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HOW DOES FORENSIC SCIENCE AFFECT
YOUR LIFE?
DHARA R. THAKAR B.COM, LL.M
PH. D , SCHOLAR- SAU. UNI.
SUBJECT : LAW
While some of the ways in which forensic science affects our lives are obvious,
many are not so widely known. Many of us think only of forensic science as a tool of
criminal justice, and even then, do not consider all that it does in that realm. Quality
forensic science improves all our lives — here are a few of the many benefits we receive
from it when it is at its best:
CRIMINAL JUSTICE
In criminal justice, when evidence is available, forensic scientists and their work may:
1. Help to determine if a crime has been committed.
2. Help to determine how a crime was committed.
3. Help to determine when a crime was committed.
4. Help to determine what sequence of events occurred at a crime scene.
5. Identify victims.
6. Exclude the innocent as suspects.
7. Identify the guilty.
8. Evaluate evidence that may lead to conviction and testify in court.
9. Counteract less reliable evidence, such as eyewitness accounts and false confessions.
10. Exonerate the wrongly convicted.
11. Link the guilty to previously unsolved crimes.
12. Resolve cases that took place long ago.
13. Save investigators time and effort, reducing associated costs.
14. Reduce costs of trials by avoiding delays.
15. Safety.
Forensic scientists have a major effect on safety through their investigations of fires,
accidents, and fatalities. These include investigations that lead to improvements in:
1. Transportation safety.
2. Workplace safety.
3. Product safety.
4. Automobile safety.
5. Fire prevention and suppression.
6. Safety in public venues such as amusement parks.
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7.
Medicolegal Death investigation.
The duties of medical examiners and coroners vary greatly between
jurisdictions. Many times, we are misled into thinking their work affects only the dead,
but the vast majority of the work of these offices is on behalf of the living and affects our
lives in ways we don’t always see.
THESE ARE A FEW OF THE THINGS THEY MAY DO:
1.
2.
3.
4.
5.
Receive reports of all deaths in the jurisdiction.
Identify remains (sometimes working with forensic anthropologists and DNA labs to
do so).
Determine the cause and manner of an individual’s death.
Determine, within certain limits, the time of death.
Notify families of deaths of loved ones.
Issue death certificates — families, especially those who have lost a sole breadwinner,
may end up destitute if death certificates are delayed. Without a death certificate,
insurance will not pay and none of the deceased’s assets can be disposed of.
Arrange for disposition of the remains of those whose families are too poor to arrange for
burial, or whose families are unknown or unwilling to arrange for burial.
Affect public health policy through the data on death certificates — funding
preference is usually given to research on diseases that cause the highest number of
deaths.
Affect workplace safety through investigations of workplace deaths (and other
items listed in public safety, above).
Prepare for and respond to mass disasters.
Identify disease outbreaks and other causes of sudden increases in death within
the jurisdiction.
Identify potential terrorist threats such as anthrax.
Maintain records of unidentified remains and enter information into NCIC and NamUS
databases.
Identify potential hazards to children such as co-sleeping and cords on blinds.
Take pro-active steps to ensure community safety by studying patterns of deaths, making
recommendations to legislative bodies for preventive measures, and issuing public
warnings.
Provide statistics used by the Center for Disease Control and others to identify
leading causes of death.
OTHER WORK
Military uses include identification of remains, including return of remains of MIA from
previous conflicts; identification of toxins; investigation of events which may require
military prosecution and more.
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Human rights work in discovering mass graves and identification of remains, collection
and analysis of forensic evidence which may allow prosecution and conviction of human
rights violators.
Homeland security and immigration— biometrics to help ensure that those entering the
country are who they claim to be and do not have criminal records; identification of
suspected terrorists; response to mass fatalities.
Analysis of explosive materials/explosions.
Disaster response.
Assist in resolution of missing persons cases.
Identification of unknown substances which may be dangerous drugs, biohazards, and
toxins.
Protection of wildlife through forensic work of the Department of Fish & Wildlife and the
National Park Service.
Detection of fraud, computer crimes, art forgery, and much more.
This is just a partial list, but we hope it will give you a sense of how important it is to
ensure that forensic science is given the support it needs, and that we also ensure it is of
the best possible quality.
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OVERVOIEW OF MIS & HRIS AND
MIS APPLICATIONS IN HR
DHARA R. THAKAR B.COM, LL.M
PH. D , SCHOLAR- SAU. UNI.
SUBJECT : LAW
Keywords: HRIS , MIS ,applications of MIS in HR
ABSTRACT
The purpose of writing this paper is to put light over the applications of MIS used
in HRIS and which can be explore in the certain way for research also. Persistency of the
organization, competitive advantage and realization of extra profit, in contemporary
environment, are directly connected with balance of the resources available to the firm.
One of the key issues of successful business is human resource management and that
process is under great influence of modern information technology. Human Resources
Information Systems (HRIS) are systems used to collect, record, store, analyze and retrieve
data concerning an organization’s human resources, but it is not merely reduction of
administrative procedures. The importance of HRIS system is multifaceted, ranging from
operational assistance in collecting, storing and preparing data for reports, simplifying and
accelerating the processes and controlling the available data, reducing labour costs for HR
departments, and providing timely and diverse information to the management of the
company, based on which it is possible to make quality strategic decisions related to human
capital. The aim of this paper is to highlight the importance of HRIS and to give a
comprehensive insight of the subject. Special focus in the paper will be on companies in
Serbia, which have started to apply this concept, but in most situations not widely, but just
partially. They must be aware that positive results can be expected only if this subject is
approached in the right way.
MANAGEMENT INFORMATION SYSTEM
MIS is an integrated information system, which is used to provide
management with needed information on a regular basis .
The term system in MIS implies ORDER, ARRANGEMENT, and PURPOSE.
The information can be used for various purposes,
-strategic planning
-delivering increased productivity
-reducing service cycles
-reducing product development cycles
-reducing marketing life cycles
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-increasing the understanding of customers’ needs
-facilitating business and process re-engineering.
MIS can also be used across the organization as an information utility to
-support policy making
-meet regulatory and legislative requirements
-support research and development
-support consistent and rapid decision making
-enable effective and efficient utilization of resources
-provide evidence of business transactions
-identify and manage risks
-evaluate and document quality, performance and achievements.
MAKING INFORMATION AVAILABLE
The availability of information is fundamental to the decision making process. Decisions
are made within the organization at
-STRATEGIC
-OPERATIONAL
-PROGRAMMES
-ACTIVITY LEVEL.
The information needs and decision making activities of the various levels of
management
SENIOR MANAGEMENT
Strategic business direction
-information for strategically positioning the organization
-competitive analysis and performance evaluation,
-strategic planning and policy,
-external factors that influence the direction etc
MID LEVEL MANAGEMENT
Organizational and operational functions
-information for coordination of work units
-information for delivery programmes
-evaluation of resources usage
-budget control
-problem solving
-operational planning etc
MID LEVEL MANAGEMENT
Programme management within units
-information for implementing programmes
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-information for managing programmes
-management of resources usage
-project scheduling
-problem solving
-operational planning etc
LINE MANAGEMENT
Activity management
-information for routine decision making
-information for problem solving
-information for service delivery etc.
MANAGEMENT SUPPORT SYSTEMS
The management oriented support systems provide support to various levels of
management.
Executive Information Systems allow executives to see where a problem or opportunity
exists.
Decision Support Systems are used by mid-level management to support the solution
of problems that require judgment by the problem solver.
Line Managers use Management Reporting Systems for routine operational information.
FUNCTIONAL INFORMATION SYSTEMS
These include
-Accounting Information Systems
-Marketing Information Systems
-Enterprise Information Systems
-Decision Support Information Systems
-Executive Information Systems
-Quality Management Information Systems
-Manufacturing Information Systems
-Financial Information Systems
-Human resource Information Systems
HRIS STAND FOR: HUMAN RESOURCE INFORMATION SYSTEM
Human Resources Management (HRM) is the attraction, selection, retention,
development, and utilization of labor resource in order to achieve both individual and
organizational objectives. Human Resources Information Systems (HRIS) is an integration
of HRM and Information Systems (IS). HRIS or Human resource Information system helps
HR managers perform HR functions in a more effective and systematic way using
technology. It is the system used to acquire, store, manipulate, analyze, retrieve, and
distribute pertinent information regarding an organization’s human resources. A human
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resource information system (HRIS) is a system used to acquire, store, manipulate,
analyze, retrieve, and distribute pertinent information about an organization’s human
resources. The HRIS system is usually a part of the organization’s larger management
information system (MIS) which would include accounting, production, and marketing
functions, to name just a few. Human resource and line managers require good human
resource information to facilitate decision-making.
APPLICATION OF HRIS
HRIS can be applied in the following areas of HRM:
HR planning
Work force planning
analysis
Applicant recruitment and tracking
Performance management
Compensation and benefits
Job evaluation
Salary planning
Benefits management
Develop IT
Succession planning
Work
force
dynamics
Staffing
Employee data base development
Learning and development
Pay roll
Salary survey
International compensation
Develop innovative Org. Structure
DIFFERENCE BETWEEN MIS (HUMAN RESOURCE) AND HRIS
MIS HR includes only
-HR STRATEGIC HR PLANNING
-HR PLANNING
-MANPOWER PLANNING
-SUCCESSION PLANNING
-COMPENSATION PLANS
-INDUSTRIAL RELATIONS PLANS ETC
HRIS FOR VARIOUS PURPOSES
*HR STRATEGIC PLANNING
*manpower planning
*job description
*recruitment
*performance appraisal
*training
*career planning
*promotions
*succession planning
*job enrichment
*compensation planning
*human resource planning
*job analyses
*job specification
*selection
*performance management
*development programs
*job rostering
*career development
*job rotation
*job multiskilling
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*compensation package development
*termination records management
STAFF INFORMATION
department,
grade,
salary history,
supervisor,
special qualifications,
date of birth,
veterans status,
benefits selected,
*career development
*succession planning
*labor relations
*compensation package development
*termination records management
*international staff records
*pension management
*staff leave management
*international staff records
job title,
salary,
position history,
training completed,
ethnicity,
disabilities,
visa status,
*promotions
*career management
*job rotation
*compensation planning
*staff leave management
*employee communication
*payroll records
*health & safety records
MIS APPLICATIONS IN HR:
Arun Mohan Athira Anand Athul B Belli P K Bijoy Baby Bobin Chandra 2013 MIS
applications in HR
INTRODUCTION:
Introduction The Management Information System is a collection of men, tools,
procedures and software to perform various business tasks at various levels in the
organization Many organizations have separate MIS departments which are involved in
maintaining records, performing transactions, report generations and consolidation of
the important information which will be supplied to the various levels of the
management.
POWERPOINT PRESENTATION:
0)MIS primarily serves the functions of controlling and decision making at the
managerial level. 0)MIS has three basic levels: >operational , > middle management > top
management where the information is passed from bottom to top . 0) Right information
at right time in right format will decide the managements’ Human resource decisions
MIS DEFINITION:
MIS definition The MIS is defined as an integrated system of man and machine
for providing the information to support the operations, the management and the
decision making function in the organization
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FEATURES OF HRIS:
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Features of HRIS In any organization managers will have varieties of task to
manage. MIS is mainly designed to take care of the needs of the managers in the
organization Information is available in abundance. HRIS aids in integrating the information
generated by various departments of the organizations. MIS as a system can be broken
down into sub system; each sub system may be programmed. This results in easy access of
data, accuracy of data and information. It helps in maintaining the consistency of data
NEED FOR HRIS:
Need for HRIS Large amount of data and information to be processed. Project
based work environment. Employee empowerment. Increase of knowledge workers &
associated information. Learning organization
APPLICATIONS:
Applications Payroll Time and attendance Appraisal performance Recruiting
Performance record Scheduling Absence management
ARS:
ARS The main objective of Attendance Recording System (ARS) is to ensure that
the attendance (i.e. presence or absence) of employees is accurately recorded and reported
for computation of payable days, overtime hours, festival allowances and payable ESI
contributions etc
RESPONSIBILITIES OF ARS:
Responsibilities of ARS Establish an efficient workflow process for attendance
authorization. 2. Integrate time and leave data with HR, payroll and ERP systems, or to APIs
for electronic processing. 3. Ensure accurate and consistent implementation of pay and
leave policies. 4. Quickly and simply request leave or other scheduled absences. 5. Receive
automatic notification of leave balances, as well as available vacation and personal time,
sick days and other leave benefits.
BENEFITS OF HRIS:
Benefits of HRIS Faster information process, Greater information accuracy,
Improved planning and program development, and Enhanced employee communications
LIMITATIONS OF HRIS:
Limitations of HRIS Lack of management commitment No or poorly done needs
analysis Failure to keep project team intact Failure to involve / consult significant groups
Lack of communication Bad timing (time of year and duration)
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HRIS SOFTWARE:
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HRIS software Abra Suite: for human resources and payroll management
ORACLE- HRMS : Oracle iRecruitment , Oracle Self-Service Human Resources, Payroll, HR
Intelligence, Oracle Learning Management, Oracle Time and Labor PEOPLESOFT : Enterprise
eRecruit , Enterprise Resume Processing, Enterprise Services Procurement, Workforce
Planning, Warehouse SAP HR : Human Capital Management (HCM) for Business, All-in-One:
Rapid HR, SPECTRUM HR : iVantage ® and HRVantage ®. iVantage is a Web-based HRIS
product designed for organizations with up to 10,000 employees.
MIS DESIGNED FOR ATTENDANCE CAPTURING & RECORDING SYSTEM:
MIS Designed for Attendance Capturing & Recording System
POWERPOINT PRESENTATION:
During the processing of punched data the processed data is to be transferred in
the database During the processing of punched data the processed data is to be transferred
in the database After transferring of processed data into the monthly attendance database
we can perform various operations on it i.e . 1. Getting daily attendance of employee
according to their unit on which they are working. 2. Getting attendance of employee in a
range. 3. Getting monthly attendance of employee.
REPORTS :
Reports The reports which are used by top management are generated from the
above MIS like Monthly Attendance, Card Replacement, Sick Report, and Monthly Voucher
Correction which are submitted to HR Manager and he takes proper decisions related with
Attendance Capturing & Recording
REFERENCES
Kavanagh, M.J, Mohan, T. (2009), Human Resource Management – Basics, Applications and Future
Directions, Sage
Kovach, K.A, Hughes, A.A, Fagan, P, Maggitti, P.G. (2002), „Administrative and Strategic Advantages
of HRIS“, Employment Relations Today, Vol. 29, Issue 2
Mayfield, M, J. Mayfield, S. Lunce, (2003), Human Resource Information Systems: A Review and
Model
Development, Advances in Competitivness Research, Vol. 11, Issue 1
Milašinovic, S. (2010) „Optimizacija informacionih sistema korišcenjem Cloud Computing rešenja“,
Savetovanje ZITEH 10 – Zloupotreba informacionih sistema i zaštita, Beograd
Nuasair, K.K., Parsa, H.G. (2007) „Critical Factors in Implementing HRIS in Restaurant Chains “,
Advances in Hospitality and Leisure, Vol. 3, ed. Joseph S. Chen, Elsevier, UK
Venkateswaran, N. (2007) e-HRM, Department of Management Studies Panimalar Engineering College
Chennai, available on: http://www.indianmba.com/Faculty_Column/FC555/fc555.html
Vujovic, S. (2005), Informacioni sistemi u poslovanju i menadžmentu, Slobomir P Univerzitet,
Republika Srpska
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DEVELOPMENT OF CO-OPERATIVE
BANKING IN INDIA
MR. DARSHIN R. UPADHYAY
RESEARCH SCHOLAR, PACIFIC UNIVERSITY, UDAIPUR
SUBJECT : COMMERCE
KEYWORDS:Co-operation, Co-operative Banking,Citizen Cooperative Banks
ABSTRACT
Co-operation is an important aspect of the society. Co-operation is a form of organization
wherein persons voluntarily associate together as human beings, on the basis of equality
for promotion of economic interest of themselves.A co-operative bank is a financial entity
which belongs to its members, who are at the same time the owners and the customers
of their bank.Co-operative banks have completed 100 years of existence in India. They
play a very important role in our financial system.
______________________________________________________

INTRODUCTION
The Co-operative banks are an important constituent of the Indian Financial System.A cooperative bank is a financial entity which belongs to its members, who are at thesame
time the owners and the customers of their bank. Co-operative banks are oftencreated
by persons belonging to the same local or professional community or sharing a common
interest. Co-operative banks generally provide their members with a wide range of
banking and financial services (loans, deposits, banking accounts etc.). Co-operative
banks have completed 100 years of existence in India. They play a very important role in
the financial system. The co-operative banks in India form an integral part of our money
market today. Therefore, a brief resume of their development should be taken into
account.

OBJECTIVES
1. To study the Co-operative Movement in India.
2. To evaluate the Progress of Citizen Co-operative Banks in India.

ORIGIN OF URBAN CO-OPERATIVE BANKS IN THE WORLD:
The Urban Co-operative Credit movement originated in Germany when Herman Schultza
started such societies for the benefit of artisans in the cities. Mr. Schulze found a friendly
society in 1849 for relief in sickness. For provision of credit he founded in his native town
the first loan society in 1850 and Hog originated Dairy Co-operative Banking for the
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development of dairy enterprise. Dr. Hog's banks improved dairmen's life in the rural and
sub-urban part of Germany and Schulze model was designed to improve the social and
economic life of urban part of Germany. The attractive business of co-operative banks of
Germany created an ideal situation for the growth of co-operative banking at an
international level in the year 1849 to 1890. In Italy, the credit of starting such societies
goes to Luigi Luzzatti. Encouraged by the success of the urban credit institutions in those
countries, social workers in India began to think in terms of co-operation as a means of
bringing succour to the middle classess as early as the close of the nineteenth century.
The idea of co-operative bank was first discussed in Great Britain in about 1870, and at a
conference on banking at Bury. Mr. Ludlow said that he saw no reason why there should
not be a bank " in a closest possible connection with the wholesale society." Opinion was
sharply accepted and the co-operative wholesale society decided in May 1872, to
undertake the business of banking as a separate department of the C.W.S. The new
department was named, "The loan and Deposit Department" a title which is retained
until 1876. The Banking Department had shown very great progress in accumulating
resources. During this period, India too, had borrowed the theory and practice of cooperative banking from Germany. The first urban credit society saws the light of the day
in 1889 when a mutual aid society was registered at Baroda.

HISTORY OF CO-OPERATIVE BANKS IN INDIA
The Government of Madras was the first to grasp the possibilities of the
cooperativemovement in India and appointed, in 1892, F.H. Nicholson asthe Special
Officer to study the theory and practice of the co-operativemovement in Europe, with
special reference to the organization of cooperativecredit in Germany, and to suggest
means for its introduction inIndia. In his two reports issued in 1885 and 1897, he gave
exhaustiveinformation about the development in Europe, and recommended themodel
of Raiffeisen Societies. His emphasis was, however, on the man whom they had
discovered 'and not on the system and, therefore, 'FindRaiffeisen' was the crux of his
advice.
The Madras Government decided to set up two village banks as anexperiment;
but the Bombay Government was not enthusiastic about hisrecommendations. At the
same time the States like U.P., Punjab andBengal started cooperatives societies on the
Italian model. Those wereregistered, in the absence of special legislation, either under
the SocietiesRegistration Act or the Companies Act.
The first experiment in urban co-operative credit was made in the then Baroda
State. On February 5, 1889, Prof. VithalLaxman alias BhausahebKavathekar arranged a
dinner at his residence in Baroda and the party ended with the decision to set up
'AnyonyaSahakariMandali' was the object of promoting thrift and providing relief among
Maharashtrian residents in Baroda city. The 21 Maharashtrians attending the dinner
became founder-members on the spot by agreeing to subscribe at least Rs. two each
month. It was the mutual aid society of subscriber-members, its funds were deposited in
the Postal Bank, and it had no assistance from the Boarda State. Inspired by the
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experiments in the Baroda State,' such voluntary associations, for the twin purposes,
were set up in the Bombay presidency by public-spirited men without Government
assistance. At this juncture, Indian opinion had been impressed by the success of small
village banks in Germany and Italy.
The enactment of Co-operative Credit Societies Act, 1904 conferred legal status
on credit societies and the first urban co-operative credit society was registered in 1904
at Conjeevaram in Madras Province. Subsequently, the Betegri Co-operative Credit
Society in Dharwar district in the undivided Bombay Province (now in north Karnataka)
and the Bangalore city the co-operative credit societies, in the erstwhile Mysore State
were registered in October 1905 and December 1905 respectively. However, the real
beginning was after the amendment in 1911, enhancing its scope to the formation of
non-agricultural credit societies.

Progress of Citizen Co-operative Banks in India.
Co-operative credit societies established in urban areas are referred asCitizen
(Urban) Cooperative Banks. The urban areas of the country are served by the urban cooperative banks, which are further sub-divided into scheduled and non-scheduled CCBs.
Scheduled CCBs form a small proportion of the total number of CCBs. The operations of
both scheduled and non-scheduled CCBs are limited to either one state or multi state.
Most of the non-scheduled CCBs are primary single state CCBs having single tier
structure.
Citizen Cooperative Banks are confined to the municipal area of the town. They
are of two types:
(i) Unit banking
(ii) Branch banking
Citizen Cooperative Banks usually meet the needs of specific types or groups of
members pertaining to certain trade, profession, community or even locality. Citizen
Cooperative Banks are also called Primary Cooperative Banks (PCBs) by the Reserve Bank
of India.In the following table, an attempt has been made to study the performance of
CCBs at national level.
Key Financial Indicators of CCBs
(Amount in Crores)
Year
No. of Banks
Deposits
Advances
1967
1106
153
167
1992-93
1399
13531
10132
2000-01
1762
71703
45856
2001-02
2090
93069
62060
2002-03
2104
100757
64022
2003-04
2105
110256
67930
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2004-05
1872
105017
66905
2005-06
1853
114060
71641
2006-07
1813
121391
79733
2007-08
1770
138496
88981
2008-09
1721
157041
96234
2009-10
1674
182862
110303
2010-11
1645
212031
136341
2011-12
1618
238521
158026
Source: Report on Trend and Progress of Banking in India, various issues.
No. of Banks: In June 1967, there were 1106 CCBs in India and by the year 1993, the
number increased to 1399. In 2002-03, there were 2104 CCBs and by the year 2011-12,
the number decreased to 1618. The number of CCBs for the period 1967-1993 increased
by 293 banks (26.49%) and it increased by 705 banks (50.39%) during 1993-2003.
However, unfortunately the number of CCBs for the period 2002-03 to 2011-12
decreased by 396 banks (19.66%).
Deposits: From 1966-93, the recoveries mobilized by way of deposits by the CCBs have
registered a phenomenal growth. In June 1967 the total deposits with these banks were
around Rs.153 crores and by the year 1992-93 deposits increased to Rs.13531 crores. In
2002-03, the total deposits were Rs.100757 crores and by the year 2011-12 deposits
increased to Rs.238521 crores. The deposits of these banks increased by Rs.10004 crores
(6538.56%) in the period 1967-1993. The deposits of these banks increased by Rs.87226
crores (645%) in the period 1993-2003 and deposits of these banks increased by
Rs.137764 crores (136.72%) in the 2011-12 in comparison of 2002- 03.
Advances: In June 1967 the total advances of these banks amounted to Rs.167 crores and
by the year 1992-93 advances increased to Rs.10132 crores. In 2002-03, the total
advances amounted to Rs.64022 crores and by the year 2011-12, advances increased to
Rs.158026 crores. The advances of these banks increased by Rs.9965 crores (5967.07%) in
the period 1967-1993. The advances of these banks increased by Rs.53890 crores
(531.88%) in the period 1993-2003 and advances of these banks increased by Rs.94004
crores (146.83%) in 2011-12 in comparison of 2002-03.

CONCLUSION
Co-operative is an association of persons usually of limited means who have
voluntarily joined together to fulfill a common economic need through the formation of a
democratically controlled business organization making equitable contributions to the
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capital required and accepting a fair share of the risks and benefits of the
undertaking.The co-operative banks in India form an integral part of our money market
today.Principles of Co-operation direct the movement and indicate the follow-up action
to be pursued by the Society in future.From its origins then to today, the thrust of cooperative banks,historically, has been to mobilize savings from the middle and lowincome
urban groups and purvey credit to their members.
REFERENCES
1. Barou, N. Co-operative Banking, P.S. King & Sons, Orchurd House, Westminister,
1932.
2. Haugh E.M. The Cooperative Movement in India, Oxford University Press, Bombay,
1967.
3. Mathur, B.S. Co-operation in India, SahityaBhawan, Agra, 1975.
4. Rama D. Applied Co-operatiive Banking, Urmila Publishers, Chandigarh, 1985.
5. Singh R.P.NABARD-Organisation Management and Role,Deep and Deep Publication,
New Delhi, 1992.
6. The Maharashtra State Co-operative Bank Ltd., Seven Decades of Innovative
Banking, Bombay, 1983.
7. www.rbi.org.in
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INDIAN HEART THROBBING IN A DIASPORIC
MAN:
ECHOES OF INDIA IN THE WORKS OF
SATENDRA NANDAN
DR. MAHESH JANI
SUBJECT :
When I set out on my journey to India, I had no idea of either my history or
India’s. It was a leap into my grandparents’ palmist world which I had glimpsed only
darkly through the myths of the Ramayana, enacted in Ramlila on Votualevu grounds,
and a few Hindi films from Bombay. 1
This epigraph is taken from Dr. Satendra Nandan’s autobiography, Requiem for a
Rainbow: A Fijian Indian Story. The epigraph reveals the initial image of India on the
writer’s mind. It also reveals that what he knows about India is mainly due to the stories
from the Indian epics, which his grandfather used to tell him.
India always creates a charismatic image on writer’s mind. It is a land of social,
religious, regional, linguistic, cultural and geographical diversities. It is a mystical land of
myths and legends, stories and shastras. It is a land of the Himalayas, the Ganges and
temples. From the earliest times, India has captured the imagination and expression of
many writers, Indian and foreign. Many writers attempted to encompass the profound
image of India in their writings. India’s diversity, rich cultural heritage inspired and
influenced many great writers of the world. No doubt, Indian writers can have the benefit
to look India from close quarters, but the foreign writers also tried their best to
comprehend and delineate Indian subcontinent in their writing. Diasporic writers have
the capacity and capability to recreate the image of India in their works through their
consciousness and imagination. Though living in their adopted land, in alien surroundings
and different cultural make ups, they reconnect themselves with their matrubhumi India. Living in different spaces for years, far from their roots, separated from the seven
seas, diasporic writers strongly feels their traditional and cultural linkages with India.
Scholars from Max Muller to Rudyard Kipling and from Koestler to Afanasii Nikitin tried to
comprehend the contemporary India in their writings. Eminent writers living abroad like
V.S.Naipaul, Bharati Mukherjee, Salman Rushdie, M.G.Vassanji, Sudesh Mishra, Vijay
Mishra, David Dabydeen, Jhumpa Lahiri, Nirad Chaudhary, Cyril Dabydeen, Rohinton
Mistry, Suniti Namjoshi, Attia Hosain etc. living in different corners and cross cultures of
the world, depicted India through the eyes of an outsider. Though they are not living in
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India, their narration and depiction of India are accurate, life-like and real. In their fiction
and poems, their diasporic consciousness makes their narration about India, a real
presence. Prof. S.D. Singh writes in this context:
The descendents of this (Indian) Diaspora have also inevitably produced great
works of literature illustrative of their history and heritage, of their own awareness of
their society and its problems, its achievements, its limitations and frustrations. Some of
them have turned their attention to India to assess and understand the nature of their
relationship with the land of their ancestors. They have probed and explored their own
Indian-ness in its uniqueness; its new geo-political and social context; its separation from
the forces and factors that changed the face of India in the years following the emigration
of their ancestors.2
For the diasporic writers there is an immense value of ‘home’, ‘homeland’ or
‘Motherland’. Here in this chapter, there is an endeavour to discuss the idea, concept and
image of India which Nandan presents through his writings. Dr. Satendra Nandan, a
versatile genius and prolific expatriate writer, is involved in emotional relationship with
India and Indian culture. In his novel, essays and poems we can see Nandan’s strong
attachment and his concern for India. The people of India have still preserved their
culture, traditions and myths even in the age of globalization and modernization. The
image of India which was built during his stay in Delhi further develops on his arrival in
India in the year 1963. Nandan’s vision of India formed through his frequent visits to
India. Nandan got many opportunities to visit India during his academic career. He first
went to India on the government of India sponsored scholarship to study at Delhi for his
higher education. He got the early opportunity to look India’s hectic life, palaces and
ruins, public and politics and fascinated seeing the vast human ocean. No doubt, he is a
child of Indian indenture parents but India provides him a golden opportunity to peep
into her ever flowing cultural and traditional river. Though he lives in South Pacific region,
he presents unique images of India and provides glimpses of modern India, through his
writing. Nandan has so far produced three poetry collections; Loneliness of Islands, Voices
in the River, Faces in a Village, three essay collections; Between The Lines, Fiji : Paradise in
Pieces, Beyond Paradise : Rights of Passage and a novel, The Wounded Sea all of which
reexamine the concept of home and nation from diaspora point of views. It is impossible
to read Nandan’s works without explaining his life, career and character. As we know, Dr.
Satendra Nandan is a politician, professor, a poet, and also a novelist, with debut novel,
The Wounded Sea in 10th March 1991. He was born into an Indian family in Fiji and
migrated to Canberra, Australia in 3rd December, 1987. The novel tells us the story of a
boy and his family, following the Indian culture and traditions. Nandan, the protagonist
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lives Fiji to study in India and his experience in India reminds him his roots and culture.
Again in the month of June, 1963 he travelled back to Delhi for his wife Jyoti. He lived in
India from 1963 to 1965, in the blissful atmosphere of Dehra Dun and these events
marked an indelible impression on his heart and mind. This gave Nandan a peculiar
attachment and attraction for India. Due to the coup of 1987 when he left Fiji he
remembers the freedom and peace which he enjoyed in India. In India, he was free from
any racial discrimination or religious suppression. He writes in his autobiography:
India, especially Delhi, had given me a sense of belongingness. Caste, clan and
communalism remained the beats of a distant drum. The white man’s superiority had
disappeared with the passing parade of the Raj. 3
In this sense, India gives him a reason and vision to fight against the unjust
practices of racism and communalism. In the same chapter, he vehemently asserts his
mission; “One of my commitments in life has been to fight racial, communal or religious
bigotry in any form, anywhere, among any people, in any place.”4
Nandan’s visit to India was his most memorable experience. India is a country
of mystery and magic, from where grandfathers and grandmothers of all girmitiyas were
descended. It is a country of their births. Nandan’s grandfather was also a girmitiya from
India. For Nandan it was an act of reestablishing the self, his real identity and roots. It was
like establishing a bridge between the past and the present. From his family, no one was
able to cross the seven seas. Only Nandan got this golden opportunity to reclaim his
ancient roots. For the girmitiyas, their journey was a journey of injustice, hardship and
trauma. Now Nandan’s journey was a journey of self-justification and self-establishment.
His interest in and concern with India provides a significant status to his writings. Though
living in Fijian culture and surroundings, he is completely aware of his Indian roots and
identity. It is important to note that Nandan was born and brought up in Fiji, raised his
career and became an active politician, writer and ideal citizen. He also calls Fiji, his
second home. But the loss of motherland constantly becomes the major theme of his
writings. India is presented as a source of cheap labour from where the indenture Indians
came under the brutal colonial yoke to work on the sugar plantations of Fiji. The pathos
and trauma reaches to its nadir when Nandan remembers his father weeping, when his
son was going to Delhi for study.
Why did he weep? Was it because his own father, at almost my age, had made
an earlier journey from India to Fiji – and never returned? Something, as father, he was
now beginning to understand? Or was it because he himself could never make the
journey to his father’s village? 5
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He also presents a beautiful imagery of an Air India flight which creates an image of India
for the Indians. For the exiled and transplanted Indians in Fiji, the flight becomes the
symbol of India, from where it had arrived. He gives a brief pen picture of it.
To Father, Air India was the idea of India itself. India, for Father was a grain of
sand in an oyster: it troubled him, then crystallized into a pearl in his imagination… 6
His father’s imagination of India was further invoked and awakened by the
regular arrivals of the Air India flight. In order to presents the ideal picture of the life of
Indenture and the story of forgotten girmitiyas and their descendents, before the
readers, he employs so many Indian characters, speech habits, myths, history and
traditions in his prose and poems. The village, which he describes in The Wounded Sea, is
an ideal picture of a Fijian village where the Indians settled and lived with all their
traditions and beliefs. Even after the hardships and struggle of the whole day, these
villagers spend their time in reciting bhajans, chopais and tales from the Indian epics.
They try to soothe their pathos and pain chanting and praying the names and tales of
Rama and the Pandavas. Employing the gigantic scale of two colossal Indian epics, The
Ramayana and The Mahabharata, Satendra Nandan tries to explain and explores before
the readers, the enigma of arrival and existence of Indenture Indians in Fiji. He sees the
solution of this indenture experience in these Indian epics. Nandan employs various
techniques and strategies to impart an Indian identity and image to his works and
language. His usages, words, idioms and dialogues explicitly show the Indian influence on
Nandan’s creativity and genius. Syd Harrex remarks in this context:
The narrator also celebrates the nourishing and enriching influences of Indian
tradition, the joint family culture, the villagers’ intimate relationship with the rural world
and the beauties of nature, and the power of human love, goodness, compassion and
kindness. 7
He not only depicts the image of ancient India but also he successfully recreates
the era of Indian indenture of the colonial period. He beautifully catches the images of
girmitiyas and their grand children coming through the dark, dangerous waters, crossing
the seven seas. He invokes the whole girmitiya tragedy and colonial machinery, and thus
presents before us the pathetic plights of the Indians, leaving India to transplant
themselves into an alien atmosphere. The ancient Indian philosophy about swarg/heaven
and narak/ hell still had its existence in the life of these girmitiyas. The myths and tales of
The Ramayana is the constant and unfathomable source of wisdom, consolation,
fortitude and faith for them.
India always becomes a veritable home for the homeless and hope for the
hopeless people. Parsis, Jews, Muslims and many other minorities settled here and
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practiced their religions, without any danger. When these minorities were expelled from
their respective natives, India welcomed them wholeheartedly. India accepted them and
these religions flourished in their full bloom. The lives and legends of great personages of
Indian culture help this diasporic race to survive and struggle in their predicament. Their
teachings become inspiration in conflicting conditions. There is always a sense of
detachment, fragility of life in an Indian mind and so, personal lot was never of
paramount of importance, and hence in India you can find many legends of renunciation,
sacrifice and self effacement. The lives and morals of these great Indian saints give
mental and spiritual upliftment to the people who live in brutal colonial regime.
References:
1.
2.
3.
4.
5.
6.
7.
Satendra Nandan. Requiem for a Rainbow: A Fijian Indian Story. Canberra: Pacific
Indian Publications. 2001, p.134.
S.D. Singh. “The Indian Diaspora”, Theorizing and Critiquing Indian Diaspora. (eds.)
Kavita Sharma, Adesh Pal, Tapas Chakrabarti. New Delhi: Creative Books, 2004, p.95.
Satendra Nandan. Requiem for a Rainbow: A Fijian Indian Story. Canberra: Pacific
Indian Publications, 2001, p.181.
Ibid. p.180.
Ibid. pp.10-11.
Ibid. p.11.
Syd Harrex. “Afterword”, Satendra Nandan. Fiji: Paradise in Pieces: Writing,
Ethics and Politics, The Centre for Research in the New Literatures in English,
Flinders University of South Australia, Adelaide in association with Pacific
Indian Publication, Canberra, 2000, pp.193-194.
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SAVING BY WAY OF MUTUAL
FUND
KOTECHA MANOJKUMAR VRUJLAL
S.D.MEHTA MAHILA B.ED COLLAGE –DARBARGADH DHROL
KOTECHA ASHA VRUJLAL
SHREE HARIPAR PRIMARY SCHOOL -HARIPAR DHROL
SUBJECT : COMMERCE
ABSTRACT
The origin of mutual fund industry in India is with the introduction of the
concept of mutual fund by UTI in the year 1963. Though the growth was slow, but it
accelerates from the year 1987, when NON-UTI players entered in the industry, i.e. Entry
of public sector funds and private sector funds.
INTRODUCTION
A mutual fund is just the connecting bridge or a financial intermediary that
allows a group of investors to pool their money together with a pre determine
investment objective. The mutual fund will have fund manager who is responsible for
investing the gathered money in to specific securities like shares, debentures etc. mutual
fund in simple terms is money managing institutions that pools the money received from
the public having limited financial means but similar financial goals. Buying a mutual fund
is like buying a small slice of a big pizza.
Mutual funds are considered as one of the best available investments as
compared to others. Mutual funds are very cost efficient and also the investment in
mutual funds are very easy. The biggest advantage to invest in mutual fund is
diversification by minimizing risk and maximizing returns. This is because investments in
securities are spread across wide cross section of industries and sectors and thus risk is
reduces. Diversification reduces the risk because all stocks may not move in the same
direction in the same proportion at the same time.
The investor pools their money with the fund manager. Fund manager in turn
issues unit to the investor in accordance with the quantum of money invested by them
and invest the money received from the investor in different securities. The investors of
mutual fund are known as unit holder. The returns profit or losses from the securities
invested by the fund manager go back to the investor in proportion to their investments.
Mutual fund are managed by asset management company (AMC) and custodian. The
trust is established by a sponsor or more than one sponsor who is like promoter of the
company. The trustee of the mutual fund holds its property for the benefit of the unit
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holders. AMC are approved by SEBI manages the fund by making investment in various
types of securities. The trustees are vested with the general power of supervision and
directions over AMC. They monitor performance and compliance of SEBI regulations by
mutual funds.
Mutual fund is required to be registered with securities and exchange board of
India. Which regulates markets before it can collect funds from the public. SEBI requires
that at least two third of the directors of trustee company or BOD must be independent
in nature i.e. 75% directors must be independent in nature that menace they should not
be associated with the sponsors. All the mutual funds are required to be registered with
SEBI before launching any scheme of mutual fund.
ADVANTAGES OF MUTUAL FUND
Diversification
Purchasing unit in a mutual fund instead of buying share in the share market will help the
investor to diversification of its risk to the overall portfolio. The investor risk is spread out
and minimized up to certain extent. The logic behind diversification is to invest in a large
number of assets so that loss spread over securities and minimized by gaining others.
Professional management
The advantage of expertise knowledge can be gained by investing in mutual fund. The
funds so invested are managed by AMC - Asset Management Company so that money so
invested will get good return because managed by well qualified professional. Investor
purchase funds because they do not have time or expertise to manage their own
portfolio. A mutual fund is the easiest way to make and mentors their investments.
Simplicity
Investment in mutual fund is considered to be very easy compare to other available
instruments in the market and the minimum investment is small.
Liquidity
Just like an individual stock, mutual fund also allows investors to liquidate their holdings
as and when they want.
Economies of scale
Mutual funds buy and sale large amount of securities at a time, thus help to reducing the
transaction cost, and help to bring to down the average cost of the unit for their
investors.
Tax saving
These skims offer tax rebates to the investors under specific provision of the income tax
act, 1961as the government offers tax incentives for investment in specified avenues .e.g.
equity linked savings skims (ELESS).
DRAW BACKS OF MUTUAL FUNDS
Fees and commissions
All mutual funds are managed by asset Management Company. Asset management
companies are managed by well qualified professionals have expertise to manage
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portfolios, they charge administrative fees to cover their day to day expenses. Some
funds are also charge sales commissions or loads to compensate brokers, financial
consultant or financial planners.
No guarantees
Mutual funds are subject to market risk. If entire stock market declines in value, the value
of mutual funds shares will go down as well, no matter how balanced the portfolio.
Management risk
Some funds does not perform in neither market, as their management is not dynamic
enough to explore the available opportunity in the market, thus many investors debate
over whether or not so-called professionals are any batter then mutual fund or investor
himself, for picking up stocks.
Taxes
When making decisions about your money, fund manager do not consider your personal
tax situation. For E.g. when a fund manager sale a security a capital-gain tax is triggered,
this affects how profitable the individual is from the sale.
Types of mutual funds
Mutual fund schemes may be classified on the basis of their structure and their
investment objective
BY STRUCTURE
Open ended fund
An open ended fund is one that is available for subscription all through the year. These
do not have a fixed maturity investor can conveniently buy and sell units at net asset
value NAV related prices
Close ended funds
A close ended fund has a stipulated maturity period, which generally ranges from three
to fifteen years. The fund is open for subscription only during a specified period. Investors
can invest in the scheme at the time of the initial public issue and thereafter they can buy
or sell the units of the scheme on the stock exchanges, if they are listed. The market price
at the stock exchange could vary from the schemes NAV on account of demand and
supply situation unit holder’s expectations and other market factors.
BY INVESTMENT OBJECTIVE
Growth fund
The aim of growth fund is to provide capital appreciation over the medium to long term.
Such scheme normally invest majority of their corpus in equities. Growth schemes are
ideal for investors who have a long term outlook and are seeking growth over a period of
time.
Income funds
The aim of income fund is to provide regular and steady income to investors. Such
schemes generally invest in fixed income securities such as bonds, corporate debentures
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and government securities. Income funds are ideal for capital stability and regular
income. Capital appreciation in such fund may be limited, though risks are typically lower
than that in a growth fund.
Balanced funds
The aim of balanced funds is to provide both growth and regular income such schemes
periodically distribute a part of their earning and invest both in equities and debt funds in
the proportion indicated in their offer documents. This proportion affects the risks and
the returns associated with the balanced fund-in case equities are allocated a higher
proportion, investors would be exposed to risks similar to that of the equity market.
Balanced funds with the equal allocation to equities and fixed income securities are ideal
for investors looking for a combination of income and moderate growth.
Money market fund
The aim of money market funds is to provide easy liquidity, preservation of capital and
moderate income. These schemes generally invest in safer short term instruments such
as treasury bills, certificate of deposit, commercial papers and inter-bank call money.
Returns on these schemes may fluctuate depending upon the interest rate prevailing in
the market. These are ideal for corporate and individual investors as a menace to park
their surplus funds for short periods.
OTHER EQUITY RELATED SCHEMES
Tax saving schemes
These schemes offer tax rebates to the investors under specific provisions of the Indian
income tax laws, as the government offers tax incentives for investment in specified
avenues. Investment made in Equity Linked Saving Schemes (ELSS) and pension Schemes
are allowed as deduction under Section 88 of the Indian income tax act, 1961 .
Index schemes
Index funds attempt to replicate the performance of a particular index such as the BSE
sensex or the NSE S&P CNX 50.
Sectoral schemes
Sectoral funds are those which invest exclusive in specified sectors such as fast moving
consumer goods (FMCG). Information technology, petro chemical, natural resources,
pharmaceuticals, etc. these schemes carries higher risk as compared to general equity
schemes as the portfolio is less diversified that menace that restricted to specific industry
or sectors.
Mutual fund v/s other investments
Mutual funds offer several advantages over investing in individual stocks. For example,
the transaction costs are divided among all the mutual fund share holders, who also
benefit by having a third party(professional fund managers) apply expertise and dedicate
time to manage and research investment option. However, despite the professional
management, mutual funds are not immune to risk. They share the same risks associated
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with the investments made. if the fund invests primarily in stocks, it is usually subject to
the same ups and downs and risks as the stock market.
CONCLUSION
A mutual fund is just the connecting bridge or a financial intermediary that allows a group
of investors to pool their money together. Mutual funds are considered as one of the
best available investments as compared to others. Mutual funds are very cost efficient
and also the investment in mutual funds are very easy. The biggest advantage to invest in
mutual fund is diversification by minimizing risk and maximizing returns. Mutual fund are
managed by asset management company (AMC) and custodian. Mutual fund is required
to be registered with securities and exchange board of India. The Indian mutual fund
industry is beginning to blossom and with the recent relaxations it is evident that the
industry will rise to the international standard. India as a country holds great potential
and the rise in income and savings levels signify the tremendous growth opportunity that
lies ahead.
REFERENCES:
www.nism.ac.in
www.kpmg.com/in
www.sebi.gov.in
The Association of Mutual Funds in India (AMFI)
www.nseindia.com
SEBI Investment Advisers Regulations 2013
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THE ROLE OF TEACHER IN TEACHING ESP
(ENHLISH FOR SPECIFIC PURPOSE)
PATHAN ASHFAQMOHAMMADKHAN .J.
SUBJECT :
ABSTRACT:
ESP i.e., English for specific purpose plays a significant role in facilitating people
to learn English for specific purpose; it is actually designed to meet specific needs of the
specific profile within a defined time frame. This involves orientation to specific spoken
and written English required to carry out specific academic and workplace tasks. In such
courses the role of teacher is very vital. It is because they act as course designer and
material provider, collaborator, researcher, evaluator, and practitioner.
INTRODUCTION:
Learning English for specific purpose is actually designed to meet specific needs
of the specific profile within a defined time frame. This involves orientation to specific
spoken and written English required to carry out specific academic and workplace tasks.
DEVELOPMENT OF ESP:
ESP derives from the need to use language as a tool in facilitating success in
professional life. The impact of Second World War resulted in a huge and extraordinary
expansion in science, technology, and economy. The oil crises caused the flow of western
money and knowledge into oil-rich countries and in both the cases, the impact was seen
on the changes in language. In 1987, Hutchinson and Waters began to focus on the ways
in which language is used in real communication. Instead of concentrating on features of
the language, they point out that adjusting the language to meet the needs of learners in
specific context is very important. So, ESP came into existence.
ESP CONCEPTS OF TEACHING ENGLISH:



According to the specific need of the learner.
Related in content to particular discipline, occupation and activities.
Centered on appropriate language to those of activities.
ESP IS ALWAYS:


Designed to meet specific needs of the learner.
Use the methodology and activities of the discipline it serves.
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
Centered round the language, skills, discourse and genre appropriate for the
activities.
ROLE OF AN ESP TEACHER:
An ESP teacher’s work involves much more than teaching. It is the reason why
an ESP teacher is also termed as practitioner. The ESP teacher role can be graded as
follows:

Teacher

Course designer and material provider

Collaborator

Researcher

Evaluator
The teaching methodology changes when the teaching becomes specific. In case
of specific courses, the students themselves are frequently the primary learner of the
carrier content material. The teacher’s main role is to generate real, authentic
communication in the classroom on the ground of student’s knowledge.
ESP PRACTITIONER AS COURSE DESIGNER AND MATERIAL PROVIDER:
Due to the lack of material for ESP courses the more specialized the course the
greater the rarity of teaching material- one of the ESP teacher roles is planning the course
and providing material for it. Provision does not mean choosing materials and making a
suitable number of copies for the class; the teacher’s task also includes adapting material
when published materials are unsuitable, or writing his/her own materials.
ESP PRACTITIONER AS A RESEARCHER:
As ESP teacher should also be a researcher to fulfill the student’s needs. Firstly,
the teacher should decide on what he is going to achieve. Then research is necessary to
design a course, to write teaching materials and to find out the ESP student’s particular
interests.
ESP PRACTITIONER AS A COLLABORATOR:
An ESP teacher should collaborate with students to design the course, so that
the course is related to information about the subject’s syllabus, or tasks the students
have to carry out in their professional environment.
ESP PRACTITIONER AS AN EVALUATOR:
Acting as an evaluator in ESP teaching plays a very significant role. An ESP
teacher is involved in student evaluation. The evaluation consists of student testing. Tests
are conducted to evaluate student progress and teaching effectiveness. However in the
ESP classes, an additional kind of testing should evaluate the course and teaching
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material. As ESP courses are often tailor-made, their evaluation is crucial. These courses
are unique as it is possible to create one ESP course that would satisfy all ESP students.
Therefore evaluation of such a course is a must.
CONCLUSION:
ESP caters to various needs of different people in the globalised world. Its use
may be varied for English as a restricted language or academic or occupational purpose. It
also deals with future needs of the people who work in foreign institutions, attend
conferences or pursue postgraduate studies in a foreign land.
The role of an ESP practitioner is more complex and more responsible than
general English teaching. An ESP practitioner, apart from teaching also provides
materials, designs a syllabus, collaborates with subject specialists, conducts research and
evaluates the course and the students.
REFERENCES:
Dudley-Evans, T. And MJ St. Johns. Development in English for Specific Purpose: A Multidisciplinary approach, Cambridge 1997, Cambridge University Press.
Harding, K (2007) English for Specific Purpose, Oxford University Press.
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ICT APPLICATIONS THAT CAN BE USED
IN PHYSICAL EDUCATION
DR.PARESH D. TRIVEDI
P.T.I. SAURASHTRA GYANPITH ARTS AND COMMERCE COLLEGE-BARVALA
SUBJECT : PHYSICAL EDUCATION
ABSTRACT
this paper is for lighting a research area of the ICT applications used in the physical
education and its relavant examples are stated in the paper the following applications are
considered below:Cameras,Mobile phone cameras,Motion analysis software,Film
editing,Portable
media
players,Interactive
whiteboards,Voice
projections
systems,Developing FUNctional skills through physical education,Games consoles Nintendo
Wii Fit, ect,.
CAMERAS
There are a range of hardware applications that can be used with physical education
departments. Video cameras can provide footage of experienced performers in action and
can be used to inspire, to demonstrate correct techniques and to develop pupils’
understanding and knowledge of the subject. By reviewing their own actions, for example,
pupils can evaluate and improve their own games strategies, gymnastics sequences,
trampolining routines or dance compositions, particularly if they are able to look at their
performances in slow motion or from a different viewing angle.
Within practical situations the use of still and video cameras can highlight personal
achievement within lessons. Video footage and photographic images can be cropped and
edited and used either a slideshow or highlight DVD. Cameras can also be used as an
assessment for learning tool and as a form of classroom management. Furthermore, they
can help to create activity cards, worksheets, presentations as well as enable a teacher to
break a particular skill or technique down to reinforce learning and demonstrate and show
good practice. One example of a useful camera is the Sanyo Xacti video camera which is
waterproof and captures footage as a regular video camera would. The storage is through
SD memory cards and this allows for easy transfer of data.
MOBILE CAMERA PHONES
The use of mobile phones in schools is a contentious issue. Some schools may allow pupils
to use their mobile phones within physical education lessons. For example, during an
orienteering unit of work pupils can take photographs with their phones of the items they
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were trying to find and use the picture as evidence of completion of the course. Pupils can
also set up their own orienteering courses, using their pictures taken with their phones and
transferred to the computers within the lesson. Other groups can then have the
opportunity to attempt various different courses which could be an excellent way to
integrate ICT and literacy into physical education. This could especially work well if there is
minimal ICT equipment within the department.
MOTION ANALYSIS SOFTWARE
The use of motion analysis software within physical education is becoming a more
mainstream means of evaluating pupil performance and enhancing learning. There are many
software packages available. Software such as ‘dartfish’ can provide pupils with visual
images of their performances that can be slowed down but also enlarged. This allows
teachers, using a digital camera, to split the screen into progressive frames and is therefore
useful for highlighting techniques in some of the athletic field events or trampolining
routines. Freeze-framing and overlay facilities are also a useful application. The footage can
be saved and stored for moderation purposes. Whilst there are certain advantages in using
this type of software there are also some disadvantages. (www.dartfish.com)
FILM EDITING IN PE
Video footage taken in one lesson can be edited and used at the beginning of the following
lesson to highlight the achievements of pupils but also to identify common faults. This
enables teachers and pupils to study individual and team performance across a range of
activities. Teachers and pupils can compile footage taken from all the different lessons and
use the footage to show other pupils in different classes what to expect using film-editing
software. It is imperative, however, that you understand the issues involved in using
moving and still images of pupils and that school policies and protocols are adhered to
when using ICT to record pupil performance. This includes issues associated with parental
permission; filming for a purpose, dress, angles, management of images and access and
security of clips. Please refer to AfPE Safe Practice in Physical Education 2008 (Pages 61 –
63).
There are many film-editing software packages that teachers can use to support and
enhance teaching and learning in physical education. One package is the film-editing
software package iMovie which allows users to edit their own video footage. iMovie
imports video footage using a FireWire interface on most MiniDV format digital video
cameras. From there, the user can edit the video clips, add titles and add music. Effects
include basic colour correction and video enhancement tools, and transitions such as fadein, fade-out and slides. There are many versions of iMovie with the most up to date being
iMovie 09 which has some new features and restored some features from previous versions
of iMovie, including basic video effects (such as fast/slow motion and aged film) and image
stabilization as well as travel map functions for marking locations where a video was shot. It
also has improved audio editing and added full iDVD support. There are other editing
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software programmes such as Final Cut Express and Final Cut Pro which may be appropriate
for more experienced users and advanced work .
PORTABLE MULTIMEDIA PLAYERS
Portable multimedia players (PMP), sometimes referred to as a portable video player (PVP)
or an Internet Media Tablet (IMT), are capable of storing and playing digital media. Digital
Audio Players (DAP) that can also display images and play videos are portable multimedia
players. Like DAPs, the data is typically stored on a hard drive. Micro drive or flash memory.
Other types of electronic devices like mobile phones are sometimes referred as PMPs
because of their playback capabilities. Below are some specific examples of multimedia
players and how they can be used in physical education lessons to support teaching and
leaning.
INTERACTIVE WHITEBOARDS
An interactive whiteboard is a surface onto which a computer screen can be displayed through a
data projector. As it is touch-sensitive it allows teachers to use a pen or finger like a mouse to
control the computer from the board and save any changes for future lessons. In addition,
multimedia resources can be used as well access to the internet and websites to support
teaching and learning. Interactive whiteboards are a useful teaching aid in classroom-based
lessons as they can support learning through presentations, demonstrations and modelling,
actively engage pupils and improve the pace and flow of lessons. A laptop computer that is
linked to a data projector can also enable you to use this type of resource in a sports hall or
gym. Teachers can use interactive whiteboards for showing a whole class a particular technique
from video demonstrations taken immediately afterwards or in a previous lesson.
(www.whiteboards.becta.org.uk; DfES 2004b)
VOICE PROJECTION SYSTEMS
The use of voice projection systems are an innovative way of communicating with pupils
specifically within physical education. The FrontRow To Go system is one example of a
portable voice projection that can be used wherever you teach. The system includes a
lightweight, wireless hand-held radio microphone and head microphone which transmits a
teacher’s voice to a base-station. This then amplifies, enhances speech frequencies and
broadcasts the voice from speakers to the whole class. It is simple to set up and very
effective. The system can be used either from a mains electrical socket or has rechargeable
batteries giving over six hours of power. The system can increase pupil attentiveness and
concentration, improve teaching and learning and reduces voice strain.
(www.eurotekhsm.co.uk/pe)
DEVELOPING FUNCTIONAL SKILLS THROUGH PHYSICAL EDUCATION
At Hayesbrook specialist Sports College in Kent, the BBALL FUN Programme is a key stage
three cross-curricular resource that uses basketball in physical education lessons to teach
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the functional skills of literacy, numeracy and ICT. This can be applied across the range of
invasion games. The flexible scheme of work can be easily moved into the curriculum for
Year 7 and 8 and include pupils who have little or no prior experience of basketball to enjoy
and learn from the lessons.
Each lesson has five teams of five or six pupils working as players on the court (physical
education), coaches and statisticians (numeracy), commentators and journalists (literacy),
television camera operators and sports photographers (ICT). The FUN Pack provides task
cards for pupils and the lesson rotation plan for teachers to switch teams through the
different subject areas for the next lesson. Teams of pupils rotate on a weekly basis and
take on the roles identified above. Within the lesson, pupils take part as performers within
a structured game either as players or officials. Other pupils act as scorers, timekeepers,
coaches or match analysts recording the number of passes or shots. Using video and still
cameras other pupils record the game and download the footage or visual images whilst
another group provides recorded match commentary and match reports all of which can
contribute to the production of a newsletter or added to the school’s website. The West
Kent e-learning group has provided eight schools with the essential ICT equipment including
camcorders, MP3 voice recorders and digital cameras to enable them to develop the
lessons. The FUN resources are also available for use with Rugby and with new curriculum
links for year eight. More information can be found at www.bballfun.com .
GAMES CONSOLES
Games consoles are being used in schools to encourage disaffected pupils in physical
education lessons in order to increase fitness levels. Some schools are using the consoles to
simulate actions of certain activities to improve pupils’ behaviour and teamwork skills
through tennis, baseball, snowboarding and skiing for example. Whilst some may think that
the use of virtual reality games is contradictory in raising activity levels and attainment
there is anecdotal evidence to suggest that, with rigid structures in place using specific
games, pupils can be physically active without releasing the console. In one case study
project teachers identified pupils between the ages of fourteen and sixteen who had often
missed physical education lessons. A games console was bought for each school, along with
heart rate monitors to show how much physical activity the teenagers were getting from
using the consoles. http://www.guardian.co.uk/education/2008/may/06/link.link7)
NINTENDO WII FIT
The Wii Fit is a video game that has been designed by Nintendo for the Wii console. The
game focuses on exercise which involves an individual using a Wii balance board. The board
is a wireless accessory and contains multiple pressure sensors used to measure an
individual’s centre of balance. This can be applied to activity games such as skiing, for
example. The ‘Wii Fit’ package includes a ‘Wii Fit’ game disk for the Nintendo Wii console
containing fitness training related games and activities. The balance board measures a
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user’s mass and centre of balance. The software can then calculate the user’s body mass
index when told of his or her height. The game consists of different sub-games and activitie
– some of which are not available until being unlocked by building up credits in the ‘Fit
Bank’, including yoga poses, strength training, aerobics, balance games and other exercises.
Furthermore, Wii Fit allows its players to compare their fitness by using Wii Fit’s own
channel on the menu. (www.nintendo.com/wiifit)
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ENGLISH OR HINGLISH - DOES IT
MATTER WHAT INDIAN STUDENTS
ARE LEARNING
SARIKHADA PRADIP R.
RAI UNIVERSITY –DHOLKA,AHMEDABAD
SUBJECT : LANGUAGE
What kind of English should Indians be learning? Purists argue that language skills must
meet international standards, but experience tells us that local languages will add flavour to
the mix. The result may be fine for the street, but when it comes to the workplace, it is just
not good enough.
India speaks a lot of English, but she is also known for a dozen more languages spoken
across the country – including Hindi, Punjabi, Tamil, Marathi, Gujarati – plus zillions of
dialects. These pop up in spoken English now and then, giving clues about the speaker's
origins. Hmmm… was that a piece of south Rajasthan, across the sand dune, but close to
the camel market slang that I heard there? You get the picture.
So how does English survive – and thrive – in this cauldron of languages? Well, it just gives
space to the odd words and phrases understood in India but probably nowhere else. If we
didn't add the tadka (seasoning) of our own linguistic mix, the curry wouldn't be spicy
enough.
Take MTV for example. This oh-so-western of all music channels has fallen for Bollywood
beats, and the VJs on MTV India use a patois which can't be understood beyond the
subcontinent. It's not about a word or two but entire shows that are conducted in a
seamless mix of Hindi and English, no doubt displaying the presenter's ability to use both
lobes of his brain.
The trend is evident in Bollywood, which is constantly churning out films with titles like Jab
We Met (When We Met) or Love Aaj Kal (Love Today Tomorrow).
The politicians arguing about the Reservation for Women Bill in parliament swing back and
forth between English and whatever language channel they may be giving a sound bite to.
"Let me tell you," they declare, "iska koi easy solution nahin hai!" (Let me tell you, there is
no easy solution to this issue). Language experts have come to the conclusion that this is all
good, this is the future. David Graddol, a British linguist who studies English in non-Englishspeaking cultures, believes that increasingly people will be called upon to be proficient in
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more than one language. Graddol says young people in countries like India will have an
edge, since multi-lingualism will be valued as a professional skill. At the same time, India
needs to be more aware of the evolution of English elsewhere in the world, as this will have
an impact on its competitiveness.
ADVERTISEMENT
But is the way "Hinglish" is evolving going to compromise the ability of young Indians to
meet the needs of the workplace? Considering that India's IT revolution has taken place
entirely due to the English-speaking ability of its people, is it all headed downhill? Not really
says Nandan Nilekeni, Infosys boss and author of Imagining India: Ideas for the New
Century.
Addressing policy makers at a British Council conference in New Delhi, Nilekeni highlighted
the evolution of English since independence and the reasons behind a change in perception
which means English is no longer viewed as a foreign language. He cautioned that "the
demographic dividend that India enjoys could turn into a demographic disaster if we don't
give opportunities and access to our people. English is very much a part of this equation –
ultimately, the lack of English becomes the lack of access."
What is critically required, he said, is a mass of well-trained English teachers who will take
the language revolution beyond the cities.
The schools system is being streamlined by the ministry of education to bring in a common
grading system, and there are plans for public private partnerships to help improve the
quality of education. The Sarva Shiksha Abhiyan (Education For All) programme is designed
to provide free and compulsory education to all children from six to 14 years.
But what sort of English should be taught in India's schools: the standard English of the
workplace, or the spicy mix favoured by the music channels?
There is a language to have fun with and a language to work with. What is smart is the fact
that kids know the difference between the two. And not just the kids, but their mums too.
Tata Sky, a leading cable network company with more than a million subscribers in urban
India, has just launched Active English in partnership with the British Council. Targeting
housewives, an advertisment shows a woman struggling with her washing suddenly
launching into a stream of perfect English – all thanks to the channel she logs on to during
her afternoons after the chores are done but before the children are back from school.
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LITERACY RATE OF MALE AND
FEMALE IN INDIAN STATES
PATAT MAHESH
RAI UNIVERSITY, DHOLKA, AHMEDABAD
SUBJECT :
Key words: literacy,Male and Female,Indian states
ABSTRACT
Literacy rate of India in 2011 is 74.04%. The Male literacy rate is 82.14% and Female literacy
rate is 65.46% according to Census 2011. Among the Indian states, Kerala has the highest
literacy rate 93.91% and then Mizoram 91.58%.Among the Union Territories, Lakshadweep
has the highest literacy rate of 92.28%. Bihar has the lowest literacy rate in India with
63.82% .The Male literacy is highest in Lakshadweep 96.11% and Kerala 96.02%. The
Female literacy is highest in Kerala 91.98% and Mizoram 89.40%.Lowest male literacy is in
Bihar 73.39%. Lowest female literacy is in Rajasthan 52.66%.
INTRODUCTION
Literacy level and educational attainment are vital developmental indicators in a developing
nation like India as they are key variable of measure of development as they indicate
quality of life, awareness level and also level of skill of people in the society. Better literacy
and educational level definitely have appositive impact on the health parameters.
Education parameters have an equal weightage in the Human Development Index as well.
Conferring the importance of education, India has enacted Right to Education to ensure
free and compulsory Education for children in the age group 6- 14 years. Following tables
have been framed to analyses gender disaggregated data on literacy and education.
LITERACY RATE
Adult Literacy Rate
The adult literacy rate (15+) for male has increased from 73.4 to 78.8 whereas increase in
adult literacy is more in case of females from 47.8 to 59.3 from 2001 to 2011. In 2011, just
half of the rural adult females are literate against 76.9% urban females. 88.3% Urban adult
males are literate against 74.1 rural adult males. Overall adult literacy is increasing over
decades.
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Literacy and Education
The female literacy levels according to the Literacy Rate 2011 census are 65.46% whereas
the male literacy rate is over 80%. Literacy level and educational attainment are vital
developmental indicators in a developing nation like India as they are key variable of
measure of development as they indicate quality of life, awareness level and also level of
skill of people in the society. Better literacy and educational level definitely have a positive
impact on the health parameters. Education parameters have an equal weightage in the
Human Development Index as well. Conferring the importance of education, India has
enacted Right to Education to ensure free and compulsory Education for children in the age
group 6- 14 years.
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DROP-OUT RATES
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The Gross Enrolment Ratio (GER) for females at the primary level stood at 102.65 compared
with 100.20 for males in 2013-14. At the middle class level, the GER for females has been
reported as 92.75 against 86.31 for males and at the higher secondary level, 51.58 and
52.77 is the Gross enrolment ratio for females and males during 2013-14. The Drop-out
Rates were observed to be 4.66 and 4.68 in the classes’ I-V, 4.01 and 2.3 in classes’ I-VIII for
females and males respectively indicating that the drop out at primary level is at par for
both the genders but the gap increases in higher classes.
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Analysis:
States/UT
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INDIA
Total
Literates
77,84,54,120
Female
Literates
33,42,50,358
Total Literacy
Rate
74.04
Female Literacy
Rate
65.46
Jammu & Kashmir
72,45,053
28,74,449
68.74
58.01
Himachal Pradesh
51,04,506
23,12,964
83.78
76.6
Punjab
1,89,88,611
83,61,823
76.68
71.34
Chandigarh
8,09,653
3,41,487
86.43
81.38
Uttarakhand
69,97,433
30,67,259
79.63
70.7
Haryana
1,69,04,324
69,12,486
76.64
66.77
NCT of Delhi
1,27,63,352
55,53,302
86.34
80.93
Rajasthan
3,89,70,500
1,47,85,718
67.06
52.66
Uttar Pradesh
11,84,23,805
4,79,44,609
69.72
59.26
Bihar
5,43,90,254
2,16,78,279
63.82
53.33
Sikkim
4,49,294
1,95,930
82.2
76.43
Arunachal Pradesh
7,89,943
3,35,411
66.95
59.57
Nagaland
13,57,579
6,25,783
80.11
76.69
Manipur
18,91,196
8,64,463
79.85
73.17
Mizoram
8,47,592
4,08,643
91.58
89.4
Tripura
28,31,742
13,15,769
87.75
83.15
Meghalaya
18,17,761
8,83,670
75.48
73.78
Assam
1,95,07,017
87,50,080
73.18
67.27
West Bengal
6,26,14,556
2,81,06,397
77.08
71.16
Jharkhand
1,87,53,660
75,85,011
67.63
56.21
Orissa
2,71,12,376
1,17,86,340
73.45
64.36
Chhattisgarh
1,55,98,314
66,36,193
71.04
60.59
Madhya Pradesh
4,38,27,193
1,79,79,056
70.63
60.02
Gujarat
4,19,48,677
1,79,53,177
79.31
70.73
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Daman & Diu
1,88,974
64,063
87.07
79.59
Dadra & Nagar Haveli
2,28,028
83,112
77.65
65.93
Maharashtra
8,25,12,225
3,62,18,184
82.91
75.48
Andhra Pradesh
5,14,38,510
2,26,78,728
67.66
59.74
Karnataka
4,10,29,323
1,82,20,855
75.6
68.13
Goa
11,52,117
5,32,091
87.4
81.84
Lakshadweep
52,914
24,665
92.28
88.25
Kerala
2,82,34,227
1,44,78,339
93.91
91.98
Tamil Nadu
5,24,13,116
2,40,98,521
80.33
73.86
Puducherry
9,66,600
4,64,025
86.55
81.22
Andaman & Nicobar
Islands
2,93,695
1,29,476
86.27
81.84
States/UT
Total Literates Total Literacy Rate Male Literates Male Literacy rate
INDIA
77,84,54,120
74.04
44,42,03,762
82.14
Jammu & Kashmir
72,45,053
68.74
43,70,604
78.26
Himachal Pradesh
51,04,506
83.78
27,91,542
90.83
Punjab
1,89,88,611
76.68
1,06,26,788
81.48
Chandigarh
8,09,653
86.43
4,68,166
90.54
Uttarakhand
69,97,433
79.63
39,30,174
88.33
Haryana
1,69,04,324
76.64
99,91,838
85.38
NCT of Delhi
1,27,63,352
86.34
72,10,050
91.03
Rajasthan
3,89,70,500
67.06
2,41,84,782
80.51
Uttar Pradesh
11,84,23,805
69.72
7,04,79,196
79.24
Bihar
5,43,90,254
63.82
3,27,11,975
73.39
Sikkim
4,49,294
82.2
2,53,364
87.29
Arunachal Pradesh
7,89,943
66.95
4,54,532
73.69
Nagaland
13,57,579
80.11
7,31,796
83.29
Manipur
18,91,196
79.85
10,26,733
86.49
Mizoram
8,47,592
91.58
4,38,949
93.72
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Tripura
28,31,742
87.75
15,15,973
92.18
Meghalaya
18,17,761
75.48
9,34,091
77.17
Assam
1,95,07,017
73.18
1,07,56,937
78.81
West Bengal
6,26,14,556
77.08
3,45,08,159
82.67
Jharkhand
1,87,53,660
67.63
1,11,68,649
78.45
Orissa
2,71,12,376
73.45
1,53,26,036
82.4
Chhattisgarh
1,55,98,314
71.04
89,62,121
81.45
Madhya Pradesh
4,38,27,193
70.63
2,58,48,137
80.53
Gujarat
4,19,48,677
79.31
2,39,95,500
87.23
Daman & Diu
1,88,974
87.07
1,24,911
91.48
Dadra & Nagar Haveli
2,28,028
77.65
1,44,916
86.46
Maharashtra
8,25,12,225
82.91
4,62,94,041
89.82
Andhra Pradesh
5,14,38,510
67.66
2,87,59,782
75.56
Karnataka
4,10,29,323
75.6
2,28,08,468
82.85
Goa
11,52,117
87.4
6,20,026
92.81
Lakshadweep
52,914
92.28
28,249
96.11
Kerala
2,82,34,227
93.91
1,37,55,888
96.02
Tamil Nadu
5,24,13,116
80.33
2,83,14,595
86.81
Puducherry
9,66,600
86.55
5,02,575
92.12
Andaman &
Nicobar Islands
2,93,695
86.27
1,64,219
90.11
Conclusion
According to the census 2011 the literacy rate (Persons) figure the literacy rate of Gujarat
increased by 10.2 % which is high as compared the census of 2001 and U.P is the state
which has the highest literacy rate in census 2011 that is 13.3 while Maharashtra has the
lowest literacy rate that is 6% only. Male literacy rate is highest in Lakshadweep is highest
that is 96.11% while Bihar has lowest male literacy rate that is 73.39%..
In female literacy rate the Kerala has the highest literacy rate that is 91.98% and Rajasthan
has the lowest female literacy rate that is 52.66% as per the census 2011.
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CUSTOMER ADOPTION OF BANKING
TECHNOLOGY IN PUBLIC AND
PRIVATE BANKS OF INDIA IN
RAJKOT CITY
KARAN SAGAR (MBA, NET, MPHIL)
ASSISTANT PROFESSOR,SHRI SUNSHINE GROUP OF INSTITUTIONS
SUBJECT :
Keywords: Information Technology (IT), perception, Banking Technology, Innovative
banking
ABSTRACT
This paper explores the perception of Indian customers towards the use of technologies
with respect to such factors as convenience, privacy, security, ease of use, real time
accessibility, and accurate record of varied transaction that enable customer’s adoption of
Banking Technology. The traditional function of banking is limited to acceptance of Deposits
and providing the credit in the market. Today’s banking is known as Innovative banking.
Over the years, banking has transcended from a traditional model of customers queuing for
services in the banks to modern day banking where banks can be reached at any point for
their services. In today’s business, technology has been on the predominant indicators of
growth and competitiveness. The banking industry today is in the industry of its revolution.
All the banks are using information technology as a strategic vehicle to stay competitive
against other players. Information technology has basically been used under two different
avenues in banking. One is communication and connectivity and other is business process.
Today, banks have welcomed wireless and mobile technology into their boardroom to offer
their customers the freedom to pay bills, planning payments while stuck in traffic jams, etc.
This paper examines consumer adoption of a new electronic payment service as mobile
banking and the factors influencing the adoption of mobile banking in India. Overall, the
results of this study are valuable to both researchers and bank management in providing
new insights about the IT from bankers’ point of view.
1. INTRODUCTION
The banking industry in India is steadily expanding. The liberalization of the economy has
created a competitive culture that has taken the service industry and particularly the
banking industry by storm. The banking sector has been the backbone of every emerging
country. It implements and brings about economic reforms. Any change in this sector
through technology adoption has a sweeping impact on a country’s growth.
The Indian Banking system has been operating successfully over the last two centuries.
Several major banks in India are either offering e-banking services or planning to do so in
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the near future. With the growing Internet awareness among customers, increase in role of
banks in e-business and growing reach of the internet, e-banking would become an
important part of the Indian banking sector in the years to come. The use of most modern
and advance methods of equipments in banking industries is called ‘E-BANKING’.
E-banking has given an opportunity for banks to find solutions to management problems
like saving time, money and energy, reducing/minimizing paper works, abolition of waiting
in queues, lack of communication, and lack of efficiency. The E-Banking is changing the
banking industry and is having the major effects on banking relationships. E-banking
involves the use of electronic devices for delivery of banking products and services. In other
words a successful e-banking solution offers the following e-banking products and services:
ATM (Automated Teller Machine), Cards- Credit card/Debit cards/Smartcard, Mobile
banking, Phone banking, Internet/online banking, Electronic fund Transfer system (EFT),
Electronic clearing services (ECS), Electronic data interchange (EDI), Demat account, Digital
signature, Society For World Wide Interbank Financial Tele Communication (SWIFT),
Corporate Banking Terminals, Core banking solutions (CBS) etc. E-Banking as a medium of
delivery of banking services and as a strategic tool for business development, has gained
wide acceptance international and is fast catching up in India with more and more banking
entering the day.
Technology-Oriented Services in Indian Banks:
1. ATM (Automated Teller Machine)
2. Plastic Money
3. Electronic Payment System
4. EDI (Electronic Data Interchange)
5. Mobile Banking
6. Tele Banking
7. Internet Banking
8. Online shopping and electronic payment
2. LITERATURE REVIEWS
2.1
Bindiya Tater, Manish Tanwar, Krishna Murari in there research paper titiled,
“Customer Adoption of Banking Technology in Private Banks of India” published in The
International Journal of Banking and Finance, Volume 8 (Number 3), 2011: pages 73-88. The
paper also shows that banking technology helps in increasing customer satisfaction,
customer loyalty, improvised growth, and performance of the banks.
2.2
Wan, W.N., Luk, C.L., and Chow C.W.C., (2005) study the “customers’ adoption
of banking channels in Hong Kong” published in International Journal of Bank Marketing,
23: 255-272. They covered four major banking channels namely ATM, Branch Banking,
Telephone Banking and Internet Banking. The study segmented the customers on
demographic variables and psychological beliefs about the positive attributes processed by
the channels. The psychological factors were ease of use, transaction security, transaction
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accuracy, speediness convenience,time utility, provision of different personal services,
social desirability, usefulness, economic benefits, and user involvement.
2.3
Syed Abdul Mannan, “Technologies in Indian Banks And Customers’ Perception:
An Empirical Study in Maharashtra”, International Conference on Business And Information
(2010), University of Kelaniya- Sri Lanka. The objective of this paper is to analysis the
implementation of technology in Indian banks and understanding the customers’
perception.
2.4
Archana Sharma, “Mobile Banking As Technology Adoption And Challenges”,
Published At International Journal Of Multidisciplinary Research Vol.1 Issue 6, October
2011, ISSN 2231 5780. This paper examines consumer adoption of a new electronic
payment service as mobile banking and the factors influencing the adoption of mobile
banking in India.
3. OBJECTIVES
This paper focuses on exploring the four major factors that influence the adoption of
information technology in private banks of India. These factors are: the variables that
enable and inhibit customer’s adoption for banking technology; influence of demographic
variables on banking technology adoption; and level of customer satisfaction with banking
technology. The paper also examines the variables associated with ATM banking, branch
banking, internet banking and mobile banking.
4. RESEARCH DESIGN
4.1
Sampling
This study is conducted using respondents involved with two private sector banks (ICICI &
HDFC) & two public sector banks (SBI & BOI) in India from Rajkot City. Descriptive research
methodology is used to accomplish the objectives using random and convenience sampling
techniques.
4.2 The Data collection
The Data used for the research is collected from Primary Source of data collection through
survey method with structured Questionnaire as an instrument.
4.3 Tools & Techniques
A tool used for analysis of the data is Chi-Square test of Goodness of Fit and Independence
of Attributes.
5. DATA ANALYSIS & INTEPRETATION
Tables 1 show the demographic descriptive statistics of the respondents from the selected
banks. Gender as a personal variable was found to have a significant role in customer’s
banking technology adoption. From the Table 1, it is found that ICICI, HDFC, SBI and BOI
bank’s male respondents are five times more as users as compared to female respondents.
Females are still comparatively lacking banking habits.
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Qualification is the factor that makes the customer aware of the banking technology and
also helps them in easy adoption. Among the four banks, about 23% of BOI Bank
respondents belong to the qualification category of undergraduate: this could proxy for
income effect since educated persons earning more money are likely to use banking. 35% of
ICICI, 33% of HDFC, 31% of SBI and 30 per cent of BOI customers belong to the qualification
category of graduate while 47% of HDFC, 51% of ICICI, 41% of SBI and 47 per cent of BOI
customers belong to the qualification category of post-graduate.
The survey reflects that about 25% of ICICI bank respondents, 25% of HDFC bank
respondents, 23% of SBI respondents and 13% of BOI respondents belong to the monthly
income category of less than Rs15,000; 38 per cent of ICICI and SBI respondents belong to
the monthly income category of Rs15,000-30,000; 43% of BOI, 33% of HDFC, 28% of SBI
and 22% ICICI bank respondents belong to the monthly income category of Rs 30,001
50,000; and 15% of ICICI, 13% of HDFC bank and SBI and 7% BOI respondents belong to the
monthly income category of Rs 50000 and above
Table 1: Demographic profile of the respondents
Demographic
Variables
Gender
Age
Qualification
Income Level
Categories
ICICI
%
HDFC
%
SBI
%
BOI
%
Male
44
73.3
52
65
49
61
17
56.7
Female
16
26.7
28
35
31
39
13
43.3
18-30yrs
16
26.7
38
48
46
58
11
36.7
30-45yrs
30
50
28
35
22
28
13
43.3
> 45yrs
14
23.3
14
18
12
15
6
20
UG
11
18.3
13
16
22
28
7
23.3
Graduate
21
35
26
33
25
31
9
30
PG
28
46.7
41
51
33
41
14
46.7
< 15000
15
25
20
25
18
23
4
13.3
15000-30000
23
38.3
24
30
30
38
11
36.7
30000-50000
13
21.7
26
33
22
28
13
43.3
> 50000
9
15
10
13
10
13
2
6.67
Table 2 represents the statistics of the respondents about the form of association with the
banks. From the table it was found that 57% of respondents having current account and
44% of respondents having saving account belongs to ICICI bank, 18% of respondents
having current account and 82% of respondents have saving account belongs to HDFC bank,
38% of respondents having current account and 62% of respondents have saving account
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belongs to SBI, 33% of respondents having current account and 67% of respondents have
saving account belongs to BOI.
Table 2: Association of the respondents with bank
Customer's account
variables
Type of account
Time of association
with Banks
Frequency of visit to
banks
Access of Electronic
Banking Services
Frequency of usage
Categories
ICICI
%
HDFC
%
SBI
%
BOI
%
Current
34
56.7
14
18
30
38
10
33.3
saving
26
43.3
66
83
50
63
20
66.7
<2yrs
24
40
23
29
25
31
11
36.7
2-4 yrs
21
35
31
39
32
40
12
40
4yrs & above
15
25
26
33
23
29
7
23.3
Everyday
25
41.7
35
44
31
39
10
33.3
2-3 times per week
15
25
29
36
25
31
12
40
1-2 times per month
20
33.3
16
20
24
30
8
26.7
ATM Banking
16
26.7
26
33
21
26
7
23.3
Branch Banking
18
30
24
30
31
39
6
20
Internet Banking
10
16.7
16
20
17
21
7
23.3
Mobile Banking
16
26.7
14
18
11
14
10
33.3
once in a day
27
45
25
31
23
29
8
26.7
Thrice in a week
17
28.3
28
35
29
36
11
36.7
Once in a week
16
26.7
27
34
28
35
11
36.7
The length of association represents the state of connection of customer and bank. The
result shows that most of respondents have 2-4 years of association with their banks.
People have long periods of relationship with Public Bank since Private Banks are new. So,
the length of association is less and these banks need to generate more publicity among
customers about their products and services. The longer the duration of holding an account
with the banks, the more trust is developed which adds to customers’ satisfaction. From
the numbers in Table 2, it is found that about 33% of ICICI bank respondents visit the banks
1-2 times per month, 40% of BOI respondents visit 2-3 times per week while 44% of HDFC
respondents visit every day.
The survey reflects that for ICICI, 27% of respondents prefer ATM banking, 30% prefer
branch banking, 17% prefer internet banking and 27% prefer mobile banking. Similarly for
HDFC: 33% prefer ATM banking, 30% branch banking, 20% internet banking and 18% mobile
banking. In the SBI, 26% of respondents prefer ATM banking, 39% branch banking, 21% per
cent internet banking and 14% per cent mobile banking. About 23% of respondents prefer
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ATM banking, 20% branch banking, 23% internet banking and 33% mobile banking in the
case of BOI. The result shows that ATM and branch banking remain as the two popular
banking services.
The most frequent usage of banking services are: 45% of ICICI Bank once in a day, 36% of
SBI & BOI respondents were found to use banking services thrice in a week, followed by
ICICI bank (28%), and HDFC bank (35%).
5.1
Testing of Hypotheses
Table 3: Purposes for using Banking Technology
Purpose for using Banking Technology
ICICI
HDFC
SBI
BOI
Total
Cash Withdrawal
55
69
76
23
223
Tax, Insurance, Utility Bill Payment
48
60
66
20
194
Account Balance
40
50
55
17
162
Fund Transfer
52
65
72
22
211
25
31
34
10
100
23
28
31
9
91
20
25
27
8
80
Investment Information & online Loan Related Info.
E-ticketing
Others
5.1.1
Chi-Square Test – Goodness of Fit
Ho: Purpose for using Banking Technology for different banks is uniformly distributed.
H1: Purpose for using Banking Technology for different banks is not uniformly distributed.
Table-4 : Calculation of Chi-Square Value
Fo
Fe
(Fo-Fe)2 / Fe
223
151.57
33.66
194
151.57
11.88
162
151.57
0.72
211
151.57
23.30
100
151.57
17.55
91
151.57
24.21
80
151.57
33.80
1061
145.10
Result:
Above Table-4 shows Chi-Square Calculated Value i.e. 145.10, while at 5% (0.05)
significance level with degree of freedom (df) [7-1] “6”, Chi-Square critical value is 12.5916.
As Chi-Square Cal is higher than Chi-Square critical value, so Null Hypothesis (Ho) is
rejected. Therefore, it is concluded that Purpose for using Banking Technology for different
banks is not same.
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Table-5: Rating by the Respondents regarding certain aspects of Banking Technology
[Strongly Agree = 5....Strongly Disagree = 1]
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
Total
Score
570
224
60
82
19
955
475
192
105
44
50
866
630
172
72
54
30
958
Learning to use a net banking is very
easier for customer/user
515
236
99
60
25
935
EFT services is more secure and
Time saving
780
168
81
30
10
1069
Particulars
E-banking is more convenient
& suitable as compare
to traditional banking
Usage of ATM is easier,
authenticated and safe
Online banking can save
the time of customer
5.1.2
Chi-Square Test – Goodness of Fit
Ho: Ratings among certain aspects of Banking Technology is uniformly distributed.
H1: Ratings among certain aspects of Banking Technology is not uniformly distributed.
Table-6: Calculation of Chi-Square Value
Fo
Fe
(Fo-Fe)2 / Fe
955
956.6
0.00
866
956.6
8.58
958
956.6
0.00
935
956.6
0.49
1069
956.6
13.21
4783
22.28
Result:
Above Table-6 shows Chi-Square Calculated Value i.e. 22.28, while at 5% (0.05) significance
level with degree of freedom (df) [5-1] “4”, Chi-Square critical value is 9.4877. As Chi-Square
Cal is higher than Chi-Square critical value, so Null Hypothesis (Ho) is rejected. Therefore, it
is concluded that Ratings among certain aspects of Banking Technology is not same.
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Table 7: Customer adoption of banking services
ATM Banking
ICICI
HDFC
SBI
BOI
Convenient location
10
10
18
6
Ease of use
9
19
22
5
24*7 Environment of operation
16
21
12
7
Variety of transactions at ATM network
14
13
16
8
Accurate records of all transaction
11
17
12
4
Branch Banking
ICICI
HDFC
SBI
BOI
Friendliness of bank personnel
10
12
13
5
Bank branch’s reputation
10
13
13
5
Time taken to process the transaction
10
13
14
5
Working hours
10
13
12
4
Internet Banking
ICICI
HDFC
SBI
BOI
Page set up/menu flow
10
13
13
4
Speed of page loading
9
13
12
4
Easy of use/navigation
10
12
12
4
Convenient hours of operation
9
13
13
4
Variety of transaction
10
12
13
5
Real time access to information
10
12
13
5
Accurate records of all transaction
10
13
12
5
Support service(customer feedback/ complaint
management services)
10
12
13
4
Mobile Banking
ICICI
HDFC
SBI
BOI
Call Answering Time
10
13
13
4
Flawless/Correct options
10
12
12
4
Understanding and replying queries quickly
10
12
12
4
Communication skill/positive approach
10
12
12
5
Educate customers how to use options of
different delivery channel
10
12
12
5
5.1.3
Chi-Square Test – Independence of Attributes
Ho: Customer Adoption of Banking Technology is independent of different Banks
H1: Customer Adoption of Banking Technology is independent of different Banks
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Table-8: Calculation of Chi-Square Value
Fo
Fe
(Fo-Fe)2 / Fe
10
10.53
0.05
9
13.16
1.06
16
13.40
0.50
14
12.20
0.26
11
10.53
0.00
10
14.08
1.18
19
17.60
0.11
21
17.92
0.53
13
16.32
0.68
17
14.08
0.61
18
14.08
1.09
22
17.60
1.10
12
17.92
1.96
16
16.32
0.01
12
14.08
0.31
6
5.22
0.12
5
6.52
0.59
7
6.64
0.02
8
6.05
0.63
4
5.22
0.25
11.05
Result:
Given Table-8 shows Chi-Square Calculated Value i.e. 11.05, while at 5% (0.05) significance
level with degree of freedom (df) [(r-1)*(c-1)] “12”, Chi-Square critical value is 21.0261. As
Chi-Square Cal is lower than Chi-Square critical value, so we failed to reject Null Hypothesis
(Ho). Therefore, it is concluded that Customer Adoption of Banking Technology is
independent of different Banks.
6. CONCLUSION
Customers of private sector banks agree that there exist relationship between factors such
as age, gender, income, qualification and adoption of banking technology by customers.
Young generation belonging to a category of 30-45 years finds the services comfortable,
friendly and easy to use. Customers with post-graduate and graduate qualifications are
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found to be mostly adaptors of IT banking services. It is reflected from the survey that ATM
banking remains the most popular banking service among customers after branch banking,
mobile banking and internet banking respectively as they provide convenience, privacy,
security, ease of use, real time accessibility, and accurate record of various transaction.
REFERENCES
[1] Bindiya Tater, Manish Tanwar, Krishna Murari in there research paper titiled,
“Customer Adoption of Banking Technology in Private Banks of India” published in The
International Journal of Banking and Finance, Volume 8 (Number 3), 2011: pages 73-88.
[2] Wan, W.N., Luk, C.L., and Chow C.W.C., (2005) study the “customers’ adoption of
banking channels in Hong Kong” published in International Journal of Bank Marketing, 23:
255-272.
[3] Syed Abdul Mannan, “Technologies in Indian Banks And Customers’ Perception: An
Empirical Study in Maharashtra”, International Conference on Business And Information
(2010), University of Kelaniya- Sri Lanka.
[4} Archana Sharma, “Mobile Banking As Technology Adoption And Challenges”, Published
At International Journal Of Multidisciplinary Research Vol.1 Issue 6, October 2011, ISSN
2231 5780.
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CHALLENGING TASKS OF A PROFESSIONAL
MANAGER IN TERMS OF
SURVIVAL AND GROWTH OF THE
ORGANIZATION
CHARMI VINODBHAI PATEL,
M.COM.,M.B.A.,NET, GSET
SUBJECT : COMMERCE
Key Words: Objectives, Factors of Production, Creativity, Competition, Profit, Innovation
INTRODUCTION:
In present era, management is not only a subject but it is accepted as a discipline
universally. Many individuals practice management as their profession so they are known as
professional managers. They have to learn from their experience. These managers have to
perform many challenging tasks guided by the firm’s objectives like below:
DIRECTION
First, manager decides objectives of the firm. After setting the objectives, manager provides
purposeful direction to the subordinates. Then he monitors and evaluates the progress
towards the goals and makes corrections if needed.
PROFIT GENERATION
Manager has to not only perform his duties and get result but he has to make efficient use
of the human resources, production material, money, machine etc. From these, he has to
gain a huge profit. Then profit can be used for growth of the business, up gradation in
technology etc.
TACKLE COMPETITION
Manager has to be prepared in advance to handle the competition effectively. Now-a-days
customers are more aware than past. Manager has to tackle the competitions viz. more
number of competitors, huge range of products, need of enhanced quality, variety of
products etc.
CHANGE AGENT
All the types of environment like economic, technical, social, cultural, legal, political etc are
full of change. After many years, managers reach at that stage where they would not work
hard for the pay and other perquisites. Moreover, they also can not relate with the latest
technology and skill. Therefore, manager has to perform the role of change agent with the
least disturbance in the organization.
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Man is the most critical element among all the factors of production. Manager has to
manage them efficiently. Other factors of production like money, materials and machines
can not derive result without human factor. Manager has to maintain talented work force
and it is possible only when employees are satisfied with their job. Therefore, Manager has
to give human touch to the organization.
CREATIVITY
With the pace of time, manager has to develop new ideas to increase the production,
increase the sales, increase the market share and increase the value of business. This
should be creative, inspiring, motivating and exciting. Manager has to inspire creative
people to do something new. Thus, creativity can take the firm towards the huge success.
SURVIVAL AND GROWTH
To survive in this competitive age is very difficult job but to grow is the toughest task for
manager. It is sure, if the firm can not be with the other efficient and healthier competitors,
it will be left behind. Internal and external both factors affect business. Manager can not
get control over rules and regulations of the government but he has to notice the
customers’ tastes, choices, preferences, attitudes, values etc to grow in cut throat
competition.
INNOVATION
Innovation means to do something new in the existing one. It does not mean for increase in
cost and profit but it surely means for the increase in the satisfaction of customers.
Innovation is ongoing process. Manager has to grab suggestions, complaints, feedbacks etc
from any sources. For this, manager has to be very close with the customers and their
needs.
LEADERSHIP
Leadership does not mean for the cruel control over work force. Leadership always means
to motivate, inspire and influence employees to work willingly to achieve the objectives of
the organization. Manager has to win trust of the subordinates for taking desired actions
from them.
TECHNOLOGICAL SOPHISTICATION
Technological sophistication has reached in the production field at that level where all the
systems are managed by technology. All the tasks of production are fully automatic with no
interference of work force. Human can know about all events in the world within the
moments. Technology has changed the information sector drastically. Thus, production,
marketing, information etc fields are proving the change with increasing level of aspiration.
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All the factors of production like men, materials, machines, money etc are obtained from
the society. Moreover, manager has to deal with customers, competitors, suppliers,
employees, government etc. He also has to maintain good relations with all of them to have
a good position in the market.
CONCLUSION
Firm is always established with the purpose of earnings. Mission of the firm provides the
clear motive of the firm. Manager has to identify his strong dimension and make best
utilization of it to achieve the mission of the firm. Thus, Manager has to perform many
other tasks along with all these to survive and grow in the market.
WORKS CITED:
Peters, Thomas, J. and Waterman, Robert H., 1985. In Search of Excellence, Harper and
Row: New York.
Drucker, Peter F., 1981. Management Tasks, Responsibilities and Practices, Allied
Publishers Private Limited: New Delhi.
Matsushita, Konosuke, 1983. Not for Bread Alone, PHP Institute Incorporated: Tokyo.
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EDUCATION PROBLEMS IN
INDIA
DR.VIRAM J. VALA
SUBJECT : COMMERCE
Education Problems in India have been in existence for quite some time now and these
continue to dog the concerned. India has reached remarkable achievement in economic
sector and this has brought a lot of changes in the education sector. But these changes have
not turned to be sufficient to solve the ever-existent and ever-changing Education Problem
in India. The problems of education system in India are of grave concern and this concern
has not been ignored. The budget for education has been increasing over the years, During
March 2011, Pranab Mukherjee, finance minister of India (2011) announced a meaty
increase of 24% towards the education sector. It is yet to be seen if this is sufficient enough.
Increase in budget allocation is not new but what doesn’t increase are the effect of these
efforts, which have been far too less than compared to the western counterparts. India
today is the Second Largest Higher Education Network in the World. There are 343
Universities and 17000 Colleges which are increasing in number with every passing year. A
country with more than 1 Billion population has just one third population which can read.
India accounts for World’s 30% illiterate. The literacy rate of India as per 2001 Population
Census is 65.38%, with male literacy rate at 75.96% and female at 54.28%. So what is wrong
and where is it wrong?
CURRENT EDUCATIONAL PROBLEMS IN INDIA
Inadequate, Improper distribution of Funds or Lack of it – Funds are the major reasons of
the Education problem in India. If funds are available, they are not being used effectively. At
times, the lack of funds hampers education and many times, the funds are just inadequate
to solve the issue. According to a study, 30% of the total educational funds are allocated
towards higher education leaving the primary education in lurch. The situation is worse in
rural areas where funding is major problem as it fuels other problems like shortage of staff,
lack of interest and motivation amongst teachers, insensitive attitude of the education
department, lack of proper infrastructure and others. Lack of funds further create a lack of
books and learning materials.
Ever Increasing Population – India is the second most populous country in the world. The
population of India in 2011 is about 1.21 billion and it is still increasing and by the time you
have finished listening this line, it will have increased more than what’s shown. And why,
one minute equals to about 51 births in India (2011). India represents almost 17.31% of the
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world's population, which means 1 out of 6 people in this world live in India. With the
population growth rate at 1.58%, India is predicted to have more than 1.53 billion people
by the end of 2030. India’s Sex Ratio (2011) is 940 females per 1,000 males. In a country
where the sex ratio favours females, it automatically translates into more number of
illiterates. More than 50% of India's current population is below the age of 25. The
individual population of some of its states is equal to the total population of many
countries. Illiteracy of large population supports further illiteracy and poverty itself is a
factor which encourages illiteracy.
Demand far exceeds the Supply – A classic case is that of shortage of teachers. The StudentTeacher Ratio is not balanced. Some of the rural schools have faculty which is not qualified
enough which further degrades the quality of education. For example – if a classroom has 1
teacher and 50 students, the ratio is 1:50. This ratio is improper, for a single teacher to
educate 50 students collectively is ineffective because it burdens the teacher and the every
student will not get equal attention. It only defeats the objective of a school. The reason
behind shortage of teachers is that a job Indian Education System is road filled with bumps
and depressions. Teaching field is itself challenging and if more challenges are thrown in
front of the struggling teachers, they will not only fret and fume, they will advice others to
abstain from this field. The pay scales are low in many regions which discourages even the
most motivated. Why would anyone go for a career like this? Only, the desperate ones or
those whose main objective is to earn money; the objective of providing quality education
takes a back seat. Financial factor, lack or absence of incentives and opportunities keeps
even the efficient Indian educator away from this field. Top up these with poor or
inadequate facilities at the school level breaks the spirit of the educators, making them
selfish and restricting their creativity and talent. Also noteworthy is the inadequate funding
by the government, which is only enough to provide basic education at the primary level. A
large number of teachers refuse to teach in rural areas and those that do are usually are
under qualified. Many teachers lack enthusiasm due to their meagre salary. Another
obstacle faced by the schools is that obtaining more teachers because of state guidelines
that approve of high student-teacher ratio. Lack of books and learning materials seem to be
a widespread problem.
Faulty Education Policies – Earlier, it was the British education policy which served the
British empire, today the education policy favours those who are rich and affluent. The
majority of the Indian population is poverty stricken. Government Schools for these have a
poor management and poor quality of education. Much of the quality education is provided
by private schools affiliated to CBSE and CISCE whose curriculum is advanced and in
conformity with the worldwide education system. Not all are able to afford these schools
and are deprived of quality education. Education policies are also misused by Politicians
who try to mould these to achieve their political motives. A glaring example is that of the
BJPs influence to mould the syllabus of the schools. It was in 2000/01, that NCERT (National
Council of Educational Research and Training ) issued a National Curriculum Framework for
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school education. Under this framework all foreign elements including those of the
Britshers and moguls were removed. Textbooks were revised and these presented a
distorted history. The revision presented an outlook of India as a Hindu nation painted with
Religious and regional tones. There were protest against this Hindu-centric education and
by 2004, the old books replaced the faulty books. But it didn’t hamper BJP and RSS’s in
promoting about 13,000 institutions (RSS schools) which teaches that Hinduism is the
source of all human wisdom. It has been cited in many news items that BJP dominated
states are using the funds meant for government schools to run RSS schools.
Poverty and High Fees – Studies have shown that during 2004-2005, there was 58% dropout rate amongst the students of classes - I to VIII. The Dropout rate for classes I-X was 6264% for girls and 60% for boys. These rates are very high. The origin of these rates largely
lie in Poverty. When earning money and taking care of family becomes a primary issue in
one’s life, education stands a little or no chance of pursuance. Education for such is a luxury
and it becomes useless when they see that even the educated are having tough time
finding a job. Poverty struck people pass on a negative attitude towards education which
continues on with every new generation. Plus, those who start earning money see it as the
only motive of life and even after they were educated they would still be looking of work,
so why not work now? When the student has cleared 10+2, high college fees become a
hurdle for a majority. Let’s not forget the entrance exams which not only require entrance
fees but hefty coaching fee in this competitive world.
Approach of Educators and Higher Authorities – When good results matter more than how
they are achieved, it becomes clear that education is considered a mere formality and just a
qualification. Result driven schools make it easy for students to pass the exams through
various unfair means. Assistance during examinations, revealing answers to acquire
minimum pass percentage for weak students, acceptance of bribes to favour certain
students and other practices make the education system a hollow one. Add, to the fact that
many teachers have acquired the post through unfair means. For them it is money and
results whereas it should have been education, results and then money. Higher authorities
too, take things casually as long as their pockets keep getting full. If acquiring employment
and money are the objectives of a teacher, they cannot go beyond these motives, leave
alone the development of education.
Non-involvement of Citizens – Indian citizens rarely raise their voice against issues and if
they do, the motivation doesn’t last long. Unity becomes an issue when there are so many
disparities amongst the Indian populace. These too are the effects of illiteracy. Uneducated
people or less educated people have a low self esteem as they don’t have enough
knowledge. They cannot raise their voices on things which they themselves aren’t confident
about. Mass protests are more politically motivated than people motivated. Education
authorities themselves don’t encourage participation of parents or common people whilst
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making and implementing education policies. Individual efforts are snubbed and mass
participation is not guided properly.
Selfish and Ineffective Supervisory Bodies – If everyone else in the education department is
serving his/her own selfish motive how can the Supervisory bodies be far? Selfishness itself
propagates a chain of selfishness and corruption breeds corruption. This plague operates
and propagates from higher to lower or lower to higher level. If the motives mentioned,
exist at the teaching level, they can spread to administration level and vice versa. What
emerges are curriculums as mentioned in ‘Faulty Education Policies’. What also emerges
are other malpractices like inadequate supervision, obsolete education methods, misuse of
funds, misuse of food items meant for children, old methods of evaluation and so on. A
distinct practice came forth, when the AICTE (All India Council of Technical Education)
approved certain undeserving private engineering colleges purportedly set up by politicians.
Where as they rejected internationally acclaimed education providers to set up their
institute.
Political and Bureaucratic Involvement – Majority of the Politician and Bureaucrats have
age which makes them senior citizens. Some of them are not educated, some are partially
or have received ineffective education, some have reached this far because of their
affluence and not ability. Thus, we have illiterate politicians handling education
department, orthodox bureaucrats who are resistant to new ideas and experimentation.
Education is Business for the Politicians and Manipulation Tool for bureaucrats. Seats are
reserved for the likes of these, leaving deserving ones biting the dust. Selfish motives make
them blind to achieve the more important nations motive. Power and control are great
weapons and if those controlling it are selfish and corrupt, there is slim chance that they
will be dethroned in short span of time.
Indifferent attitude of Rural Population – About 72.2% of the population lives in some
638,000 villages and the rest 27.8% in about 5,480 towns and urban agglomerations.
Majority of the residents of these places are illiterate and severe gender, regional, and
caste disparities exist in their societies. And even when a graduation degree doesn’t
guarantee employment then the anti education attitude gets solidified. A common sarcastic
comment amongst the rural is popular - ‘Are you going to become a DC (deputy
commissioner) by studying?’ Children living in rural areas receive a level of education which
is very poor, the outcome is then obvious. A large percent of dropouts are female children.
They are forced by their parents to perform chores and tend the family at home. The
lifestyle of villagers is largely dominated by culture and tradition whose outlook towards
education is not favourable even for the boys. Traditional forms of occupational skills
receive a higher repute as it brings income which is vital for survival. With other traditions,
illiteracy also becomes a tradition.
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The causes for the problems of education system in India are multifaceted and they
themselves manifest more problems. It is a vicious cycle where some factors encourage
another factors or are interdependent. This makes them even more lethal than they already
are. Does this mean , that there is no solution to these problems. The answer, is – No! The
answer is there but it is not just the answers but what the answers represent and the way
they will be most effective by being multidimensional and self propagating just like the
problems.
SOLVING CURRENT EDUCATIONAL PROBLEMS IN INDIA
Population Control through various campaigns, awards and other incentives and
increments to those who set an example in favour of population control.Teachers need to
be professionally trained, adequately paid and well-motivated.India's entire education
system should be redesigned to favour employment, nullify the poverty aspect and improve
the quality of education on every level, especially the primary level. Frequent curricular
revisions, to remove and/or edit obsolete chapters and bring quality in
education.Accountability of Higher Authorities needs to be sensitised and effectively
implemented through law and special courts which can provide speedy decisions. An
independent regulatory authority can be established to remove discrepancies in the first
place. Aggressive Awareness Campaigns in Rural Areas to negate the negative attitude of
the rural population.Minimum Wages to Unemployed Educated Candidates.Education
Portfolio should be given to Education Experts.The state university system should be
expanded even more to provide educational opportunities to the rural people. Private
sectors, contributions from philanthropists and industry should be encouraged.
An alternate examination process in the form of internal assessment can be set up, where
students are evaluated by their teachers.
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