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A Weekly Journal of ‘igher Education kin Jadian Uaiversities Nal 52:9, aera, Ree, ‘Pes? G ALTBACH Higher Education Crosses Borders 1 Anvea Stamay Food and Nutrition Curricular Higher Education geared for the Changing Indian Society 8 ‘Murnzsn Kuan Higher Education in India ~ and Emerging Trends r] Raszsu Population and Development, Education in Higher Education: Au Impact Study 1 DP Caarrorapavaza Education for Bocial Transformation — Convocation Address 14 im. tlnis Issue THE INDIAN SCIENCE CONGRESS ASSOCIATION 14, DR BIRESH GUHA STREET KOLKATA-700017 YOUNG SCIENTISTS AWARD PROGRAMME : 2004-2005, To enccurage Young Screntists, The Indian Science Congress Association under the above programme introduced a cumber of awards in January 1981. Evett award caries cash amorant of Rs.$,000.- and a Certificate of ment. 1. Only members (1 ife & Ordinary} af the Association who had paid their subse:iption on or before August 31, 2004 are eligible for consideration for the award. The upper age lim:t of the candidates for the award is 32 years ay reckuned oa December 31, 2003 (only those born on er alter Jsmuary %, 1972 are ipible) Three copies of full papers along wih their abstracts in triplicate (not exceeding 400 words) shall have (a reach the office of the General Secretary (Lf grs.} nct ‘ater than August 31, 2004, At the tap of vach copy of the paper and ils ahstraets, the name of the Section where the paper ss wu be presented should be mdicated. The Sechons are 11 Agriculture and Foyestry Scuences 2) Animal, Veterinary and Fishery Sciences 3) Anthropological and Behavioural Serences (including Archacclogy and and Psychology & Educational Sciences} 4) Chemical Sciences 51 arth System Sc:ences 6) Engineering Sciences 71 Environincnial Scrences #1 information an Communtcation Science & Techwology melding Commuter Sciences) 9) Materiais Seience 10+ Mathemaucal Sc exces (amcludang Statistics) (11 Medieal Sciences Cnclading Physialogey 127 New Rinlogs Gacludng Boshemsiry, Biophysics and Molecular Bulogy and Bratechnoloyy) 13) Physical Seirtces and 14) Plant Serencey 3. Three enpies of Bio-daia inchasing ful saree and address (wih Paone anit: maylyalongwatb the dare dof birt (uly supported by attested copy of the cerficate). research expenence aust Membership Number etc.. should be appended fo the complete paper 4, Work should be carried out m India ara this has to he eertiied by: the Heat af the Insntonien from schere the canchdate is applying. 5. Thecancivae should give an unuertaking shat the work whch w being sulsutted yas nol been presented imany sther Confereace Semanar-Ssmpoxiany ete. and has not ben subvrulie fir consuderalwon ef any ther award 6. Incase uf a papet by more than one aurhors. the exudidate (young serentist? has tw be acknowledged hy the other authorts) {in tenns of a certificate! + having made the major contnbution, A Young Scientist could present only one paper in any one Seete: land nol a second paper with the same or any other contest it any other Section). 7. Bull paper will be assessed for them content and at most six Young Seventists in zach seeton will be invited to make oral prescntation of theic papers durmg the Science Congress Session, who wall be provided adnussible travelling and daily allowances by the [SCA 8. The final selection for the Awarcs will he done by a duly constituted committee and the awards will be given by the General President at Valedictory Session af tie 92nd Indian Se.cnce Congress tw be held at Ahmedabad ftom January 3-7, 2005, 9 All correspondences should he made fo. The Genera? Secretary (Hgrs.). The Indian Science Congress Associalion, 14, 1e.Buresh Guha SL, Kolkata-700017. Tel. Nos. (033) 2240-2551/2247-4530 Fax No 91-43-2240-2551, E-nunl. isca assocnta}gems.vsnl.net in / iscacal@vsalnet April 12-18 2004 Rs. 12.00 Price A Weekly Journul of Higher Education Published by the IN THIS ISSUE ‘Higher Education Crosses Barter, 1 Food and Nutrinoa Curriculum in Highe’ Education geared ior the Changug Indian Seely 6 Higher Fdestion m india and Emerging Trent 8 Population and evelopment Education in M yher Ee sor ‘Ant Impact Stuky Coaveention Banaras Hindu University: Varanasy 14 ‘Caenpus News Intemational Canference on Dagutal Librares 6 Refhesher Coane ww Chemtry IY Drentat an Course at UPL UL Mel berween IRISAT ard 1 $ Academy of Sclences AVE News. Natocal Serunav 09 [PR Issues if the Context wf Online Fducat-on and rs Delivers 2 Conomumeacion 2 Theses cf the Momh 2s Classiied Adverisermems — Coser lil Opiutous expressed in (he urtictes, ave those of the contributors and de not necessarily reflect the policies of the Association Editortal Comnittee Chairman: Prof. Dayanand Dongsorkar Editorial Committee Mr Sampson David Dr Sretla Rama Dewi Pani Mr james © kaivor: Dr Sistla Rama Devs Pani | i Higher Education Crosses Borders Pullfp G Atibach (Monon Prafesser of Higher Educeuon and Director ofthe Cienterfor iorrntionat Migher Education a: Boston College, Campion Hall, Chestnw Mill MA D74N7. 184, Tet (617/552-4236, Fan: (02) 552-6422 [email protected]) Al present, abut two aultion students worldwide study outside of there home countries, 3 number that a recent study suggests will ineresse (6 eight million by 2025. Nations’ interest in stustent flow acrass borders hhas increased in the past couple of decades for a mumber af reasons, Industriahized courwies ave recogprzing the need Ww provide their students with a global susscioustess and wit experience In osher cournties in order fos them us compete in the global czanomy, For mstance, the Furopean Union has institmed policies that have mereased the numbers of students studying obis:de of their home counttes within the Union, With ie esparsion ef the EL! end the implementation of the Balogsea mitianves sohich will hammonze academic structures within the Buropean Linon, these numbers should surge. In addition, in sone countries demand for access 10 postsecondary | education cutsinps capacity: In gereral the direclion of scademt flow is from south to north. som the develope world 10 the rich countries of the north, Toray, nose dan Half Ue wurld’s postsecondary students ace ir. the developing worl, and this proportion wall grow io the sommg scades. Many cf these lugh-growth countnes cannot educate everyone St home and send icereasing numbers overseas to study. 1n addition <0 cupaeity, the nst:ntions of the acrih have a prestige und powe: due to thew domination of the eucricolinn and of scueutiic discourse - that is Urtle questioned mn the conternporary acadenic marketplace. Fou those countries importing foreign stadents, intermatignal higher education 1s big business. Forcign students contribute mors than $12 Titiwon te the 1S eccnorny each year, for example. aud two-thirds report that their own and family funds pay fi theu study. fu Gie current eevrronment ef hnancal consicsint, these students are inereasing’y attractive International stents don just lil seals-—they alsc contribute ‘0 the nation’s glotal compeutiveness by swelling the numbers of highly trained people ui key disciplines. In some grsduate spectalties such as engineering, computer serences. and a few olhets, foreign scudents constitule & maycrity of students at the doctoral level. With its 58t.000 intemational students, the United States is currently far the largest host country and home to more than a quarier of the ‘world’s forergn students Tt attracts more foreign students than the three largest compeutors (ihe UK, Germany, and France) comsbined. The large maotity of foreign stoden:s in the US come fom developing and newly pilusinalizing countries. with 95 per cent coming from Asia (the top five sendiug counties ore india, China, South Korea, Japan, and! Taiwan} Bur there have been some significant variations in the countries from whirl the TIS draws students over time, reflecting major economic or pulitical shifts For example, fran was once one of the top sendiny countties, but since the downfall of the Shah, virtually no students have come ftom there. Inrionesia' recent economic troubles combined with post-September 11 problems heve reduced flows from that country down 10% in the past year Inthe same period, Saudi Arabia and Kuwait, both with strong academic ties 10 the US. have seen declines of25%, while the Unuled Arab Emirates sdown, by 16%. Conunued growth m enrollments from some snggor Asian suppliers-—otably India, wluch replaced Ching as the largest sending country to the US m 2001- 2002—and South Korea have partally offset losses elsewhere, But even though it is not clear if the 2002- 2003 numbers are long-term patterns oF temporary adyustmenis (there was considerable surprise that the 2001-2002 Figuics increased by 64%. despite the romediste aftermath of Septermber 11). itis clear that the continued US dominance of the world higher ‘education market is no longer indisputable Pushes and Pulls Nations have an interes: an student maobality. but what motivates individual students ut gu abroad? Studencs are ‘pushed! from their hone countnes by a variety of forces. Many very able students are unable to obtain entry snta local unsversihes because of lack uf space and snmetimes very competitive oniry Tequiremeris, Such students vften find 1 easier 1o gain entry te good foresum insbtetions than to local schools Many ufthe » orld Lundites! stuttents sock opportunites abroad because there ate few, sf any, ‘world-class! insututionsim much of the world, especrallv sn developing countnes. Students also cave home when the specialimations they want te study, trom asteuncemcal physics 1p aspects of zoology, are unavaluble un their wn countries, especially athe jraduate and profesormal level. Most developing natians offer very timired opportuntiss for study at the masters and doctoral levels, and the pmgrams that do exist often cannot compete internationally Sozia, and poltical forces also push students out of ther home countries. In 3 few cases, desceimunitory admissions policies. such as preferences given in Malaysia to students of Malay background as opposed te ethnic Chinese stadents, drive students 19 study overseas. Students study abroad to escape polincal or other repression at home or to experience academic freedom. Some students seek to escape ftom acadernic systems burdened by disruptions duc wo student unrest, faculty strikes, closures by government authonitics, or other problems. Students are ‘pulled’ to study in the United States in particular for many reasons. The US is generally seen as the world’s best academic system. Some students feel that the prestige of a degree trom a foreign University, especially an Amencan degree, is preater than tha of one from a local institution. Al the same time, foreign students are attracted te howee-prestige faun- ‘year schools and to some of the best community colleges in growing numbers, sometimes finding 1 easier to gain admission 10 an unselective US institution thant to a university at home. Thus, there are pulls’ from different segments of the academuc system. Students are alsa pulled by America itself—by the fwre of life in and the plobally dossemimated culiure of the United States A significant number of international students yo abroad to study with the aim of staying in the host country lo work and make a career. The LIS ts a major altractor af these students hecause of sfc large and Uiverse economy. the willingness of employers to hire ‘well. quatified foreigners, and the high salanes available wi many fields. ncludmg mn academe 11s hard 0 quantify his motrvation, since few international «tl! admit that imawgration is a major gral. but the non-return rates of studerts Irom several key sending countries ar: indicauve, Estimates of Chinese and fauhan students choosing tw mot return home afler ther stady sm the US, for example, range from 66 60 92 per cont amd 77 a S¥ per cent, respeciavely September U1 and US tmplic The essential elements 0 educstion’s role in the World dil not change as a sesult ptember 11. The CS academe and research systems remaun the strongest in the workl, and students ofS worldwide cil see the | S.as a mayor seeder allractior Furthermore, the very size and diversity of the 1S contsnues to make it especially anzactive Yet shifs are evident—soine abvinus, some suhtle, and some not yet clear, While the Lotal numbers of internatwmal students worldwide 1 growing. increases r forerg student enrollments in the US stopped in 2002-2003, at a ume when other countries have been seeing dramann growth in their overseas entollmemts. These countnes, increasingly entfeprenebsral 10 pursuit of graduate enrollments particularly, are seapiny, the benefit of a progressively more inhospitable environment for foreign students im the US. Corning w study in the United States has become an obslacle course, and prospective students abroad are uncreasingly leery of stringent, changang, arbitrary. and sometimes inconsistent government regulations regarding visas, reporting lo government agencies, and UN:VERSITY NEWS, 4215), APRILI2.18, 20064 the like, Students from developing counties, especially Ghose Brom the Islamic world, report being sealed with disrespect hy US officials in their countrses. American university administrators responsible fer inferranonal saudeots also seport that w significant cumbel uf students are denied visas or are delayed sufficiently long that Grey are unable to study in the US The onplementanen of the Sevis computer-basod tracking system by the Department of Hemeland Secunty and the imposition of new fees charged to siudenls from abroad aye uddittanat barriers The stories and nayths concerning these difficulties are,in many ways, ax damaging as the reality, Student applicants anu their parcots heat thera, and mamly choose nol bo cone to the Vested States. Recent attade surveys absv iutieace shan stents considering studying abroad sce the US a6 a Tess save place ta study contnared to such competnons ae Australia and Brita, ul that such safety zaneers donot yet loom very large. al Teust in the abseree af additional mayor lerroris! anacks in the CS Although Arnerican mtemationa! stady adminwtrarans ave noted b major metease ir comers about safety foreign stirdents currentiy stodyimg in the US repur: uate safe secunty ts Seen as a greater pteblem fromm the ouside, Only a small number of Foreiem students retarned home rreapediately following Sepreniner Hcaul most of those who fled returned to the US ta comptes thir sms, The world of iernatemal higher education does not remain stale Key competitor have piaced mach greater emphasis on altructing students, 10 their umversives and sce that murcased Amerncun aacriers ta forengn stodents work to thesr advance Australia igan especially aggressive recruiter of Farzign students, with Britain and New Zealund nol tar behind. Alt of these countries see attracinig students te their ansututions as a major source of revenge. Governments mall three countries have stunulated an actite Foren educalion poles as a means of reducing socal expenditures on higher education The changes taking place yo Lurope asa result of the EL Bolugia process are egna‘ly important, although uta different direction, More Europesn students will probably choose te stady within the EL) where costs arc low and the “common academic space” makes cross-border study easy Once fully wiplemented, ‘which should happen in the next five years oF 90, the EU might well tum abroad (o lure studen's fiom wutside Europe buth to cam income anct to comribule te EU Foreiga policy aims Americans abroad ‘American students also study abroad ta urowing UNIVERSITY NERS, 42st, APRIE TT 2d ‘bul modest nunibers. Almoct 161,000 Americans studied doroad in 2001-2602, an mcrease of 4.4 per cent over the previous your woutinuing an upward rend of the past decade or so. American colleges and universities, ‘especiatly those ir the upper tier of prestige, have long dcelased their intsrest in providing students with an international consciousness and, if possible, with an ‘overseas experience, as part of their undergraduate education. There is at feast 3 nominal recogeition that, in a globalized economy, American students need to be aware of the world around them Nevertheless, the Proportion of American undergraduates in Foor-ye nshtutions studying abroad ws only a ty 0.2 per cent, Americans studying abroad betiave differently dan students from other countries coring to the US. The Large majority of Americans crossing borders are vundcreraduates, and they almost never ostain a degree cyerseas in contrast, the majority of foreign students in she US are craduate and professional students. und rest al'thetn (including foreign tmdergraduates| obtain a degree, Amencans lyptcaliy go overseas dunng the junior year for a “culturel eapsrience’ and languaye training rather than fot academic koowledge. The Amencan sivdy-abtoad experience has become shertet on aver: en @ summer or even fess —sad many erihes point to a decline 1 academic niger wn such Programs In contrast. futeigmers in tke US seek academic and professional training and seek the kunwledge and previge of an American academic tiegree The countnes favored by Americans going ubroad brave been remarkably consistent aver tine, The vast mayurity of Americans go to nich counties (only Mexico among the top nins destinations. 1s wot an incustrialreed nation). with 62 pescent ecing to Europe for their overseas exnerienes. The UK. Spain, htaly, and France account for half of Americans students abroad, although a few countries wih strong imaugrant or other ties to the US--such as Greece sand Isigei—also attrac! students But in 2001-2002, under 3 per cent of American students studying abroad went to Afnca. US schuols also. promote _ campus inernationalization by enculling students front olltet counincs, establishing exchange programs tx promote sniversity-to-university linkages, and other uniatives, thus contributing 10 crass border student flows. But despite the large numbers of internahonal students coming to the US. they constitute only 2.7 per cent of ‘undergraduate students in four-year institutions and 13.3 per cent of graduate students—a nmuch lower percentage than for other major host countries. The New Transnationalism Not only are students on the move—so toe are anstitutions, We are at the beginning of the cra of transnational higher education, in which academic institutions from one country operste in another, acaderaie programs are jointly offered by universiaics from different countries, and higher education is delivered through distance lechnologies. This growth ‘will affect flows of snudents from one country to another. Transnational mitiatives share in the south-o-north dynamic, They are almost without exception dominased by the partner institution in the north-in terms of curriculum, oriemation, and sometimes the teaching staff. Frequently, the language of instruction 1s the language of the dominant partner. very often English, even if the language af instruction an the county 15 nat Enghsh. ‘Cere 1s often [inte effort to adapt offshore programs to the needs or traditions of the country in which the programs are offered.they are simply exported intact, A McDocald’s tambureer m Malaysia i the same as one in Chicago, even if the beef is Halal to nest Muslim religious requirements Australia and the UK have been pioneers m transnational higher education, with the US only now hecaming a major force in this area, In some cases. transnational arrangements are made berween universities and postsecondary ‘nstitutions abrosd, and mm others. the ‘partness’ are corporations or entrepreneurs wrerested in entering the new education industry. Australian universities have, for example, Imked up with academic institutions and prvale companies im Malaysia, ard more recently in South Africa and Victnam, to offer Ausiralian degrees ‘offshore. A student can eam an Australian degree ut Malaysia or Vietnam, (or example, without ever setting footw Australia. There are also franchising agreements thal permit Jocal providers lo use educational programs of offshore mstinations, for which they give their own degrees. Governments see transnational education, like altracting foreign srudents, as a way to increase highet education's revenues. Ai the campus level 109, internacional initiatives prodnce significan! income fot 4 small bul growme number of institutions. Indeed, the primary goal of may of the branch campuses and transnaliona! programs is 10 enrich the home campus Although their presence has not historically been a significant pan ofthe overall picture, American academic institutions have been invalved ia transnational calerprises for a long time. A few US universines— Boston University and Widener University, for example have been operating offshore branches for many “years, in pertto serve Americans (inchueting those serving, in the armed forces) overseas and in part (o serve an international chentele. And a few farcign institubonshave ‘operated under the umnbrella of American accreditation and sporsorship-the American University of Beirut is distinguished example. in the 1970s, over a dozen Amevican calleges and universities opened up branch campuses m.Jspan in the hope of henefiting from Japan's booming eennamy and academic riarket at the time. But with one or two excepuoms, the US institutions in Japan were not among the most prestigious colleges and universities. The American branches had problems ‘with recognition by the Japanese education authorities, and when the Japanese economic "buoble” burst, severe econamis and enrollment problems ensued. Now, pst one of those branches continues to operate, The Japanese case shows thal offshore higher educal.on expansion can be a risky business But the past few years have brought a new and more sophisticated approach to global expansion or. he part of American institutions. The University of Chicago's business school ‘sas a branch campus in Barcelons. Spain. where a Chicago MRA 1s available The curriculum includes z period of study at the mun campus in Chicage. Both Chicago and the Wharton Schoo} of Business al the University of Pennsvivant are establishing branches in Singapore. American vniversities have also assisted with the development of growing umber af mstitutions called the ‘Amencan Universuy af 0" in such countries as Bulgaria. Azerbaijan, Tajikistan, and atners. These schools typically seek, and are often granted, accreditation hy agencies in the United States Amencan overseas expansion 1s in Some cases become Frankly entreprertcunal. When fsrael opened its educational market several years ago, several US. schools sel up programs in teacher education and other fields io cooperation with Israeli entrepreneurs to roeel a local need. The American institutions wore all low- prestige and in several cases quite marginal schools that needed 2 financial boos! fram overseas enralinents Ssraeti authorities have since pamtally closed the door (o forcign collaboration, in part because of concerns about low quality and the lack of adequate supervision from the sponsoring institution, Syivar. Learrung Systems, a for-profit higher education provider, is pursuing # different strategy for its overseas expansion, Sylvan has UNIVERSITY NEWS, 42(15), APRIL 12-18, 2004 purchased several foreign instcutions, mehiding same ia Mexico and Spain. It is not clear if these schools will have links with IS institutions or will be accredited in the US. Without question, US higher education exports wll grow and will have anas-yel40-be deterred impact on American higher educaton generally: The prospect for opening up trade in higher education services worldwide through che implement of a version of the General Agreement on Trade in Services (GATS), which 1s part of the current negotiations of the World Trade Organization, may accelerate bolt the epportumties and problems associated with transnationat education. GATS, if implemented, would remove some restrictions an cross- ‘border higher education imiliatives, making it easier for US academic instituuons and corporations to offer programs and set up branches abroad, How this would aflect imgmationa} suident flows or the specific policies of American umrversities is unclear. ‘The US yovemnment, through the Department of Commerce, and :he for-profit pnwate highor education providers have favored GATS, while organizations lke the Amencan Couneil en Education and the academic comununity generally have apposed 1, They are soncemed about how the increased emphasis on competion and markets that GATS would bring would affect the tradmonal values of American colieges and Uunnsermities There 1 2 general feclung tat tughe- education is nol a commodny to be waded in mentatonal markets ike stee! ar hananas, Some peopte in higher education also worry that GATS wuuld jeopardize academe ‘autonomy in the developing nations. an ihat they would ra fonger be able to cortrol eduzatten imports to their own counties The dcbaic continues, and the effects of GATS remain unclear Dystance education is alsi part of ths transnational picture. So farg cross-border distance higher education 16 2 smtali part af the total pucture, bul the nuzabers of studcats seeking Internet-based degrees is yrowing rapidly and will contamucto expand. Will distance degrees be accepted in job markets arvund the world? M su, will students choose to stody cm Une Exsernct i large mumbers sather than travelling overseas? These questions »illhelp to determine the impact of emerging distance (echnclogies on flows of students acrass borders, Conclusion ‘The Vaited States faces sigmficant competition in the rapidly expanding world of mternationsl study. UNIVERSITY NEWS, 42115), APRIL12-18, 204 ‘Competitors have several major advantages. They fave national policies relating to imemational study and cross- ‘border hight education initiatives. They have beer setting goals, putting policies ins» place, and giviny incentives to academic institutions to attract forergn students, The United Statea, m contrast, has never had a national approach fa ittemational higher education, end the fesleral government has provided scant suppor: for it ‘Now, whatever national policies da exist are ncgative— significant barriers have been erected it the name of rational security that make it more difficult for foreweo stidenis and scholars to come to the United States. “Front-line” Ameri¢an government oflicials in US embassies around the world, implementing national policy, are among those giving the most negative messages fo stadents interested in studying in the US. Furthes, the mucnber of federally funded scholarsips to overseas students showed a decline in the last year. The stales, traditionally responsible Jor higher education policy in the US, have been uninterested ini and even hostile to international students, despite the fact thar those students bring significant amounts of money into Jocal economies and provide needed help as Sow-paid (eachieg and research assistants in public universihes. ‘Thus, itis likely hat little witl be done in terms of public polity to encourage intcrnational exchanges. The story of mernational student flows is one of siguificans expansion in workdwde numbers, inorewsed competion among the major host eountres, and the. wowing buts yer unclear impeet of technology on the delivery of acadeouc prograrus. The Unsted States will remain @ major player in all of these developments because of tie sie, ianportance, and exccllence of its academic system, Whether the US wall be ableto maintasn its compettive edge ands leadership 1s another ater. References | Attbach, Philip (2062). Globalization and the University: MMytasand Realties in an Unequal World Serninerium 807- B38. Atibach, Philip G. and Patt McGill Peterson es, (1999) Hiyher Edocagion inthe 21st Cenury: Global Chaltenge ast [atonal Response. New York: Institue of International Educanon, 3. Davis, Tadd M. (2003) Atlas of Student Mobility: New ‘York insviuic of ternational Féveanon. 4. Rob. Hey-Kyung (2003). Qpen Doors: Repost on Internatvinal Shadem Exchange. New York: Insite of Lrvernational Education. 5. Student Mobility onthe Map: Tertiary Education Exchimge nthe Commonweal on the Tureshold of te 21st Century (2000), Landon: URCOSA: The Council for Interna.onal Education. is) Food and Nutrition Curriculum in Higher Education geared for the Changing Indian Society ‘Anwpa Siddbu Reader, Department of Fond and Nutrition Lady Irwin Collage. Hew Delhi) The mission of teaching foods and autrition in Home Scierice Colleges is two fold. Firstly the students are enlightened to changing dietary and Inlestyle needs of community in hea and discase and secondly to apply this knowledge in ensuring promotive health through government, industry, instnutions and community. Community counseling is 9 major focus of ‘our education and we teach the skills of the same to our students. Our cemmunicalion techniques have advanced from posters, fp books to more technology savy video films, CD Rom and CAL evendules. Talay our student has to be sensitwe 0 examine rssues related to: + Impact and efficiency of government programmes + Food msecunly and human nphis + Nutnidon insecurity: micronutriencdeficiencies + Gabal markers + Nuvitional ransition + Information technology and compurer apphcatron in Home Science + Inmovauve methods of counseling + Latest techniques to do research and evaluation + Commonityskill enhancement Impact and efficiency of government Programmes : We have becn mvolved m many of the government programme planing, implementation and evaluation, Severe malnutcition and frank deficiencies are not seen amy rore. There is better large population icaster managerrent There 18 also arleq ate fond arain in spite of rapid poputation growth and infant mortality under-five has drastieaily reduced But there are many pending issues, Newer problems have emerged. Several multfactonal nutritional problems have surfaced. Urbanization has leait 10 increased urriber of people staying in slums. Studkes have shown that condition of bving a urban slum «more deletenous than a rural poor There are many mexe social abuses sea amung slum dwellers making the vulnerable more vulnerable Targeting, them for nutrition and health education wali help these communities to uptionice their resources, making them aware of available goverment initatives and ene-uraging them to access 1, We should identrfy lacunae and reasuns for {ack of genctranon and work towards successful implementation of development programmes. If they do not avail the facilities they are lost by pilferage or by failure of government programs ‘A Home Scientists must + sensitize familes to ‘wake up’ and access governmem prograrimes + sensitize Families to optimize theie resources + sensitize families to work towards alaining long tain good heal Food insecurity and aman rights : In spite of efficient large population management during. drought 1 1984 nr enrthquake in Rhu} in recent past. there are many distressing incivlence of human deaths now In spite of adequate buffer stocks with Food Corporation of India certain pockets af population remained tunteached. Even the grains it PCY Rave not had efficient storage Probably m a large hetemnyenous coumry 95 crs these events are likely ta happen vet there is ret seeded recognition of the issue that penple nf this country have aright tobe reached mes nf ated «be Wt meUical care, sheticr ar food sevunty. Mbteracy. lack of patable water and hygiene ate isses sill larmening huneen devclop-nent and need major gosermment nittauves and public win, The rate at which chest Facilines should teach remmutpities is slow and geal 1s far Cur students should evoles nnocat we programmes Yor community parterpation in Hunger Pree India movement. Wwe should make ita part af eur curseulam tw encourage students te work in thes area as field projects. For pove and UPL fanuhes even FDS is ot soificient More imaginative newer approaches shunski evalve 0 quicken pace of ensuring (ood security at the country Having short-term operation like feeiting, programmes were valet 20-41 years ayo hut lel thems not itmpede rnplesnertabon vl tong-tern operat. |e goals wall take longer if long-term apntoaches are nol Bp¥en impetus. We must encourage our students io thunk v0 these Imes, Nutrition Insecurity: [tis seferred tn hudden hunger. Some nutrients extremely important for health like won, vitamun 4. iodine and probably’ zinc are still ‘not adeyuately reached t the vulnerable group in spite of food security. Our students extensively work m mapping degree of deficiencies in the communnty and coml-ance lo supplements. The 10th plan (2002-2007) ‘of Plangung Commission (GON envisages cavenngrrore adolescent, school dropouts, pregnant and lacialing for TPA covernye, It also recommends study of consumption of iodized salt by communities. Promotion of vitamin A ONTVERSITY NEWS, 42(/5), APRIL 12.58, 2004 consumption by dietary diversification is anotlier important strategy. Our students should be academmeally equipped at all levels in understanding conununity and be achieving these tational goals. In my judyment they are 30% equipped alreudy. The remamning 20% is necded to sharpen their Skils in samplings, statisucal desym and doug uf most professionslly and widh competence Globat Markets : Witn WTO and emerzing global markets and global pressure n wall he iavserative to engute quality. This wil. nuke things expensive and mpact the deprived commupiiies ‘Teaching entrepreneurial shiits tor setting up the surall-scale ndustries will hecome & bigger challenge. These approaches will no! unste suslainable developmen: the process of empowerment We hyve lo Wait vor students in food mdusirs, catering industry. dietenc plactive 1 understand amd uchaeve imtetravonal sandatds. They should be kes ledgeabte ta handle issues of pesticide reside. OM loads. patcnts snd consumer protection Musridanal Transiuon ; (ere 1s xlnbsi eden: of obesity: in India we base added barcr wf suaberes Indra has seen sudden: affiuence and catapulted many rnalwurished subqcets vitn ubstty and ts.in reststamee ug to syndrome X “The nlacurished subiec:s asained obesity before good heal, Wie still has: gk pervemage of children baer low. brtl: waighs PRY These uldzen on feedrng ae likely te show neon and crahetes mote than nema sce fey om. nbn eee study ou dhetaiy ard Infestyle praurees af young ‘molimational execuuses 11%< re ulteadso.Desray with tone of more disease. 1h lepertenssou end Up 10 S¥% were overwensin ail obese Stress and ack of exercise Bere Major precipitilug Factors to these diseases, when hard orlany surg ewe. ve4 watt rect targets when tlhe market 1s m recessinn, There is ‘stability yob and working hers ate abusive They have meals n nffiee canteen, mereused eatin ni pattem and increased aleahol and tohacen consimpwnn Fey dy aut make healthy foud chowes and have h'gh consuimplion of sneny3: prutern. simple sugars. fas and cholesterol. There chetany iber eomsumpcurn is bow duc rolimwted vegetables and fruit coemsunption Heats: Our students stout he able to discern sore of these transiinns The} shotld have caneystive counschng madules. For example an our study we gave counseling haved on hody compassion duta, Which was more authentic ane evoyineing. Ihe AR managers of the MNCs were tnd te encourage their siafT to go for soll and use stars. The canteen of MNC can be counstlce and can be encouraged 10 prepare low fat meals The company was ence sraved UNIVERSITY NEWS, 422153, SRO I2 8, Set tg have a gym or active recreation room. These newer approaches, should be handied by our students independently and very professtonally. Information Techaotogy and Computer applications in Home Science 2 1 25% of Indus is getting obese, iseducated and yot has fauity dietary and lifestyle practives then these educated people can be reached throug media they usually use, exarnple- Intemet, CAL module ete. Even WOD, Government of India has web site reach lower inenre group, ANW workers ete, inemct now has considerable penetration and s a petent lool Our student should be able to use computer in counseling. database: creation, nutrient analysis and ‘opening parals and information na web. Such soputs wall increase thea job markets‘and equup then: with skulls te meel changing needs of India Que curr-culum should adequately mezt this objective Latest techniques to do research end evaluation: Trace clenseats need atomic absorption spectro iwanmetes Pesticides, favours, food aedhnives, Bilhy acu analysis need GLC and HPLC, Can wy lay hack and wait for estimations necued for our research and evaluative studies’ How van oue do efficacy ul TFA supplementation if Folate, Hamoeystens, ete. earuiot Ireestunared Fecritin needs ratio.imamuno assay ‘These techniques are now basic techniques in the field of pulcmionsl study Further, researeh designs for large papatations need better understanding uf slalisnes Tike uckts raliv. cohort sundies, multiple regression analysis. Students should slady and use more and more af such designs to increase their scumea 19 community ork, We eat involve ourse ven in Larger teams to do multicentric studies to have larger Uutahase to derive normmattves, Community Skitt Enhancement; We ‘cach ancl empower our student with skill for entrepreneur and impart knowledge to enhance quality of Ide, The students should kave adequate skills in marketing and yuality- assurance for lord product development, home cacering, dietetic practice. community paructpation programs aud developmg cunting edge technologies In aur curriculum the students should have several ficld placements which will help them to understand community needs and abilities. The skills which they impart in the Community. shoutd be in keeping with excellence 1a product quahty and marketability. Cut students should therefore be abreast widh sociv-ultural ‘changes und should learn sustainable development m contest of rapidly charging markets, a Higher Education in India and Emerging Trends Maresh Kumar (Lecturer, Departmen of bduevtion, BOM: Gorakhpur University. Gorakhua) ‘The idee of education is perhaps as off as human coluae itsef: it may be formal, informe! and nem-formal Taneja quoted {1995:04) Welton James, "Fducation is an attempt on the part of the adult members of human socicly to shaps the development of the coming generations in aczcrdance with its own ideals of life” Jt is an effort in the direction un whch the personality can bedeveloped tothe Inghest level ofthe development. Jn ancient India it was not a profession as it is today. Bul if was the duty of the scholars especially of the Brahamuns. The relationship between teacher and caught was very intimaty like father and son, Ashrams were the cenires nf leaming, and mostly these ashrams were the homes of the twachers popularly known ae the Guruieds According to the Delors’ Report, Heaming ‘The Treasure Within (1996). learning constizutes the heartbeat of every society. While (1 Leaming to now (G3) Leaming ta do ins} Learung to live together. and (iv) Learning ta be. conshitules four pilass of education And (4) mutual vaderstanding (14) peaceful sorerclrange, and (sn) harmony can be taken! as the social aims of education, It was the Opmior af the comaussion on the cuncept of leauring throughvul life aue visualizes education as an indispensable agset in its attempt to atlain the peace, ‘tecdom and social justice Historical Background Jn ancient India Takshila. Nalanda. Vikramshila, Nadia, Vallabi,etc.. were the centres of higher leammmg They attracted :he scholars ftom the vanous parts of the world for the sake wr know edge. Higher iniellecival ammasphere was the important character sic of these centres. Some of these centers were the residential character and may be compared with the modem ‘universities in some aspects. Nafanda was one of them and believed that about four thousand students were residing in 15 residences, Bul most of the centres were destroyed by dhe muslim invaders. Laer whea mushim rulers consolidated their rule in India, they started their own centres of learning called Maddrasas The higher education in modern {nda began, with tbe establishment of Hindu College at Calcutta in 1R17 bby Raja Ram Mohan Roy with his friend David Hare, East India Company was hasically a commercial company therefore it took least interest in the eiucalion of Indian masses. But m 1824 company established the Sanskrit College in Calcula. This wus opposed by several social reformers and intellectuals af the time, because they felt that lndian musses should receiwe ‘education of modem/western/useful science through the medium of European Languages. Later in 1934 Elphinstone College at Bombay and m 1837 Madras Christian College at Madras founded. Two groups arose at this time, one was Onentalists and other was, Anglicists. Orientalists favoured the pahey of teaching through the media of classical Jndian | anguayes hike Sanskrit, Arabic and Persian whils Anghe st favoured the pelicy af weschiag thmuyh the media af Euan Languages. This controversy gave rise to the famous minutes of 1835 of Macaulay. Some reyard him a4 hearer in the path of progress” while some dislike bim for is ignorant and violent condemnation af indian Languages, culture and religion. Nauk & Nuraflah. 1974-75) U decided in favour of Anglicnsts. Ths the system of English educanon was encouraged by the government The feerale educanen which &as almost neglected recesved a Intle encouragement by the Chrisaan Missuntaries Sucietes in Bombay. Madras and Caleuta, The Wood's Education Despatch (1854) was the most impertant educatioral uecumem under the company’s regime and is refered to, by sume hastonans, as the "Magna Carta of English Filueation in India” (Nusk and Nurutlah, 197.114) Wood's Despatch for the first time prescribed an educatcnal policy for India mn detail. Un its recommendation thee universes Were sel up in the Presidcney owns at Bombay, Calcutta and Madras st 1857 or! the medlel of London University ‘the mam function af these uw ersities were to conduct examinations and to award degrees. At the end of the mneleenth century there were five unsversities in India, Two other universities founded at Lahore (1882) and Ailahabad (1887). As far a5 college education was concemed, there were 191 colteges and 23,009 students eneulied tn them in 91-02 Goverment appoinied the Calcutta Coiversity Commussion (1917-19) to study and report on the UNIVERSITY NEWS, 42(15), APRILIZ-18, 20