Pub Date : 2021-05-15DOI: 10.52634/MIER/2021/V11/I1/1756
Berna A. Sari, S. A. Kiray
This study aims to determine the self-efficacy of science teachers regarding their content knowledge. The research was conducted using a multiple case study design. Three science teachers working in public schools were selected through purposive sampling. Personal interviews were used to collect the data for the study. The results showed that science teachers’ self-efficacy in physics, chemistry, biology, astronomy, earth sciences, scientific process skills and science-technology-society-environment (STSE) are different. The area where science teachers are weakest in terms of their content knowledge self-efficacy is STSE. Although sustainable development, socio-scientific issues, science and career awareness sub-dimensions in the STSE have taken place in the curriculum, the teachers were not aware of these dimensions. Based on the results, the researchers recommend that in-service training courses be organised to increase the self-efficacy of science teachers on content knowledge.
{"title":"Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge","authors":"Berna A. Sari, S. A. Kiray","doi":"10.52634/MIER/2021/V11/I1/1756","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1756","url":null,"abstract":"This study aims to determine the self-efficacy of science teachers regarding their content knowledge. The research was conducted using a multiple case study design. Three science teachers working in public schools were selected through purposive sampling. Personal interviews were used to collect the data for the study. The results showed that science teachers’ self-efficacy in physics, chemistry, biology, astronomy, earth sciences, scientific process skills and science-technology-society-environment (STSE) are different. The area where science teachers are weakest in terms of their content knowledge self-efficacy is STSE. Although sustainable development, socio-scientific issues, science and career awareness sub-dimensions in the STSE have taken place in the curriculum, the teachers were not aware of these dimensions. Based on the results, the researchers recommend that in-service training courses be organised to increase the self-efficacy of science teachers on content knowledge.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"206 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77057431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-04DOI: 10.52634/MIER/2015/V5/I1/1511
Roopashree B.J
Since the end of the 1990s, creativity has become a growing area of interest once more within the educational community and the society at large. Creativity is identified as a major aim of education throughout the world. Creativity and innovation are becoming increasingly important for the development of the 21st century knowledge society. They contribute to economic prosperity as well as to social and individual well-being and are essential factors for a more competitive and dynamic country. Education is seen as central in fostering creative and innovative skills. Creativity and innovation can play an important role in the knowledge society. Creativity is conceptualised as a skill for all. It is an ability that everyone can develop and it can therefore be fostered or, likewise, inhibited. Educational actors have the power to unlock the creative and innovative potential of the young. This article provides the theoretical grounding for creativity and innovation to thrive in a school environment, proposing a series of central factors, which can support the shift towards a more creative and innovative education.
{"title":"Creative Thoughts Are the Means to Bring About Innovations In Education","authors":"Roopashree B.J","doi":"10.52634/MIER/2015/V5/I1/1511","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1511","url":null,"abstract":"Since the end of the 1990s, creativity has become a growing area of interest once more within the educational community and the society at large. Creativity is identified as a major aim of education throughout the world. Creativity and innovation are becoming increasingly important for the development of the 21st century knowledge society. They contribute to economic prosperity as well as to social and individual well-being and are essential factors for a more competitive and dynamic country. Education is seen as central in fostering creative and innovative skills. Creativity and innovation can play an important role in the knowledge society. Creativity is conceptualised as a skill for all. It is an ability that everyone can develop and it can therefore be fostered or, likewise, inhibited. Educational actors have the power to unlock the creative and innovative potential of the young. This article provides the theoretical grounding for creativity and innovation to thrive in a school environment, proposing a series of central factors, which can support the shift towards a more creative and innovative education.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"60-70"},"PeriodicalIF":0.3,"publicationDate":"2021-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42051642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-03DOI: 10.52634/MIER/2013/V3/I2/1537
Hemlata
The philosophy of inclusion is not new to India. It was very much there in the ancient times when all children were sent to ‘gurukuls’ for education. In today's context also, the emphasis is on providing education to all children in an inclusive environment. Inclusive education means education of all children, with and without disabilities together in regular schools. It is an approach, which takes into account unique characteristics, interests, abilities and learning needs of all children. It is an attempt to meet the unique needs of every child in a regular school setting where all children, includingthosewithdisability,trytoparticipateinallfacetsofschoollife. Thegoalis to provide accommodating and personalized education for all students within the context of a general educational classroom. The need of the hour is to develop a universal design of learning which makes learning joyful for all children.
{"title":"Concept And Practices In Inclusive Education","authors":"Hemlata","doi":"10.52634/MIER/2013/V3/I2/1537","DOIUrl":"https://doi.org/10.52634/MIER/2013/V3/I2/1537","url":null,"abstract":"The philosophy of inclusion is not new to India. It was very much there in the ancient times when all children were sent to ‘gurukuls’ for education. In today's context also, the emphasis is on providing education to all children in an inclusive environment. Inclusive education means education of all children, with and without disabilities together in regular schools. It is an approach, which takes into account unique characteristics, interests, abilities and learning needs of all children. It is an attempt to meet the unique needs of every child in a regular school setting where all children, includingthosewithdisability,trytoparticipateinallfacetsofschoollife. Thegoalis to provide accommodating and personalized education for all students within the context of a general educational classroom. The need of the hour is to develop a universal design of learning which makes learning joyful for all children.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"3 1","pages":"195-206"},"PeriodicalIF":0.3,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48460753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2013/V3/I2/1515
Denis Sekiwu, Nonie M Botha
In line with social justice education, this paper attempts to demystify the pattern of values integration in denominational school discipline by focusing on ways through which values are integrated and the sorts of values emphasized in the denominational school. The researchers evaluated secondary documents such as archival materials, dissertations and school reports with a view of identifying forms of values integration and the types of values widely used in primary and secondary schools of Kampala district. Using a grounded theory approach, it was found out that the roles of School Governing Bodies, the need to promote denominational school interests, the educators role, governments role and the socialization process are some of the ways in which values are imparted. The paper also examines that different values are emphasized by different denominations depending on the divergence of interests and founding philosophies. The paper concludes that in order to build positive discipline, citizenship and social justice education; values integration should be a collective educational responsibility. More so, school stakeholders should harmonize values for purpose of promoting universal education and not their personalized interests at the expense of the learner and the society that is going to take on that learner.
{"title":"Exploring the Patterns of Values Integration in Denominational School Discipline","authors":"Denis Sekiwu, Nonie M Botha","doi":"10.52634/MIER/2013/V3/I2/1515","DOIUrl":"https://doi.org/10.52634/MIER/2013/V3/I2/1515","url":null,"abstract":"In line with social justice education, this paper attempts to demystify the pattern of values integration in denominational school discipline by focusing on ways through which values are integrated and the sorts of values emphasized in the denominational school. The researchers evaluated secondary documents such as archival materials, dissertations and school reports with a view of identifying forms of values integration and the types of values widely used in primary and secondary schools of Kampala district. Using a grounded theory approach, it was found out that the roles of School Governing Bodies, the need to promote denominational school interests, the educators role, governments role and the socialization process are some of the ways in which values are imparted. The paper also examines that different values are emphasized by different denominations depending on the divergence of interests and founding philosophies. The paper concludes that in order to build positive discipline, citizenship and social justice education; values integration should be a collective educational responsibility. More so, school stakeholders should harmonize values for purpose of promoting universal education and not their personalized interests at the expense of the learner and the society that is going to take on that learner.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"3 1","pages":"130-153"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48545235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I2/1501
Kaneez Fatima, Shaikh Tahemina Naaz
The present study is an effort to study the impact of participatory learning technique on the achievement level and content enrichment in Geography subject among B.Ed. trainees. The objectives were to find out a significant difference in the achievement of the mean score of B.Ed. trainees in the content test of experimental and control group and male and female trainees. The study was experimental in nature and a “two group post test design” was adopted for the study. The sample was selected through purposive sampling technique. Out of 130 B.Ed. trainees admitted in Geography subject course 70 trainees were assigned to experimental treatment. The experimental group was exposed to treatment to understand and enrich the content whereas the control group was taught through the traditional method. According to the result of this study, it was suggested that participatory learning technique proved more effective in improving the content knowledge and achievement level of B.Ed. trainees.
{"title":"Impact of Participatory Learning Technique on the Content Enrichment Of B.Ed . Trainees","authors":"Kaneez Fatima, Shaikh Tahemina Naaz","doi":"10.52634/MIER/2015/V5/I2/1501","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I2/1501","url":null,"abstract":"The present study is an effort to study the impact of participatory learning technique on the achievement level and content enrichment in Geography subject among B.Ed. trainees. The objectives were to find out a significant difference in the achievement of the mean score of B.Ed. trainees in the content test of experimental and control group and male and female trainees. The study was experimental in nature and a “two group post test design” was adopted for the study. The sample was selected through purposive sampling technique. Out of 130 B.Ed. trainees admitted in Geography subject course 70 trainees were assigned to experimental treatment. The experimental group was exposed to treatment to understand and enrich the content whereas the control group was taught through the traditional method. According to the result of this study, it was suggested that participatory learning technique proved more effective in improving the content knowledge and achievement level of B.Ed. trainees.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"180-187"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47442840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I1/1679
S. Ojha
In recent years, the weight of students' school bag has become an increasing concern to people with an interest or involvement in education at primary and secondary level. Parents, in particular, have given voice to this concern both as individuals and through their representative organisations. In addition, school authorities and teachers, health professionals and, indeed students themselves have increasingly voiced their unease regarding the heavy loads, which must be carried to and from school on a daily basis. Heavy school bags can be a burden, which tire students unnecessarily. There are also many researches, which have revealed strong correlation between school bag weight and physical problems among all students that can result in serious consequences in the future. So what are the factors, which contribute to the increased burden and weight on school children? Is it the number of textbooks, workbooks and copies , the size and weight of individual textbooks, the additional content and weight of the school bags or some other factors which have an indirect influence on the weight of school bags? These could be the provision of storage facilities, the lack of coordination of homework by teachers, students' lack of organisational skills and awareness in the school authorities of the possible health problems posed by excessively heavy school bags. This paper seeks to address these issues.
{"title":"BURDEN OF THE SCHOOL BAG: IS ANYBODY LISTENING?","authors":"S. Ojha","doi":"10.52634/MIER/2015/V5/I1/1679","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1679","url":null,"abstract":"In recent years, the weight of students' school bag has become an increasing concern to people with an interest or involvement in education at primary and secondary level. Parents, in particular, have given voice to this concern both as individuals and through their representative organisations. In addition, school authorities and teachers, health professionals and, indeed students themselves have increasingly voiced their unease regarding the heavy loads, which must be carried to and from school on a daily basis. Heavy school bags can be a burden, which tire students unnecessarily. There are also many researches, which have revealed strong correlation between school bag weight and physical problems among all students that can result in serious consequences in the future. So what are the factors, which contribute to the increased burden and weight on school children? Is it the number of textbooks, workbooks and copies , the size and weight of individual textbooks, the additional content and weight of the school bags or some other factors which have an indirect influence on the weight of school bags? These could be the provision of storage facilities, the lack of coordination of homework by teachers, students' lack of organisational skills and awareness in the school authorities of the possible health problems posed by excessively heavy school bags. This paper seeks to address these issues.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"279 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76419877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2013/V3/I2/1518
J. A. Asiimwe
This paper communicates the results of a diagnostic evaluation of the performance of boys and girls in physical sciences at Ordinary level in Uganda after the adoption of the compulsory science policy. The objectives of the study were twofold: to examine the academic performance of boys and girls in the Uganda National Examinations from 2007 to 2010, and to highlight key factors that continue to influence the achievement of students, especially girls in sciences. Data was obtained from five co-educational secondary schools using documentary reviews, in-depth interviews and focus group discussions. The results revealed that the performance of both boys and girls have further declined after the implementation of the compulsory science policy. However, in comparison to the boys, girls in co-educational schools were still more likely to be among the poorest performers in sciences. This was attributed to a number of factors, key among them being girls' self-concept in sciences, and teachers' perception of girls' abilities in sciences. These findings reiterate the need to mainstream gender into both policy design and implementation.
{"title":"Compulsory Science Policy: Enhancing Gender Equality In Education? A Case Study Of Academic Achievement In Uganda","authors":"J. A. Asiimwe","doi":"10.52634/MIER/2013/V3/I2/1518","DOIUrl":"https://doi.org/10.52634/MIER/2013/V3/I2/1518","url":null,"abstract":"This paper communicates the results of a diagnostic evaluation of the performance of boys and girls in physical sciences at Ordinary level in Uganda after the adoption of the compulsory science policy. The objectives of the study were twofold: to examine the academic performance of boys and girls in the Uganda National Examinations from 2007 to 2010, and to highlight key factors that continue to influence the achievement of students, especially girls in sciences. Data was obtained from five co-educational secondary schools using documentary reviews, in-depth interviews and focus group discussions. The results revealed that the performance of both boys and girls have further declined after the implementation of the compulsory science policy. However, in comparison to the boys, girls in co-educational schools were still more likely to be among the poorest performers in sciences. This was attributed to a number of factors, key among them being girls' self-concept in sciences, and teachers' perception of girls' abilities in sciences. These findings reiterate the need to mainstream gender into both policy design and implementation.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"3 1","pages":"183-194"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41448590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I1/1510
Biswajit Behera
The hope of revitalising school education is driven towards the professional and personal growth of the teacher. The professional preparation of teachers has been recognised to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66). The emphasis in the teacher education programme should be on enabling the trainees to acquire the ability for self-learning and independent thinking. Teachers should have possession of professional knowledge and professional status. Teachers are expected to carry out their professional tasks in accordance with their judgment, without bias. Consistent with the objectives, content, pedagogy and assessment for different stages of the curriculum, the teachers must be oriented and should be constant learners. In this paper, three dimensions of learning are emphasised on the part of professional teachers 1) Cognitive Learning 2) Emotional Learning and 3) Situational Learning. It is understood that in order to strengthen professionalism, the teachers must be allowed for expertise to be shared with a wide range of teachers through conferences. The teacher must be resourceful and practitioner of teaching and learning. Thus, professional learning is practical in character.
{"title":"Revitalizing Professionalism in Teachers","authors":"Biswajit Behera","doi":"10.52634/MIER/2015/V5/I1/1510","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1510","url":null,"abstract":"The hope of revitalising school education is driven towards the professional and personal growth of the teacher. The professional preparation of teachers has been recognised to be crucial for the qualitative improvement of education (Kothari Commission, 1964-66). The emphasis in the teacher education programme should be on enabling the trainees to acquire the ability for self-learning and independent thinking. Teachers should have possession of professional knowledge and professional status. Teachers are expected to carry out their professional tasks in accordance with their judgment, without bias. Consistent with the objectives, content, pedagogy and assessment for different stages of the curriculum, the teachers must be oriented and should be constant learners. In this paper, three dimensions of learning are emphasised on the part of professional teachers 1) Cognitive Learning 2) Emotional Learning and 3) Situational Learning. It is understood that in order to strengthen professionalism, the teachers must be allowed for expertise to be shared with a wide range of teachers through conferences. The teacher must be resourceful and practitioner of teaching and learning. Thus, professional learning is practical in character.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"113-122"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48439282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2013/V3/I2/1516
Kavita Suri
India has made many strides in the field of education in the past few decades but still the fact remains that our country is the home to the largest number of illiterate population in the world. About one-third of India's population is currently functionally illiterate and about 50% of the entire adult female population cannot read or write. The rate of illiteracy is particularly high in rural areas, especially among women. Women's education is crucial to the overall development of any country. In India, though much emphasis is being laid on the gender equality in terms of education, yet discrimination in access to education does exist. There is a rural and urban divide in access to education for women. In Jammu and Kashmir too, female literacy rate is quite low and stands at 58.01 percent. The rural female literacy rate in J&K is 53.36 percent to 70.19 percent for urban females which earlier in the Census of 2001 was 36.7% at rural and 61.9% at the urban level, respectively. Also, there is a large gap in the male and female literacy levels in this border state. The present study examines the issues of education for empowering women in the rural areas of Jammu and Kashmir and seeks to address the challenges towards education of rural women in Jammu and Kashmir.
{"title":"Empowering Women Through Education: A Study of Rural Jammu and Kashmir","authors":"Kavita Suri","doi":"10.52634/MIER/2013/V3/I2/1516","DOIUrl":"https://doi.org/10.52634/MIER/2013/V3/I2/1516","url":null,"abstract":"India has made many strides in the field of education in the past few decades but still the fact remains that our country is the home to the largest number of illiterate population in the world. About one-third of India's population is currently functionally illiterate and about 50% of the entire adult female population cannot read or write. The rate of illiteracy is particularly high in rural areas, especially among women. Women's education is crucial to the overall development of any country. In India, though much emphasis is being laid on the gender equality in terms of education, yet discrimination in access to education does exist. There is a rural and urban divide in access to education for women. In Jammu and Kashmir too, female literacy rate is quite low and stands at 58.01 percent. The rural female literacy rate in J&K is 53.36 percent to 70.19 percent for urban females which earlier in the Census of 2001 was 36.7% at rural and 61.9% at the urban level, respectively. Also, there is a large gap in the male and female literacy levels in this border state. The present study examines the issues of education for empowering women in the rural areas of Jammu and Kashmir and seeks to address the challenges towards education of rural women in Jammu and Kashmir.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85257768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.52634/MIER/2015/V5/I2/1678
Sarla A Santwani
The world today is undergoing profound economic, social, and political transformations based on the 'Knowledge Economy', that depends upon the creation and application of new knowledge. Such an economy demands highly educated people with innovative ideas and skills of application. To produce such personnel is the responsibility of higher education system of a country. Subsequently, a worldwide boom in the demand of higher education is observed, which has resulted in massification of higher education. This has significantly changed the demographics of the student Population worldwide. Such a demographic change in the student population has far and wide impact not only on the structure and types of Universities, patterns of funding higher education and curricula but international relations as well. The present paper attempts to discuss the changing demographic patterns of the global student population, its implications and suggest future directions to adapt to this transformation.
{"title":"CHANGING GLOBAL DEMOGRAPHICS IN HIGHER EDUCATION: ITS IMPLICATIONS","authors":"Sarla A Santwani","doi":"10.52634/MIER/2015/V5/I2/1678","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I2/1678","url":null,"abstract":"The world today is undergoing profound economic, social, and political transformations based on the 'Knowledge Economy', that depends upon the creation and application of new knowledge. Such an economy demands highly educated people with innovative ideas and skills of application. To produce such personnel is the responsibility of higher education system of a country. Subsequently, a worldwide boom in the demand of higher education is observed, which has resulted in massification of higher education. This has significantly changed the demographics of the student Population worldwide. Such a demographic change in the student population has far and wide impact not only on the structure and types of Universities, patterns of funding higher education and curricula but international relations as well. The present paper attempts to discuss the changing demographic patterns of the global student population, its implications and suggest future directions to adapt to this transformation.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"204-211"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44252303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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