Besides, the recent discourse on public-private partnership needs to be assessed so as to seek cooperation of the private sector. Quality in Government Schools and Colleges: It is being argued that government schools and colleges suffer from quality education. An important determinant of quality education is able and competent teacher. At the level of school education large appointments of temporary teachers at much lower emoluments than regular teachers have been taking place at all levels of education. The quality of teacher education institutions and in service training has been questioned time and again. At the level of higher education, the University Grants Commission, responsible for the maintenance of standards, has issued regulations after regulation to address the issue of attracting talent, improving the quality of Ph D and ensuring the accountability of teachers. However, a host of policy reforms at the level of school and higher education have not been successful to make any meaningful improvement in the quality of teachers. The situation on the front of infrastructure support system has not been satisfactory. There is, therefore, need to improve the public system of education so as to address the issue of quality in government schools and colleges. Centre-State Co-ordination: As education is in the concurrent list, coordination in the Centre state relations becomes important to give a uniform direction to the policy. For example, at the level of higher education many state governments promoted the route to privatisation to expand institutions. Without barriers to entry, it becomes difficult to regulate higher education institutions by central government agencies to maintain the standards. Therefore, Centre state coordination by the Central government needs to be ensured so that expansion goes along with the quality. At the level of school education, too, the failure by the state government to maintain standards of its schools could not be coordinated by the Central government. Though there is a political forum in terms of Central Advisory Board of Education (CABE), yet uniformity could not be achieved in the policy intervention between the Central and state governments. How can a much better centre-state co-ordination be maintained is an important policy challenge?
6 Higher Education Reform and Challenges: At the level of higher education there has been hyperactivity through regulatory measures to initiate reform process. In recent years reforms were aimed at curricular change, introduction of credit and semester system, comprehensive evaluation, etc. Accreditation and rankings have become standard policy tool to ensure accountability. There is an Academic Performance Indicator to incentivise teachers in career progression. Ph D regulation is aimed at improving its quality. Top down regulatory measures have by and large failed to resurrect the system as higher education could not manage itself with freedom and responsibility at the level of institutions. In this respect there is a need to discuss ways of introducing reform process in a meaningful manner. Skill Development and the Employability of Graduates: Indian education system suffers from developing large-scale avenues for skill development at the level of secondary as well as higher education. As a result higher education institutions suffered from overcrowding. The result of overcrowding in higher education has created the problem of unemployable graduates due to the loss in quality. In spite of the firm resolve of the national policy on education to promote vocational education, the achievement on this front is far from desired result. Promotion of vocational education at school and higher level of education is an important challenge that needs further deliberation in terms of institutional expansion, resources, strategies and implementation plan. Employability of graduates has also acquired a serious concern to be discussed. Concerns relating the Right to Education Act: There are many clauses in the Right to Education Act which has so far not been implemented. To admit 25% of the children from weaker sections in the private schools, only recognised institutions with certain minimum infrastructure will impart school education in the country, issue of shortage of teachers and infrastructure in government schools and many more issues relating to the quality of teachers are grave concerns. A systematic discussion on the implementation of right to education act calls for urgent attention. Early Childhood Development and Pre-school Education: It has been established by several researchers that early childhood development and pre-school education act as a springboard for school education later on. The Government of India approved the National Early Childhood Care and Education (ECCE) Policy in The Policy framework also includes the National Curriculum Framework and Quality Standards for ECCE. Despite the recognition of the importance of ECE, many challenges remain in implementation of the programmes. This area is of particular importance to first generation learners, who can attain school-readiness via a good preschool education. These are only suggestive issues and by all means papers on other relevant themes are welcome.
7 17 th IASSI Annual Conference 9 10 December 2016, Chandigarh, India Registration Form Name Designation University/Organisation Address City State Country Telephone (Off) (Res) Mobile Fax Accompanying person(s) details Name(s) D.D. no. Dated Amount Details (in Rs. / US $) Send your registration forms duly filled to: Member Secretary Indian Association of Social Science Institutions (IASSI) Room No. 76, IIPA Hostel Indian Institute of Public Administration (IIPA Indraprastha Estate, New Delhi Tel: , iassi.conference@gmail.com
8 CONTACT DETAILS Organising Secretary PROFESSOR SUCHA SINGH GILL 17 th IASSI Annual Conference 2016 Centre for Research in Rural and Industrial Development 2-A, Madhya Marg, Sector 19, Chandigarh Phone: , IASSI Secretariat: Member Secretary Indian Association of Social Science Institutions (IASSI) Room No. 76, IIPA Hostel Indian Institute of Public Administration (IIPA) IP Estate, Mahatma Gandhi Marg, New Delhi Phone: , / All queries/submissions relating to the Conference may please be addressed to
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