ISSN (Print) - 0012-9976 | ISSN (Online) - 2349-8846

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University in 21st Century-A Third World View

A Third World View Amrik Singh Knowledge, skills and insight are the three basic functions which ought to be performed by any university. The first two functions are being performed with varying degrees of success in the developing countries but not yet the third one, It can be performed only when the balance as between the sciences and the humanities is altered and universities in the third world function not as alien or semi-alien institutions but as growing from the soil of each one of them.

Ramamurti Report on Education in Retrospect

Ramamurti Report on Education in Retrospect Amrik Singh In May 1990 the National Front government appointed a committee under Acharya Ramamurti to go into the distortions in the country's educational system. The committee's report outlines its principal concerns as equity and social justice, decentralisation of educational management, establishment of a participative social order, inculcation of enlightened and humane values and empowerment for work. This paper undertakes a detailed evaluation of the contents of the report.

New Policy on Education Two Years Later

Amrik Singh Educational planning in India has been characterised by the gap between theory and practice. While this is generally true of the 1986 New Education Policy, it must be conceded that there have been serious efforts at implementing some of its recommendations. However, the mode and pace of implementation are patently inadequate given the size and complexity of the problems in the field.

Recognising Diversity

Amrik Singh Twice Migrants: East African Sikh Settlers in Britain by Parminder Bhachu; Tavistock Publications, London, 1985; pp 205, price not stated.

The Teachers Strike and After-Emerging Trends and Issues

Emerging Trends and Issues Amrik Singh The August-September 1987 strike called by the A1FVCT0 broke new ground insofar as it was for the first time that an all-India strike of university and college teachers had been called. Before 1973, such a strike would have been inconceivable. After the experience of 1987, it has become clear that while an all-India strike can be called for a limited duration, an indefinite strike cannot perhaps be sustained. Implicit in these remarks are several related issues like the roles of the UGC, the department of education, the state governments and the state of maturity and professionalism at which the teachers' movement is situated today Each one of these factors played a role in this complex drama of the 1987 strike. In order to understand the future of higher education in the country, it is important to understand their respective roles and what potential, for good or mischief they hold for the future.

How Much to Pay Teachers

How Much to Pay Teachers?
Amrik Singh THE last revision of scales of pay of university and college teachers (carried out in 1974 but effective from 1973) was a water shed in more than one sense. One, though parity between Class I officers and university level teachers had broadly existed for some time, college teachers did not enjoy the same parity. It was conceded now. Secondly, the scale of pay both at the readers and professors level was fixed in a manner so as to make it distinctly better than corresponding scales of pay in the government. This was done as to make teaching attractive. Given the bureaucratic set-up of the country, it was a significant step forward and must be acknowledged as such.

Restructuring Our Universities

November 29, 1975 3 Banking Commission, Report of the Stydy Group on Banking Costs (Bombay 1971) p 38.
4 Interest, commission, etc, earned on bills purchased and discounted and loans and advances expressed as a percentage of weekly averages ' of bank credit (bills purchased and discounted plus loans and advances), Interest cost plus establishment expenses plus other working expenses expressed as a percentage of weekly averages of aggregate deposits plus borrowings.

The Reconstituted UGC

The Reconstituted UGC Amrik Singh The initial impulse for the recent amendment of the UGC Act came from a feeling held by some, and possibly shared by the Union Ministry of Education, that the Centre ought to have a greater voice in the field of higher and professional education.


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