mahatma jyotirao phule and peasant`s :a historical study

Transcription

RESEARCH PAPER
Volume 1/Issue 6/JAN 2014/ISSN 2321-7073
MAHATMA JYOTIRAO PHULE AND
PEASANT'S :A HISTORICAL STUDY
DHARAMVEER SAINI
ASSISTANT PROFESSOR,DEPARTMENT OF HISTORY,KURUKSHETRA UNIVERSITY,KURUKSHETRA
KEYWORDS:
SUBJECT: HISTORY
ABSTRACT : Jyotirao Phule was one of the foremost exponets of modern humanitarian thought in
India. Jyotirao had the courage to be inspired by modern thought. He was the first Indians to
fraternity, as proclaimed by the French Revolution, into the India way of thinking.
British Rule in India laid the foundation for western reforms, which deeply influenced Indian
intellectuals, the impact of which has lasted to this day. The reaction occurred in two ways – one favaurable
and the other unfavaourbale. The favourable reaction gave birth to a tendancy towards introspection, which in
turn bred rationalism, scientific analysis, historical research, a desire for refer and a thirst for social and
cultural restoration. The tendency to criticize tradition increased with increasing hope for reforms. Several
great reformers were inspired by ambition to give a new direction to Indian society. Jyotirao Phule one of
them, who totally inspired by western Ideas. He was one the first Indians to fraternity, as proclaimed by French
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Revolution, into way of thinking.
Jyotirao Phule was born in 1827. His father, Govindrao was a vesetable-vendor at poona. Originally
Jyotirao's family know as Gorhays, Come from Katgun, a village in the satara district of Maharashtra. His
grandfather Shatiba Gorhay settled down in poona. Since Jyotirao's father and two uncles served as florists
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under last of the Peshwas, they came to be known as 'Phule'. Jotirao's mother passed away when he was
hardly one year old. After completing his primary education, Jotirao had to leave the school and help his father
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by working on the family's farm. Jotirao's marriage was celebrated when he was not even thirteen.
The turning point in Jyotiba's life was in year 1848. His incident made him aware of the qualities of the caste
system, the predominant position of the Brahmins in the social setup. After this incident Jotirao made up his
mind to defy the caste system and serve the Shudras and women who were deprived of all their rights as
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human beings under the caste system.
Jyotirao Phule remarkable influence was apparent in fields like education, agriculture, caste system, women
and widow upliftment and removal of untouchability. He is most known for his efforts to educate women and
the lower castes as well as the masses. For his flight to attain equal right for peasants, he is regarded as one of
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the most important figures of the Social Reform Movement in Maharashtra.
In 1875, farmers from Ahmedabad, Pune, Satara, Sholapur rose in revolt against the money lenders who had
been defrauding the poor by making them sign bonds worth more than the loan advanced. The government
appointed a committee to investigate into the matter. On the committee's recommendation, the government
passed the Deccan Agricultural Relief Act, 1879 with view to improve relations between the money lenders
and the farmers/ there were provisions to ensure that the bonds were bonafide and the rights of the farmers
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protected. Jyotirao's weekly 'Deenbandu' supported these regulations.
Man's primary needs are directed at the production of food and clothing. Hence, it is important for the farmer
community to he healthy and strong. Modern society has been built on the industrial revolution but it still
requires the support to its foundation from the farmer community. From this sociological standpoint Jotirao
wrote and published the book, Shetkaryacha Asood. While writing the book he would read out chapters from
1
.
2.
3.
4.
5.
6.
Daya Agarwal, Jotirao Phule, NBT, 1996, New Delhi, pp. 185.
R. Chandra, Aadunik Bharat Ka Dalit Aandolan, University Publication, New Delhi,
2003, p. 26.
Sharanabasappa. B. Ragi, "Mahatma Phule and Women's Emancipation" in
International Research Journal, Jaipur, 2009, p. 112.
Dhananjay Keer, The father of Indian social revolution, New Delhi, p. 17.
Daya Agarwal, Jotirao Phule, NBT, 1996, New Delhi, PP.3-4.
Ibid, P.29.
RESEARCH MATRIX: INTERNATIONAL MULTIDISCIPLINARY JOURNAL OF APPLIED RESEARCH
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the manuscript too his friends and followers. In April 1883 he read out the entire manuscript in Bombay.
Around the same time he met Sayajirao, the young ruler of Baroda, a man of great ability and deeply
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concerned about his people's welfare. Jotirao read out the chapters from the manuscript of Shetkaryachha
Asood. Sayajirao gave him financial help and honoured him with a shawl and a turban. On 28 July 1883 Jotirao
sent a copy of the manuscript to the viceroy, Sir Fredrick Hamilton Temple, Earl of Dufferin. He said in his book
that "At present there are three kind of farmers -the Surdra, farmers or kunbis, the Malis and the Dhngars.
Those who originally made a living from farming alone were the kulwadis or the kunbis, those who cultivated
gardens apart from their farms, were the Malis, those who did both and raised sheep and goats in addition
were the Dhangars. At present there is no intermarriage among the three castes, though there are other finds
of mutual dealing, from this one may surmise that the three castes must have previously been under the one
Sudra caste. Later on, people from all the three castes were compelled to give up their original occupation and
take up other trades to make a living. But most of them the Swndes and Holkas earned jagirs and inams for the
martial service they rendered and prospered. But today, their discendants, being ignorant and illiterate, have
mortgaged their jagirs and inams and are deep in debt, some are even starving. Most jagirdars and inamdars
have no idea of the strife and trouble undergone by their ancestors and are content to live off their
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inheritance. They keep evil company. The people around them, Brahmins and ministers, are selfish and
cunning and do not let our princes taste the joys of learning and virtue. Hence, cenawre of their ancestors had
attained the kingdom only for their enjoyment, these princes have become totally dependent on Brahmins and
their ministers, perform gopradan by day and indulge in revelry by night. The princes should have shown
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concern for their sudra brethren's welfare, but the thought never crossed their minds. Till they rid themselves
of the false belief that Brahmins are their gods, they will never see sense." The first chapter of Shetkaryacha
Asood describes in detail now in the name of religion Brahmins were persecuting the Sudras from the cradle to
the grave. There limit to the religious rites and rituals imposed by Brahmins on the Sudras. The chapter also
describes how the Brahmins who could not acquire higher education, under the grab of a sanyasin, exploited
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the ignorant and the uneducated.
About the British, Jotirao said:
Farmers have no money to educate their children. The English officials engrossed in their own affairs, have no
time to listen to the farmer grievances. They go by the briefs of their Brahmin subordinates. The farmers do
not have enough food to feed their families, nor clothes on their bodies. The British government is a highly
expensive government run by officials earning exorbitant salaries, while the farmers are getting crushed under
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the indirect burden imposed by the huge salaries being paid to retired officials.
According to Jotirao there were several reasons for the extreme poverty of the farmers. Before the British
came, kings and rulers of states had maintained huge armies in which people were employed in large
numbers. Hence the farmlands were not burdened. After the decline of Peshwas, soldiers in the Maratha army
were rendered jobless. They returned home and took of farming as a result of which pressure on the farmland
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increased. In place time the population increased too. Families were hardpressed to support their families
and livestock on the income from the divided land. The forest department, in turn, encroached upon pasture
land. Land fertility declined. Divided who owned ploughs and oxen. The landless farmers began to wander in
search of jobs as weavers, carpenters and ironsmiths.
The subject matter of Shetkaryacha Asood is not restricted to farmers problems alone. Jotirao also examines
the restraints imposed on various castes which hampered progress. The Brahmins were responsible for the
taboo imposed on overseas travel. As a result, Hindus last touch with the outside world. The Brahmins,
however, enjoyed the isolation. They had the Sudras to slave for them, work on their farms and weave their
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clothes.
Jotirao Phule was one of the first persons to rebel against the traditional social system in India. From where he
find the inspiration for this revolt considering that the prevailing social laws had taken a firm hold on the
Indian mind for thousands of years? The answer is that Jotirao was a Satyashodhak - seeker of truth - the
7.
8.
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10.
11.
12.
13.
Gail Omvedti, Cultural Revolt in Colonial Society: The Non-Brahman Movement in
western India, Manohar Publishing House, Delhi, 2013
pp.155-156.
Daya Agarwal, Jotirao Phule, NBT, Delhi, 1992 pp. 21-23.
Jyotirao Phule, Rachnawalli, Delhi, pp. 107-108.
Ibid, P.44.
Jyotirao Phule, Missan Ka Koda, Delhi, p. 45.
Daya Agarwal, Jatirao Phule, NBT, Delhi, 1992. pp. 43-44.
T.L. Joshi, Jyotirao Phule, NBT, New Delhi, PP-180-82.
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moral truth of human life. The manifestation of that perennial truth was his belief in man's freedom in the
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universe, as upheld by modern western civilization. The methods of collecting tax, recovering debts and
employing labour were too harsh on the farmer. Jotirao has pointed a vivid picture of the situation in an essay
entitled Ishara (warning). He says:
Just in the recent past, till the reign of the last of the Peshwas, if a farmer was a little tax in paying taxes, he
was made to bend in the hot sun, with a big stone placed on his back or his wife was made to sit on his back,
and he was made to inhale the smoke of hot chillies. The rulers looked upon their subjects as some kind of
animals, whose only utility was to grow food, weave clothes, slog in fair or foul weather and provide all items
of luxury to the king and his kind, his wives and children. Now with the new (British) government, the people
are finally free from the atrocities of the previous regime. Earlier, farming activity was heavily dependent on
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the rains. So if the monsoon failed, the farmer was hard put to repay his debt. The situation has not changed
much since, lender's side - that put debtor in a difficult situation. He often came to the brink of losing
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everything he owned. In those days, money lenders had no complaints against the government for they had
the government at their back and call. They treated the debtor as they pleased, thrashed him, snatched away
all his goods, sold off his cattle, inflicted all kinds of torture on him for a debt of as little as seven rupees, a
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debtor lost his land, cattle, well, farms and would finally have no other option but to flee or commit suicide.
Concluding Remarks: If the Bramins really wanted to uplift the country and desired unity they should
denounce their religion which taught the tenants of highness and loaness and abolish the cast system which
bred inequality and also will be improved the condition of peasants and sudars.
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15
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16.
17.
S.R. Bakshi and Lipi Mahajan, Jotirao Phooley in Encyclopedic History of Indian Culture and
Religion, Vol. 5, Delhi, 2001, Deep and Deep Parkashan, p. 23.
Gail Omvedti, Dalit Vision, New Delhi, pp. 35.
Rajender Vora, Two Strands of Indian liberalism : The Ideas of Rana Dafaand Phule,
Delhi, PP-55-58.
Ibid, pp. 56-57.
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KEYWORDS:
SUBJECT: HISTORY
'kks / k&vkys [ k lkj
vEcs M dj ;g [kks t djus dk nkok djrs gS a & tkfr leL;k ds vykok
Hkkjr es a efgykvks a ls Hks n Hkko dh leL;k,a tS l h lrh iz F kk] fo/kokvks a ij
iz f rca / k vkS j ckfydk fookg dh leL;k,a] cz k ã.k oxZ }kjk ltkrh; fookg
i)fr ykxw djus ds dkj.k mith A ;g 'kks / k i= MkW ñ Hkhejko vEcs M dj
}kjk Hkkjrh; efgykvks a dh lekurk vkS j vf/kdkj ds fy, fd, x, la ? k"kZ dks
mtkxj djrk gS A
MkW ñ Hkhejko vEcs n dj dk uke fdlh Hkh Hkkjrh; ds fy;s ifjp; dk eks g rkt
ugha gS A 1 os Hkkjrh; la f o/kku ds f'kYidkj nfyro.kZ ds êlhgk* o egku lekt
lq / kkjd Fks A mUgks a u s nfyrks a dks lkekftd nklrk ls eq D r djk;k A os vkthou
lkekftd vU;k;] dq j hfr;ks a ] vkMEcjks a rFkk va / kfo'oklks a ds fo:) la ? k"kZ es a tq V s jgs
A blfy, mudh fxurh vk/kq f ud Hkkjr ds egkiq # "kks a es a dh tkrh gS A 2
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vEcs M dj us ,d egÙoiw . kZ oS / kkfud yM+ k bZ yM+ h Fkh tks fgUnw dks M fcy ds lEcU/k
es a muds }kjk fd, x, dk;Z ls iz d V gks r h gS A 4
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gS A iz k phu Hkkjrh; lekt es a ukfj;ks a dh n'kk vR;Ur n;uh; Fkh A mudks fdlh Hkh
rjg ds vf/kdkj ugha fn;s x;s Fks A fL=;ks a dks Hkks x foykl dh oLrq le>k tkrk
Fkk A 5 bl lEcU/k es a MkW ñ chñ vkjñ va c s M dj ds vuq l kj 'kw n z k s a dh rjg ukjh dh
nq n Z ' kk ds cht Hkh iz k phu oS f nd lkfgR; es a fo|eku Fks A os n ks a es a efgykvks a dh
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oS f nd dky es a tS l s & tS l s cz k ã.k /keZ us tfVy :i xz g .k fd;k rFkk lekt es a cz k ã.kks a
,oa {kf=;ks a dk opZ L o LFkkfir gq v k] oS l s & oS l s fL=;ks a ij /kkfeZ d {ks = es a iz f rca / k
yxus yxs A igys tks /kkfeZ d dk;Z fL=;ks a dh vuq i fLFkfr es iw . kZ ugha gks r s Fks ] os
vc cz k ã.kks a }kjk iw . kZ fd, tkus yxs A 8 fL=;ks a ds la U ;kl ys u s ij iz f rca / k yxk
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ckck lkgs c ] MkW ñ vEcs M dj] lEiw . kZ ok³~ e ;] [k.M 9] i` ñ 42
,yñ vkjñ ckyh] vEcs M dj us D;k fd;k] fnYyh] 1941] i` ñ 303
ckck lkgs c ] MkW ñ vEcs M dj lEiw . kZ ok³~ e ;] [k.M 9] i` ñ 46
,ñ ,lñ vYrs d j] n iks f t'ku vkW Q ohes u bu fgUnw flfoykbZ t s ' ku] i` ñ 194
jke vkgq t k] Hkkjrh; lkekftd O;oLFkk] jkor ifCyds ' ku] t;iq j ] 1995] i` ñ
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fd Fkks M + h lh Hkw y Hkh ^vfu"V* dj ldrh gS A blfy, fL=;ks a dks ^vifo=* eku
dj mUgs a /keZ xz U Fkks a ds v/;;u ls oa f pr dj fn;k x;k A fL=;ks a dks os n i<+ u s dk
vc dks b Z vf/kdkj ugha jgk A fL=;ks a ds fy, os n ks a dk v/;;u djuk îki djus ds
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euq fL=;ks a dks ;K djus dh vuq e fr ugha ns r k A ;fn og ,s l k djs x h rks ujd dh
ik= gks x h A cz k ã.k ml ;K deZ es a fn, x, Hkks t u dks xz g .k ugha djs a x s tks fdlh
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>q d ko ckS ) /keZ dh vks j ls foeq [ k djuk pkgrk Fkk A blh dkj.k mlus fL=;ks a ij
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e/; dky es a Hkh dU;k ds tUe ij nq % [k iz d V fd;k tkrk Fkk tcfd iq = ds
tUe ij [kq f 'k;ka eukbZ tkrh Fkh A eq x y lez k V vdcj us iq = dkeuk ds fy, ;g
euUr eka x h Fkh fd ;fn muds ?kj iq = gks x k rks os [oktk eq b uq n hu fp'rh dh njxkg
rd vkxjk ls iS n y ;k=k djs a x s A bl ckr ls irk pyrk gS fd e/;;q x hu lekt es a
iq = dk fdruk egÙo Fkk A dbZ fgUnw ifjokj es a dU;k ds tUe ds lkFk gh mldh
gR;k dj nh tkrh Fkh A 14 jktiw r dky es a Hkh iq = h dk tUe ^v'kq H k* ekuk tkrk Fkk
A bfrgkldkj duZ y VkW M dgrs gS a fd ßog fnu jktiw r ks a ds fy, iru dk fnu gks r k
gS tc mues a fdlh dU;k dk tUe gks r k gS A 15
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ugha nh tkrh Fkh A muds fy, f'k{kk dk dks b Z iz c U/k ugha Fkk A 16 /keZ ' kkL=ks a es a
fookg dk Hkh mYys [ k utj vkrk gS A tgka iq # "k vus d fookg dj ldrk ogka
fL=;ka thou es a ,d fookg dj ldrh Fkh vkS j ;gka rd fd fo/kok gks tkus ds
ckn Hkh mUgs a iq u foZ o kg dk vf/kdkj iz k Ir ugha Fkk A 17 tc dks b Z L=h fo/kok gks
tkrh Fkh rks mldk iw .kZ fookg djus dk vf/kdkj ugha Fkk A bl dkj.k ls cgq r lh
fL=;ks a dk viuk thou nw l js iq # "kks a ij fuHkZ j gks d j xq t juk iM+ r k Fkk A 18 ,d vkS j
,s l h lkekftd cq j kbZ Fkh A ^lrh iz F kk* tc fdlh L=h dk ifr ej tkrk Fkk rks
mldks Hkh vius ifr ds lkFk fta n k tyk fn;k tkrk Fkk A ,s l h dq i z F kkvks a dks 1828
es a cUn dj ns u s ls fL=;ks a dks thus dk volj feyk A 19 g"kZ o /kZ u ds dky es a
ckyfookg dk dkQh iz p yu Fkk A 20 jktiw r dky es a rks cky fookg dh iz F kk us
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ds ñ ,eñ v'kjQ] ykbQ ,a M dUMh'kUl vkW Q nh ihiq y vkW Q fgUnq L rku] i` ñ
55
duZ y VkM] ,ukYl ,.M ,UVhD;q V ht vkW Q jktLFkku] i` ñ 50
jke'kj.k oekZ ] iz k phu Hkkjr dk lkekftd ,oa vkfFkZ d bfrgkl] i` ñ 72
jke'kj.k 'kekZ ] iw o Z m)` r ] i` ñ 78
ckck lkgs c ] MkW ñ vEcs M dj lEiw . kZ ok³~ e ;] [k.M 9] i` ñ 43
ogh] i` ñ 44
gfj'kpUnz oekZ ] e/;dkyhu Hkkjr 750&1540] i` ñ 70
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dkQh tks j idM+ fy;k Fkk A vc 7&8 o"kZ dh ckfydkvks a dk fookg gks u s yxk Fkk
A vyc:uh fy[krk gS fd fgUnw vYi vk;q es a gh dU;k dk fookg dk ns r s gS A
12 o"kZ ls vf/kd vk;q dh dU;k ds lkFk fookg djus dk iz k o/kku ugha gS A 21
iz k phu le; es a fu;ks x iz F kk Hkh ,d dq j hfr Fkh A 22 ys f du ukjh 'kks " k.k ds
fu;ks x iz F kk ls Hkh Hk;kud :i fgUnw lekt ds vfLrro es a vk x;k Fkk A iz k phu
dky ls gh Hkkjr es a fL=;ks a dk ;kS u 'kks " k.k gks r k pyk vk jgk Fkk A dHkh Lora =
:i es a os ' ;k ;k xf.kdk ds :i es a rks dHkh ea f njks a es a ^ns o nklh* ds :i es a ea f nj
es a /kkfeZ d ls o kvks a ds fufer tks lq U nfj;ka fu;q D r dh tkrh Fkh os ^ns o nkfl;ka * dgh
tkrh Fkh A ns o nkfl;ks a }kjk T;ks f r iz T ofyr djuk] pa o j >q y kuk] ia [ kk djuk] u` R ;
xk;u djuk vkfn dk;Z fd, tkrs Fks A lkFk gh os iq t kfj;ks a ] jkgxhjks a o jktkvks a ds
fy, euks j a t u rFkk Hkks x foykl dk lk/ku Hkh Fkh A iq j k.kks a es a dgk x;k gS fd
ea f njks a es a ls o k djus ds fy, lq U nfj;ks a dk Ø; fd;k tkuk pkfg, A lw ; Z yks d es a
LFkku ikus ds fy, lw ; Z ea f nj es a lq U nfj;ka ns u h pkfg;s A 23
,d vU; iz F kk inkZ iz F kk ftlds vUrxZ r fL=;ka viuk eq [ k <d dj j[krh Fkh
A bl iz F kk es a fL=;ks a dh LorU=rk ij iw . kZ iz f rca / k yxk fn;k Fkk A ;g inkZ muds
eq [ k ij ugha oj.k muds iw j s O;fDrRo ij Mkyk x;k Fkk A 24
fL=;ks a dh ;g nq n Z ' kkvks a gh fujUrj :i ls vk/kq f ud ;q x rd tkjh jgh A uo
tkx` f r vkus ds ckn mHkjs lq / kkjoknh vkUnks y uks a dk /;ku fL=;ks a dh nq n Z ' kk dh vkS j
x;k vkS j mUgks a u s ukjh&lq / kkj ds iz ; kl 'kq : fd;k A tS l s & cky fookg] cs e s y fookg]
ngs t iz F kk lrh iz F kk vkfn dk fojks / k fd;k x;k fdUrq gekjs jk"Vª h ; vkUnks y u es a
21
23
24
22
t;'ka d j feJ] X;kjgoha lnh dk Hkkjr] i` ñ 141
jke'kj.k oekZ ] iw o Z m)` r ] i` ñ 90
,ñ ,lñ vYrs d j] iw o Z m)` r ] i` ñ 183
dS y k'k pUnz tS u ] iz k phu Hkkjr dk lkekftd] lka L Ñfrd vkS j HkkS x ks f yd
v/;;u] i` ñ 104
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RESEARCH PAPER
ukjh eq f Dr dk iz ' u dHkh Hkh egÙoiw . kZ LFkku u ik ldrk vkS j mUgs a lkekU; ekuo
vf/kdkjks a ds nk;js es a gh eq f Dr dk mins ' k fn;k tkrk jgk A ukjh leL;k njvly
iw o kZ x z g dh leL;k Fkh] ftldh tM+ s nfyr leL;k dh rjg
d 25
25
-
9
RESEARCH PAPER
DEVELOPMENT IN HARYANA : A
HISTORICAL STUDY (1966-1991)
NEERAJ KUMAR
ASSISTANT PROFESSOR,DEPARTMENT OF HISTORY,KURUKSHETRAUNIVERSITY, KURKSHETRA
KEYWORDS:
SUBJECT: HISTORY
ABSTRACT :
What is the present day Haryana which constituted the south-east part of the
Punjab before its formation 1966, remained one of the most backward and underdeveloped region
of Punjab, educationally, agriculturally, economically and from the natural resources point of
view.The present paper intenders to analyse the march of Haryana towards Development (19661991).
Haryana came into existence on Ist November, 1966, on the recommendation of the ‘Punjab
Boundary Commission”.i The developmental parameterwise analysis and inferences are as follows:At the current prices the per capita income of Haryana at its inception was only Rs.608 which now
stands at Rs.4795 registering an increase of almost seven times. Haryana’s grading amongest the state in per
capita income has also improved from 5th in 1966-67ii and 2nd at present during this time. This shows that
the economic condition of the state has shown a tremendous improvement in the last 20 years.iii
At the time of formation of Haryana there were only 4803 tractors in the state which increased 10313
tractor in 1990-91.iv The oil seed production has been an increase of 58% during this time. The foodgrain
production has more than trebled in the last 22 years from 25.92 lakh tones in 1966 to a record production of
82.60 lakh tones during the year 1990-91. There has been an increase of 8% in the foodgrain production this
year as compared to 1990-91.v
There were only 25311 tubewells and pumping sets in Haryana at the time of its formation and there
are as many as 445881 tubewells and pumping sets in the states at present. The percentage of net area
irrigated to the net area sown has gone up from 38% in 1966-67 to 70% in the year 1990-91.vi
The generation electricity has shown 123 times increase from 251 lakh KWH in 1966-67vii to 31206
lakh KWH in 1990-91. The per capita consumption of electricity has also increased from 49 KWH in 1966-67 to
289 KWH in 1990-91. This shows that in the field of generation and consumption of electricity, Haryana is one
of the foremost states in the country.viii
During the year 1966-67 there were only 4753 small scale industrial units in Haryana as compared to
86338 such unit in 1990-91, an increase of more than seventeen times. The number of large and medium
scale industries in the state has also increased from 162 to 292 during this period. The monetary value of the
goods produced by these industrial units has also gone up 24 times during the last twenty three years from
Rs.104 crores during the year 1966-67 to Rs.2590 crore in the year 1990-91. This shows that Haryana is doing
equally well as the industrial front also.ix
At the time of formation of Haryana the total length of roads in the state was 8187 kms. And the total
length of road in the state stands 22947 kms. Ending 1990-91. This is an increase of about two times.x
At the time of formation of Haryana literary rate of female, male and overall were 9.6%, 30% and
19.6% respectively, which have been increased to 22.27%, 48.20% and 36.14% respectively, during the time of
1990-91. The total number of school has vone up from 5779 in 1966-67 to 8382 at present. At the inception
of Haryana there were only 40 colleges in the state and now this strength has gone up to 114. As against one
University at the time of formation of Haryana, there are three Universities in the state now.xi
The budget of the sports Department has increased from 1.29 lakhs in 1966-67 to Rs.374.67 during
the year 1990-91 which amounts to an increase by 289 times.xii There were only 191 veterinary hospitals and
dispensaries in the state at the time of formation of Haryana and now this number has gone up to 926 which is
about 5 times of the initial number. The milk production at present stands at 2.6 times as compared to the
quantity produced in the year 1966-67.xiii
Haryana did not inherit any natural tourist sports worth the name. As far as the availability of
accommodation for the tourists is concerned, at the time formation of Haryana only two rooms and four beds
10
RESEARCH PAPER
for the tourists were available and now we have 459 rooms and 975 beds available for the visiting tourists,
which is an increased of 229 times and 243 times respectively.xiv
At the time of formation of Haryana only 170 villages out of a total of 6745 villages were provided
with safe drinking water supplyxv and up to 1990-91 5455 village have been provided with the safe drinking
water supply facilities.xvi
There were only 510 sub health centre in the state in the year 1966-67 and the present strength is
2186 and this increase is also more than threefold. The per capita expenditure on health services has
increased from Rs.1.92 during 1966-67 to Rs.41.67 during 1990-91.xvii
There were only two cooperative sugar mill in the state at the time of formation. This number has
now gone upto seven and three new cooperative sugar mills are being set up at Kaithal, Mehama, and Bhuna
soon.xviii
Conclusion :
At last we can say that Haryana was a backward region before 1966. But after formation, hard work
of Haryanvis, political leadership and the efforts of the officers and Haryana Government, Haryana had a
phenomenal alround development and now it is one of the most developed states in the country.
i
Techno-economic survey of Haryana 1970, National Council of Applied Economic Research,
New Delhi, P. 1.
ii
Statistical Abstracts of Haryana, 1966, P. 22.
iii
Statistical Abstracts of Haryana, 1991, p. 30.
iv
Statistical Abstracts of Haryana, 1966, p.121
v
Statistical Abstracts of Haryana, 1991, p. 118
vi
Ibd, p.92
vii
viii
Statistical Abstracts of Haryana, 1991, 9. 131
ix
Sukhbir Singh, “Haryana: March towards development 1966-1989”,Journal of Haryana
Studies, Vol. XX, 1988, Kurukshetra University, Kurukshetra, p. 81
x
Statistical Abstract of Haryana, 1991, p. 293
xi
Ibid, p. 245
xii
Ibid, pp. 249-253
xiii
Sukhbir Singh, “Op. Cit.” p. 82
xiv
Ibid, P. 116.
xv
Ibid, P. 543
xvi
xvii
xviii
Sukhbir Singh, “Op.Cit.” p. 82
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RESEARCH PAPER
UTILIZATION OF MICRO-TEACHING IN THE
PRESENT SCENARIO.
CHANDRAVALI RASIKLAL MAHETA
M.A. (ENGLISH),STUDENT AT V.B.MANVAR B.ED.COLLEGE
KEYWORDS:
SUBJECT: LANGUAGE
Introduction:
Teaching is considered to be a noble profession ever since the ancient time. We had good teachers like
Sandipani, Dronacharya, Vashisht, Shankaracharya, and Shukracharya in India years ago.
In modern time we had efficient teachers like Dr. Sarvapalli Radhakrishnan. Even our Prime minister Dr.
Manmohan Singh was a professor it means a teacher.
Teaching is connected with progress, novelty, development and efficiency. Teaching is a glorious
experience. It adds to the progress of the nation, because it creates a number of ideal and good students and
therefore good citizens.
Teaching requires hard work, intelligence and perseverance and of course, an innovative and creative
mind.
Therefore to create efficient, innonative and skillful teachers the notion and practice of teacher
education exists.
Meaning of Micro-teaching:
In education there is a special subject named “Educational Technology”
Many researches were made on how to make teaching more easy, meaningful and beneficial. As a result
many techniques are invented. One of them is microteaching.
It was originated and developed in Stanford University 1963.
It was mainly a fruitful result of professor Elan Dwite consistent efforts.
It is not a method, but an activity to prepare a teacher for teaching.
Definitions:
1)
“Microteaching is a sealed down teaching encounter in class size and class time.” - Elan Dwite.
2)
“Microteaching is a teacher-training procedure which reduces the situation to a simple and more
controlled encounter achieved by limiting the practice teaching to a specific skill and reducing teaching time
and class.”
- Clift and Others.
In short, microteaching means;
1.
To teach in a small duration of the time.(5 to 7 minutes)
2.
To teach to develop one skill at a time before proceeding to another.
3.
To teach a small topic or on a particular definition or passage.
4.
To give teach and to adequate explanation of the selected teaching portion.
5.
To teach only a small number of students or co-trainees.
Procedure:
1.
Planning.
2.
Teaching 5 to 7 minutes. (Recording)
3.
Feed-back-Reviewing guidance. (8 to 10 minutes)
4.
Re-planning (10 to 15 minutes – Refining)
5.
Re-teaching (5 to 7 minutes)
6.
Re-critique (8 to 10 minutes)
Benefits:

Microteaching is very beneficial in the procedure of education.

It is a first step ahead in the direction of acquiring mastery over teaching.

It is known as the starting point of teaching procedure for the trainee.

It is very important and utilitarian also. It is the spot from where the flight of teaching takes off.
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RESEARCH PAPER

It is well said “Well began is half done” That’s absolutely true in the case of “Micro-teaching” because,
It one acquires mastery and self-confidence, in this little sphere of teaching, then his remaining progress of
teaching would be simple, easy and purposeful.

It is a dramatic situation, but one needs to take it seriously, as it would prove to be very helpful to
him/her in airing mastery or efficiency over various teaching skills and of course the whole teaching procedure.
Let’s turn to the benefits of micro teaching:

It is helpful because it avoids being a burden to schools. It need not require real class-room situation
and students.

It makes the Realistic and acute observation.

It is a new approach to supervision:
In it, the supervision is realistic, positive and clear. The supervisor remains free from prejudices,
drawbacks so
far as the class room size is concerned. It stimulates the creative aspect of the trainee
and makes him aware of his mistakes.

It has also proved to be a research instrument because of the controlled teaching encounter. It paves
a way for any kind of experiment.

A Safe practice:
Just as, an actor makes rehearsal and a musician practices his tune, a teacher makes sufficient
practice of how to teach.
It is very useful for the teacher to make enough practices of the subject content, method, skills etc.
It is a safe practice because it is created by controlled situation.

Continuous training:
It is a continuous training from this point of view; it has proved to be important.

Development of teaching skills:
The trainee can develop various kinds of teaching skills such as, introduction skill, reinforcement
skill, clarification skill, black board work skill etc through micro teaching.

It also economizes the effort and time of trainee and the institution.

It helps the trainee to make effective use of teaching aids, to acquire mastery over presentation, to
make the effective use of methods and techniques; it also provides some information to the teachers an how
to evaluate.

It is beneficial from the point of view of novelty and modernization. Because of scientific and
technological progress and many researches made in various fields, it is necessary to update knowledge and
teaching process.
So we must train teachers to make them efficient and innovative teachers. It is possible through micro
teaching.

It helps the teachers to improve their class room interaction.

It provides an opportunity to the trainee teacher to know about his mistakes and creative and good
aspects. Thus, he tries to improve himself more and more.
Limitations:

Financial crisis or limitations.

Lack shortage of time.

Lack of official drawbacks and drawbacks related to the education and its aspects.

There is a danger factor or chance of its total failure if it is not taken seriously or sincerely.
Conclusion:

Whatever the limitations may be, the importance of micro teaching in present scenario can’t be
denied by anyone.

It is a good means to develop and boost one’s confidence.

To bring novelty, to be aware of many innovative researches and to acquire mastery over teaching
skills and whole teaching is very effective and essential in education. If it is used properly, judiciously and
seriously.

It is the starting point of the teacher’s pilgrimage of teaching.
For the above reasons, micro teaching is very essential in B.Ed. training.
Thus, the utilization of micro teaching in the present scenario is vast, immense and it can’t be denied at all.
18
RESEARCH PAPER
A COMPARATIVE STUDY OF HISTORICAL NOVELS OF WALTER
SCOTT AND KANAIYALALMUNSHI
DR. DUSHYANTNIMAVAT
ASSISTANT PROFESSOR IN ENGLISH,INDIAN INSTITUTE OF TEACHER EDUCATION,GANDHINAGAR,
KEYWORDS:
SUBJECT: LANGUAGE
E.A.Baker wrote of historical novel differentiating the objective of a historian and a historical novelist.
“To present and interpret facts is the historian’s business; to summon up a past epoch, to show men and
women alive in it and behaving as they must have behaved in the circumstances, is the labour and joy of the
genuine historical novelist.”
History and historical novel are two different things and should not be mistaken for each other.
Historical novel is a branch of fiction. It is not history proper. It is based on history but the novelist recreates
history with the help of his imagination. In fact, history is a record of dry and often dull facts. The interest of
the historical novelist is not mere facts but genuine interest in human motives and human lives. The historian’s
main concern is to dig out the records of the past through in-depth research. In his search for truth and validity
of the records, he often misses the human interest and common man that are the focus of literature. History
can be thrilling in the hands of great historians like Macaulay or Gibbon. History becomes alive and thrilling
when human interest is added to it.
It is not easy to define historical novel as the words ‘historical’ and ‘novel’ are contradictory.
However, is can be defined as ‘imaginative reconstruction of the past dealing with human life, human
character and life and manners of bygone age.’ Stoddard has said;
“Fiction is the underlying basis of the novel; fact the underlying basis of history. The historical novel apparently
becomes a novel by virtue if departure from history, and in so far as it is a history, is less than perfect as a
history.”
Leslie Stephen calls historical novel ‘a literary hybrid’ as it is neither proper history nor proper fiction.
When there is dominance of history, fiction suffers and if fiction dominates, the element of history suffers. A
historical novelist represents the ways, manners and customs of the past in a vivid manner. Historical novel
must be differentiated from the historical romance. Walter Scott understood the difference between the two.
The historical romance is a fictitious narrative full of strange adventure happening in remote and distant lands.
It has no historical authenticity. In the historical novel, the historical background is real. In the historical
romances the emphasis is on action rather than characters. In a historical novel, there are historical characters
against the backdrop of history. It is a record of the life of an individual historical character in whose life and
action, we are interested.
The historical novelist must have fertile imagination that can recreate the past and make dry bones of
history throb with lie. He must be able to relive the past so that he can make the past alive and vivid for the
readers. History is a record of dull facts but the historical novelists with his fecund imagination makes it
interesting and living. The historical novelist, with his powerful imagination, breathes life into dull facts of
history. Some writers collect authentic data of history like researchers and then add colours of his imagination
to make the past look like present. The historical novelist must have the capacity of going back to past and
blow life into it. It is like ‘parakayapravesh’ (entering some one’s body).
The historical novelist often chooses remote periods of history in which he has wider scope for his
imagination. Here the element of fiction dominates history. Some writers choose periods of history that are
not distant. They study these periods and collect information about the ways and manners of the age. They
often aim at reviving the glory of the national past. However, a historical novelist is not a historian. He should
not distort facts of history but he can certainly employ his creativity and imagination to enliven the past events
and characters. He must also be free from prejudices. The true test of good historical novelist is that he
focuses more on characters than events. Very often the historical characters are relegated into the background
and characters invented by the writer occupy important place. A nominal hero or heroine may occupy the
place of importance in the novel. Historical characters should not be omitted altogether but they can be
subordinated to other characters invented by the writer.
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RESEARCH PAPER
There is also an important issue of the language that a historical novelist should use. It is not possible
to use the exact language of the past but one must also avoid using modern language. The best way for the
historical novelist is to use a judicious mixture of archaic, poetic and common language. Dialogues should be
written in such a manner that they look natural and convincing keeping in mind the status, culture and
upbringing of the characters concerned.
England produced some of the remarkable historical novelists. Horace Walpole, Clara Reeve and Mrs.
Radcliffe wrote Gothic romances. These romances lack historical realism. Sir Walter Scott can be called the first
true pioneer of historical novel in England. He blended facts and fiction admirably. He was gifted with fertile
imagination and vivid sense of past. He recreated the past with all its vigour and liveliness.
Scott wrote poetry but he was not quite satisfied with his poetic output. In 1811, he decided to turn
to historical novels. His first novel‘Waverly’ (1814) became an instant success. Then followed ‘Guy Mannering’,
‘Antiquity’, ‘Black Dwarf’, ‘Old Mortality’, ‘Rob Roy’ and ‘The Heart of Midlothian’. Within the span of four
years, these novels made him famous not only in England but in the whole Europe also. Later he wrote other
novels like ‘Kenilworth’, ‘Nigel’, ‘Peveril’ and ‘Woodstock’. Scott wrote quite rapidly and he often lacked logical
consequences of human action and human motives. His stories are primarily the stories of adventure. He is
more interested in sensational events than in human nature. However he is the first great historical novelist in
English literature. He drew upon history for characters and events of his novels. His novels have often very
large scale covering a wide range of action. He is more concerned with public life than the private interests. His
love stories are generally feeble and pale but his treatment of heroism and adventures is magnificent. He has
covered six centuries of history- Crusaders, Covenanters, Cavaliers, Roundheads, Papists, Jews, Gypsies and
Rebels. No other novelist in England and Europe, except Balzac in France, can rival Scott as far as the scopes of
his narratives are concerned.
Another great characteristic of Scott’s historical novels is his depiction of scenes. Scott loved Scotland
and made it immortal through his novels. In his novels, we feel the presence of the moors and mountains. Very
often the action seems to be the natural outcome of the surrounding. Scott’s chief claim to greatness lies in
the fact that he was the first novelist to recreate the bygone age. He changed the concept of history by making
it not just the record of dry and dull facts but a stage on which living men and women played their roles as
human beings.
Scott’s characters are embedded in the context of tradition and history. Scott grasped the organic
relationship between human being and place, between people and society and between man and his past.
Scott’s chief claim to greatness as a historical novelist lies in the fact that he changed the entire conception of
history that it is not a record of dry facts but a stage for living men and women. He remained one of the most
inspiring historical novelists. He was a romanticist and he added an element of romance to the historical facts.
KanaiyalalMunshi ranks among the most powerful novelists of Gujarati literature. He was born in
1887 and died in 1971. He belonged to a family where administration and diplomacy were the part of the
environment. His father Maneklal had risen to the post of a deputy collector. However, Kanaiyalal lost his
father when he was only 16 years old. He studied at Vadodara College and got B.A. degree. Then he went to
Mumbai and started studying law. He was already married and continued his studies after marriage. In 1913
he became an advocate. During this period, he came in touch with eminent thinkers and writers in Mumbai.
He read Western literature voraciously and he was profoundly influenced by some famous writers including
Alexander Dumas, Victor Hugo, Walter Scott and others. Munshi wrote a short story ‘Mari Kamala’ (My
Kamala) in 1914 under the pseudonym ‘Ghanshyam Vyas’. Then his serialized novel ‘VerniVasulat’ that
appeared in a periodical called ’Gujarati’. However Musnshi’s claim to fame rests on his historical and
mythological novels. His major historical novels are ‘Patan Ni Prabhuta’ (1916), ‘Gujarat No Nath’ (1917),
‘Rajadhiraj’ (1922), ‘Jai Somnath’ (1946), ‘BhagnaPaduka’ (1956), ‘PruthviVallabh’ (1920-21), and
‘BhagwanKautilya’ (1923). His mythological novels are representation of glory of the culture of India and
Gujarat.
Munshi’s three historical novels ‘Patan Ni Prabhuta’, ‘Gujarat No Nath’ and ‘Rajadhiraj’ focus on the
Solanki dynasty. ‘Jai Sonath’ and ‘BhagnPaduka’ deal with the Rajput Era. ‘PruthviVallabh’ and
‘BhagwanKautily’ depict the historical events of Malva and Magadh. “Patan Ni Prabhuta’ depicts the love
stories of Minal and Munjal, Hansa- Devaprasad in the backdrop of Jaydev’s ascension to throne. It describes
the political intrigues and fanaticism of the age. In’ Gujarat No Nath’, Jaysinh grows into manhood and tries to
throw away the shackles he was bound in. Munjal makes great efforts to unite Gujarat while Kirtidev a young
warrior tells Munjal that the unity of the country is more important than the unity of a state. The spirit of
nationalism in Kitidev has been very beautifully presented. ‘Rajadhira’ is the third novel in sequence where the
20
RESEARCH PAPER
characters grow into middle-aged persons and the theme also matures. There are less dramatic elements and
the narration dominates.
‘BhagwanKautilya’ is a study of famous Chanakya who uprooted Nanda Dynasty and paved way for
Chandragupta Maurya. Kautilya, the author of ‘Arthasastra’, was a great teacher and revolutionary. He
believed that a teacher can both create and destroy if he wills. The novel lacks completeness but the character
of Kautilya comes alive before our eyes. ‘Jai Somnath’ is an outstanding historical novel by KanaiyalalMunshi. It
is the story of the fall of Somnath Temple and the love story of temple dancer Chaula and Bhimdev a great
warrior. It is a tragic tale of shattering of Chaula’s dream and the ruin of a great monument Somnath Temple.
Somnath symbolizes not merely a temple but the unifying force that bound all Rajputs. It also symbolizes the
centre of civilization that struggles to protect its identity against the onslaughts of invasions. ‘Jai Somnath’ is
probably the most effective and artistically satisfying novel by KanaiyalalMunshi. It has been alleged that
Musnshi was influenced by Alexander Dumas and there are echoes of Dumas in his words. Even Munshi has
accepted and acknowledged Dumas’ influence and obligation. But we must admit that all writers however
original they are, are influenced by past or contemporary writers.
Munshi’s historical novels like Scott’s are not purely historical. They are his own creation and the facts
of history have been changed quite often. Munshi studied history but for him, unlike Scott, characters were
more important than the events. He connects his works with the minds of his readers who create history out
of Munshi’s novels. For Munshi, the glory of India and the glory of Gujarat were far more important than the
dry facts of history. He wanted to awaken the sense of reverence for the glorious past of India and Gujarat. His
novels therefore certainly create illusion of history than the actual history. Munshi was fascinated by India’s
mythologies. Very often his fascination bordered on hero worship. He tried to intellectualize miracles and
humanize divine, godly characters like Krishna, Parshuram, Vishwamitra and so on.
Munshi dealt with the theme of love and war like Scott but in Scott’s novels, medieval chivalry and
gallantry outweigh everything else. Scott’s women characters are like puppets while Munshi’s women
characters are very powerful. They are independent and equal to men in all respects. They are not cowed
down but when they find men of their choice, they surrender themselves to these men. Love for Munshi is not
a weakness but a passion that rules human life. Munshi succeeded in creating wonderful characters in his
historical novels. Like Scott, Munshi often lacked compactness and coherence. Loose ends remained dangling
in his works. He led active life not only as a writer but contributed to education, diplomacy and politics. He was
a statesman and his vision of political philosophy was often reflected in his novels. He was influenced by
Gandhiji but remained faithful to his inner credo and conviction as an artist.
REFERENCES:
-Comparative Literature Vol-1. Edited by K.M.George, Kerala SahityaAkademy, 1984. Macmillan India Ltd.
-Gujarati Sahitya No Itihas Vol-4. Gujarati SahityaParishad. Ahmedabad, 2005.
-The English Novel. Walter Allen, Penguin Books, 1954.
-History of English Literature .W.J.Long. Kalyani Publishers. New Delhi, 1997.
-Literary Essays. Dr. S.C.Mundra Prakash Book Depot. Bareilly (U.P), 1989.
21
RESEARCH PAPER
SCOPE FOR RESEARCH FOR STUDENTS AND FACULTIES
DR. DUSHYANTNIMAVAT
ASSISTANT PROFESSOR IN ENGLISH,INDIAN INSTITUTE OF TEACHER EDUCATION,GANDHINAGAR,
KEYWORDS:
SUBJECT: LANGUAGE
Recently, there is growing awareness about quality era of globalization, no country or society can remain
isolated. We are thrown into a globalized market where quality and excellence are the buzz-words. Maintain
quality and keeping abreast of modern needs are of crucial importance. Quality assurance and quality
sustenance are not only necessary but inevitable. Quality enhancement in higher educational institutions
becomes possible only if all stake holders understand their responsibilities and fulfill their duties with total
commitment and dedication. In a recent issue of 'India Today' on education, the problems that plague our
education totally have been highlighted. Even when we talk of excellence and total quality in education, the
scenario of our education is not at all heartening. Let us look at some of the data.
1.
Out of ten students who pass secondary school education, only 1 enters college. The enrolment ration
in Indian higher education around 11% against 84% in the USA.
th
2.
Our allocation of funds is still abysmally low. In 11 plan, we require spend 2,46,410 crore rupees by
only 77,933 crores have been allocated so far.
3.
In among our 10 graduates of Humanities, only one is employable and only one out of four
engineering degree holders is employable.
4.
NAAC Accreditation has proved that around 90% of the colleges and 70% universities do not rise up
to'NAAC standards excellence.
5.
The most dismal picture is that of lack of teaching faculty in our colleges, universities and even IITS
and high-profile institutions. In Gujarat, many college and university departments are understaffed. Excellence
in education would remain a dream if this problem is not solved soon.
6.
Our syllabi in universities are often outdated and not properly revised to suit current needs. Very
often it is like old wine in a new bottle. This kind of patchwork is really dangerous. Our board of studies must
study the curriculum taught in other Universities of the country and the other countries.
7.
Bureaucracy and undue interference of the Government officials harms education beyond repair.
Autonomy in education is vital and teachers and educationist must take up their duties very seriously.
8.
Commercialization of education is also a modem trend that would destroy the soul of education if it is
not checked in time. Privatization in education can help only if those who set up colleges and Universities are
really interested in education and not in just profit-making. Self-financed institutions must be governed by
certain rules and regulations.
9.
Still today, lakhs of Indian students go abroad for further studies as we are unable to provide them
admission in higher education institutions in our own country. The rest of the brains are drained abroad and
around 7 million dollars are spent on education abroad by Indian students.
In our country, higher education seldom plays any important role in research and innovations. In countries like
the USA and other Western countries, majority of researches and scientific and technological inventions are
made by colleges and Universities. In our country, we prepare our students only for one annual examination.
Very often this examination is also a big hoax. Research and new innovations are the most neglected aspects in
our collages and even universities. Here in my paper, I wish to present my views regarding the scope for
research in colleges and departments both for the students as well as faculty.
First of all, we must prepare the students for basic research like surveys, studies, critical analysis etc. For
example commerce students can make surveys of local business potentialities, marketability of certain
products and prepare their reports. This would prepare them in using basic research tools like data collection,
analysis of data, forming conclusions etc. In the same way, arts students can make critical studies of certain
22
RESEARCH PAPER
literary works. They can also make comparative studies of two authors, two books etc. The students must be
trained not only to appreciate a work of art by make in-depth study of these works with the help of certain
critical theories. For example, the deconstruction theory of Derrida can be applied to literary works like Hamlet
or Shakuntalam.
The students of Economics have ample scope for research and surveys. They can study rural agriculture,
cottage industries and small scale industries. They can also study the impact of growing facil ities of
transport and infrastructure on development of economy. The students of sociology also have large scope
for research related to changing dynamics of society like skewed gender ration. Thus, even at the college
and department levels, students can be involved in basic research. These projects, surveys and research
papers should be the part of syllabus and they should be allotted almost 50% of marks in examinations. It is
time that annual exam system is replaced by such innovative aspects that develop and evaluate the
students' critical, analytical faculties.
It is a glaring fact that the students can be trained in basic research tools if the teachers themselves are wellequipped. Unfortunately in our higher educational institutions, classroom teaching was considered be-all and
end-all of education. In fact, the teachers of all subjects can undertake research in their subjects and certainly
bring about some worth-while result. Language teachers can make innovation in teaching methods and prepare
a report of their conclusions. Active involvement of students in teacher's research can serve two important
purposes. The teacher will be able to experiment in the class-room teaching and draw conclusion. The students
too will learn about the basic research tools form their teachers. It's not necessary that research always involves
some new invention or discovery. In fact, it is a systematic and analytical study of any given topic. It is a way of
looking at a thing from certain angle. This kind of exercise develops critical, analytical faculty of the researcher
and it is very necessary in higher education to develop critical and analytical bent of mind.
Now let us understand what is research and its process. Research can be defined to be search for knowledge or
any systematic investigation to establish facts. The primary purpose of applied research is to discover, interpret
and develop methodsand systems for the advancement of human knowledge on a wide variety of scientific
maters of our world and the universe. Scientific research relies on application of the scientific method.
Historical research is embodied in the scientific method.
The word research derives from the French 'recherche' witch means to search closely. Research generally
follows a certain structural process;
1.
The formation of the topic
2.
Hypotheses
3.
Conceptual definitions
4.
Operational definition
5.
Collection of data
6.
Analysis of data
7.
Test, revising of hypotheses
8.
Conclusions
The goal of the research process is to produce new knowledge. It may take three main forms-explanatory
researches which structures and identifies new problems, constructive research which develops solutions to
the problem and empirical research which tests the feasibility of a solution using empirical evidence.
Research can also fall into two distinct types; primary and secondary. In social sciences and other disciplines
the following research methods are used- qualitative method and quantitative method.
Literary research involves the following process
1.
Analyzing the problem
2.
Developing a research strategy
3.
Locating information
4.
Using information
5.
Synthesizing information
From the points discussed above, we can see that both the faculty as well as the students can be actively
involved in research even at the undergraduate level. Such research topics may be primary but it would expose
the students to understand basic research tools and process. For developing research attitude among teachers
23
RESEARCH PAPER
and students, the following changes are required to be introduced in our higher educational institutions;
1.
Emphasis should be given to project work, surveys and research papers in grading the
performance of the students. Annual exam should be done away with and if possible it should be replaced in
research and innovation.
2.
For faculty also, class-room teaching should be given certain weightage only. Research
must be compulsory part of evaluation of teachers' performance. The teachers must publish research papers in
journals, books every year regularly. They must be actively involved in preparing study material for the
students. They must have published works also.
3.
The faculty should undertake minor or major research projects of national, regional
importance. These projects must have social/academic relevance. They must be funded by the UGC (which it
does quite generously) and other funding agencies.
4.
The teachers as well as the students must be provided with library facilities. The colleges and
departments must subscribe to reputed journals in various subjects. The students should be able to use library
any time. Recently Shree Narayan Desai in his address at Gujarat Vidhyapith narrated his experience of an
American University. He said that even at 3 o'clock at night the library of this University was packed with
students and teacher who were busy reading and studying. Unfortunately, our libraries are ill-equipped and
poorly managed. The research work depends on intensive use of research journals, reference books and
internet facilities and students and teachers should be able to use tem whenever they wish.
5.
Every college must publish not just Annual Magazine but one research journal. If possible,
every, department can do so. Each year, the college or the department can collect research papers from
faculty and students and publish them. This would pass through close scrutiny by experts. Such attempt would
certainly help in enhancing research activities at college and department level.
Finally, we can say that quality enhancement is a collective effort and all stake holders-the Government, the
Management; the Principal, the faculty the students and parents should make collective efforts for quality
enhancement and quality sustenance. Research activities must be sponsored by the business houses, NGOs
and other funding agencies. In modern time, the word knowledge industry is used for educational
institutional. It means that it is the duty of these institutions to generate new knowledge. It is possible only
when all stake holders are actively involved in this exercise.
REFERENCES
-National Knowledge Commission Report and recommendations, 2011
-India Today Issue on education, Nov 2011.
-Wikipedia
24
RESEARCH PAPER
A COMPARATIVE STUDY OF WORKING CAPITAL
MANAGEMENT OF ELECON ENG.COM.LTD. AND ROLCON
ENG.COM. LTD. IN VITTHAL UDYOGNAGAR
DR.DIVYESH G. VYAS
PRITESH C. PANCHAL
KEYWORDS:
SUBJECT: MANAGEMENT
ABSTRACT
Working capital management is important aspect of financial management. It is very essential to measure the
working capital need of the company because company should not face liquidity crunch for day to day
activities. So the need for working capital management to run day to day business operation cannot over
emphasis. Generally the current assets of typical manufacturing firm account for over half of its total assets.
Therefore, management of working capital has vital importance, for the growth and development of the
company.
Estimating the optimum amount of investment to be made into the current assets and their and components
is one of the major challenges faced by the finance manager has to devise policies in the area of working
capital management based on the amount of financing risk that can be carried by a given firm under the given
circumstances.
The present research study is for getting a clear and better understanding of the working capital of the Rolcon
Engineering Company Ltd. and Elecon Engineering Company Ltd. It will be useful to the financial managers,
state government, and researcher and of the student also.
INTRODUCTION
Meaning of working capital refers to the management of current assets as well as current liabilities. Thus
working capital management is an attempt to manage and control the current assets and the current liabilities
in order to maximize profitability and proper liquidity in business. In fact, working capital management
answers the following questions.
1)
What should be the optimal proportion between long term and short term sources of funds to finance
working capital?
2)
What is the need to invest funds in working capital?
3)
What should be the relationship between current assets and current liabilities?
4)
What appropriate sources of financing should be used?
In general, from the perspective of Chief Financial Officer (CFO), working capital management is a simple and
straightforward concept of ensuring the ability of the organization to fund the difference between the shortterm assets and short-term liabilities. However, a ‘Total’ approach is desired as it can cover all the company’s
activities relating to vendor, customer and product.
OBJECTIVES OF STUDY
The objective of the present study is to examine and evaluate the working capital management of Rolcon
Engineering Company Ltd. and Elecon Engineering Company Ltd. Over a period of 5 years i.e., from 2007-08 to
2011-12.
1)
To study the theoretical aspect of working capital management.
2)
To access working capital position of RECL. And EECL. Particularly Cash, Account Receivables and
Inventory management.
3)
To contrast working capital practices of RECL. And EECL.
4)
To derived conclusion and Suggestions for future prospects.
METHODOLOGY
I have selected two engineering units for the study of working capital management in vitthal udhyognagar.
We will utilize secondary data from listed companies of Bombay Stock market to investigate the working
capital management of selected Eng. Companies for the purpose of this research. The sample includes the
companies of the Engineering sector. The most recent period for this investigation is 2007-08 to 2011-12.
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RESEARCH PAPER
There are various variables used in this study likewise Account Receivables, Current Assets, Current Liabilities,
Cost of goods sold and Finished goods for measuring Working capital management of selected companies of V
U Nagar.
RATIO ANALYSIS
Different Working Capital Ratios of the Company
1)
Current Assets Turnover Ratio
Working capital is considered to be efficiently circulated when it is turned over quickly since greater the
circulation the lower the investment in current assets. The current assets turnover ratio, measures the
efficiency of a firm in managing and utilizing its current assets. The higher the turnover ratio, the more
efficient the management and utilization of current assets while low turnover ratios indicate under utilization
of available resources and presence of idle capacity.
Table – 1.1
Current Assets Turnover Ratio of Working Capital in RECL and EECL during the
Period from 2007-08 to 2011-12
Year
Current Assets Turnover of
2007-08
2.34
2008-09
2.31
2009-10
1.94
2010-11
1.92
2011-12
3.31
Average
2.36
(Source: Annual Report of RECL & EECL)
Current Assets Turnover = Cost of Sales
Current Assets
RECL
Current Assets Turnover of EECL
2.75
2.24
2.05
1.33
1.45
1.97
H0 = There is no significant difference current assets turnover ratios of selected Eng.
Companies in V.U.Nagar.
H1 = There is significant difference current assets turnover ratios of selected Eng.
T-Test: Two Sample assuming Equal Variances.
Mean
2.364
Variance
0.31883
Observations
5
Pooled Variance
0.330355
Hypothesized Mean Difference
0
Df
8
t Stat
1.100372057
P(T<=t) one-tail
0.151587558
t Critical one-tail
1.859548033
P(T<=t) two-tail
0.303175115
t Critical two-tail
2.306004133
1.964
0.34188
5
The significant level in this study is 0.05 % on the basis of above stated T-test (Two-tail) the p value of current
assets turnover ratio is 0.30 %. Thus, from the above framed hypothesis the level at significant is more than
0.05 %. So, here the hypothesis (H1) alternative is accepted. Hence, from the above T-test table 1.1 we can say
that there is significant difference current assets turnover ratio of selected Eng. Companies in V.U.nagar.
2)
Net Profit Ratio
Net profit is the excess of earnings over all the expenses. Not only cost of goods sold but, all kind of expenses
like administrative expenses, financial expenses, selling and distribution expenses are considered to arrive at
the expenses.
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RESEARCH PAPER
This ratio shows the balance of profit left to proprietors, after all expenses are met with. This ratio normally
ranges between 5% and 10 %. Higher will be the ratio, higher will be the profit left to shareholders. This ratio
assists the management in controlling costs and increasing the turnover.
Table-1.2
Net Profit Ratio of RECL and EECL during the period from 2007- 08 to 2011 -12.
Year
Net Profit Ratio of RECL
Net Profit Ratio of EECL
2007-08
8.48
8.09
2008-09
11.34
5.94
2009-10
4.66
6.28
2010-11
3.08
7.43
2011-12
3.30
5.19
Average
6.17
6.58
(Source: Annual Report of RECL and EECL)
H0 = There is no significant difference Net profit ratios of selected Eng.
H1 = There is significant difference Net Profit ratios of selected Eng.
T-Test: Two-Sample Assuming Equal Variances
Mean
Variance
Observations
Pooled Variance
Df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail
Net Profit Ratio of RECL
6.172
13.03252
5
7.195525
0
8
-0.24403
0.406676
1.859548
0.813351
2.306004
Net Profit Ratio of EECL
6.586
1.35853
5
In this study the significant level of T-test (Two-tail) is 0.05%. The p value of Net Profit ratio is 0.81 %. Thus
from the above framed hypothesis the level at significant is more than 0.05% so, here the hypothesis (H1)
alternative hypothesis is accepted. There for, it is observed from the above T-test table 1.2 there is significant
difference Net profit ratio at selected Eng. Companies in V.U.nagar.
3)
Current Ratio
This ratio expresses the relation of amount of current assets to the amount of current liabilities. Current assets
are twice the current liabilities is taken to represent a good solvency position. The object of keeping a margin
over current liabilities is to allow possible loss in conversion of some of the items of current assets. However,
each firm has to develop its own ratio from past experience and this only can be taken as a norm. The annually
current Ratio of the RECL and EECL over a period from 2007-08 to 2011-12.
Table-1.3
Current assets of RECL and EECL during the period from 2007-08 to 2011-12
Year
Current Ratio of RECL
Current Ratio of EECL
2007-08
1.65:1
0.88
2008-09
1.93:1
0.87
2009-10
1.83:1
0.92
2010-11
1.69:1
0.99
2011-12
1.85:1
0.86
Average
1.79:1
0.90
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RESEARCH PAPER
Current Ratio =
H0 = There is no significant difference current ratios of selected Eng.
H1 = There is significant difference current ratios of selected Eng.
Current
RECL
Ratio
of
Current
EECL
Mean
1.79
0.904
Variance
0.0136
0.00283
Observations
5
5
Pooled Variance
0.008215
0
Df
8
t Stat
15.45610083
P(T<=t) one-tail
0
t Critical one-tail
1.859548033
P(T<=t) two-tail
0
t Critical two-tail
2.306004133
Ratio
of
The significant level in this study is 0.05 % on the basis of above stated T-test (Two-tail) the P value of current
ratio is 0 %. Thus, from the above framed hypothesis the level at significant is less than 0.05%. so, here the
hypothesis (H0) Null hypothesis is accepted. There for, it is observed from the above T-test table 1.3 we can
say that there is no significant difference current ratio of selected Eng. Companies in V.U.nagar.
4) Stock Turnover Ratio
The ratio relating to different types of stocks may be an important indication of efficiency in the control of
stocks .The rapidity of the turnover itself varies considerably according to the nature of business. However,
the higher this ratio is, the shorter the average time between investment in stocks and the sales transaction. A
low stock turnover is a danger signal and may be the results of bad buying, the accumulation of absolute stock,
the carrying of excess stock etc. It should be pointed out, in this connection, that these ratios can serve as a
guide but they cannot substitute the efficient storekeeping, stores record, perpetual inventory, ABC analysis
and other related techniques for controlling stocks.
Table-1.4
Stock Turnover Ratio of RECL and EECL during the period from 2007-08 to 2011-12
Year
Stock Turnover Ratio of RECL
(In Time)
2007-08
27.41
2008-09
35.15
2009-10
28.34
2010-11
17.89
2011-12
18.78
Average
25.51
Stock Turnover Ratio of EECL
(In Time)
3.87
2.67
3.66
4.12
5.08
3.88
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RESEARCH PAPER
Stock Turnover Ratio =
Cost of Goods Sold
Average Inventory
Average Inventory = Opening Stock + Closing Stock
2
H0 = There is no significant difference Stock turnover ratios of selected Eng.
H1 = There is significant difference Stock turnover ratios of selected Eng.
Variable 1
Variable 2
Mean
25.514
3.88
Variance
Observations
51.97643
5
0.75255
5
Pooled Variance
26.36449
Df
0
8
t Stat
P(T<=t) one-tail
6.661885
0
t Critical one-tail
P(T<=t) two-tail
1.859548
0.000159
t Critical two-tail
2.306004
In this study the significant level of T-test (Two-tail) is 0.05%. The p value of Stock turnover ratio is 0.00 %. Thus
from the above framed hypothesis the level at significant is less than 0.05% so, here the hypothesis (Ho) Null
hypothesis is accepted. Hence, it is observed from the above T-test table 1.4 there is no significant difference
in Net profit ratio at selected Eng. Companies in V.U.nagar.
5) Debtors Turnover Ratio
This ratio shows that the number of days the sales is outstanding in the value of debtors, on an average, and
thus compares the same with normal credit period allowed to debtors. Using the ratio the number of days the
sales remained outstanding in debtors during the period from 2007-08 to 2011-12 are shown below.
Table- 1.5
Debtors turnover ratio of RECL and EECL during the period from 2007-08 To 2011-12
Year
Debtor’s Turnover Ratio of RECL
(in Times)
2007-08
8.09
2008-09
9.01
2009-10
7.18
2010-11
6.43
2011-12
6.16
Average
7.37
Debtors turnover = Sales
Debtors
Debtor’s Turnover Ratio of EECL
(in Times)
1.87
1.98
2.11
1.98
1.90
1.97
H0 = There is no significant difference Debtors turnover ratios of selected Eng.
29
RESEARCH PAPER
H1 = There is significant difference Debtors turnover ratios of selected Eng.
Variable 1
Variable 2
Mean
7.374
1.968
Variance
Observations
1.39793
5
0.00867
5
Pooled Variance
0.7033
0
Df
8
t Stat
P(T<=t) one-tail
10.19238305
0
t Critical one-tail
P(T<=t) two-tail
1.859548033
0
t Critical two-tail
2.306004133
In this present study the significant level of T-test (Two-tail) is 0.05%.The p value of Debtors turnover ratio is 0.
%. Thus from the above framed hypothesis the level at significant is less than 0.05% so, here the hypothesis
(Ho) Null hypothesis is accepted. Hence, from the above T-test table 1.5 there is no significant difference
Debtors turnover ratio at selected Eng. Companies in V.U.nagar.
FINDINGS
1)
This working capital is one of the most fundamental measures of companies’ financial strength. If the
company possesses a significant value of liquid assets, it can easily fund its day-to-day business obligations.
2)
The current assets turnover ratio of EECL and RECL was 1.96 times and 2.36 times at an average. It
fluctuates in between 1.33 times and 2.75 times of EECL and 1.92 times and3.31 times of RECL during the
period from 2007-08 to 2011-12.
3)
The current ratio of the companies EECL and RECL were 0.99 (2010-11), and 1.93 (2008-09)
respectively. These are the higher ratio of these two units. Which shows the good position and liquidity of the
companies’ affairs with an average ratio of EECL and RECL 0.90 and 1.79 during the period from 2007-08 to
2011-12.So the overall performances of the current ratio of the companies were excellent.
4)
The debtor’s turnover ratio of EECL and RECL shows the fluctuating trends. This varies from low as
1.87 times in 2007-08 and 6.16 times in 2011-12 respectively, to as high 2.11 times in 2009-10 and 9.01 times
in 20008-09 respectively.
5)
The stock turnover ratio of EECL and RECL was 3.88 and 25.51 times at an average. It fluctuates in
between 2.67 times and 5.08 times of EECL and 17.89 times and 35.15 times of RECL during the period from
2007-08 to 2011-12.
6)
The net profit ratio of the EECL and RECL were 8.09 times (2007-08), and 11.34 times (2008-09)
respectively. These are the highest ratio of these two units. Which show the good position of the companies’
affairs with an average ratio of EECL and RECL 6.58 times and 6.17 times during the period from 2007-08 to
2011-12. So, the overall performances of the net profit ratio of the companies were incredible.
SUGGESTIONS
1)
The overall performance of working capital management of EECL and RECL were good during the
period from 2007-08 to 2011-12. The management of the EECL and RECL should try to maintain it.
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RESEARCH PAPER
2)
Companies’ financial officer should plan its cash and credit sources in such a way that normal
operations of the companies are not distributed by shortages of cash and are not lost because of financial
liquidity of them.
3)
EECL and RECL should plan to increase the creditors’ collection period so that its own investment can
be reduced.
4)
The management of EECL and RECL has to take action to improve profitability by controlling /
minimizing the cost of production and by increasing the sales turnover of the companies.
5)
EECL and RECL should start extending credit sales facilities also on favorable terms. Hence, this will
help boost sales and profit of the company.

REFERENCES
th
1.
Agrawal, M.R., “Financial Management” Principles & Practice” 9 Edition Garima Publications, Jaipur.
2.
Bhalla, V.K., working capital management tax and cases, 2002 New Delhi.
th
3.
Chandra, P., “Financial Management”, Theory and Practice, 7 Edition Tata McGraw – Hill Publishing
company Limited, New Delhi.
4.
Desai, Vasant, “organization and management of small scale industries (1983).
5.
Khan, M. Y. and jain, P.K, “Financial Management – text and problems”, 4th Edition, Tata McGraw –
Hill Publishing Company Limited, New Delhi.
6.
Kothari, C.R., “Research Methodology Methods and Techniques”(2004) Second Revised Edition, New
Delhi, New Age International (P) Limited.
th
7.
Maheshwari, S.N., Financial Management, Principles & Practice, 11 Edition Sultan Chand & Sons,
New Delhi.
8.
Pandey I.M., “Financial Management”, 9th Revised Edition, Vikas publishing House Pvt Ltd., New
Delhi.

JOURNALS AND ARTICLES
1.
Indian articles of working capital management (2011). An analysis of working capital management
efficient of India Cements Ltd., Kala S. issue 219

WEBSITES
1.
www.partnershipsummit.com
2.
www.rolconengineering.com
3.
www.moneycontrol.com
4.
www.eleconengineering.com
31
RESEARCH PAPER
GROWTH IN AGRICULTURE SECTOR
Dr. JATIN N. PANDYA
Associate Professor (Smt. P.N.R. Shah Mahila Arts $ Commerce College, Palitana)
KEYWORDS:
SUBJECT: COMMERCE
Agriculture has been a way of life and continues to be the single mostimportant livelihood of the masses.
Agricultural policy focus in India across decades has been on self-sufficiency and self-reliance in
foodgrains production. Considerable progress has been made on this front. Foodgrains production rose
from 52 million tons in 1951-52 to 244.78 million tons in 2010-11 .Growth in the agricultural sector has
quite often fallen short of the plan targets. During the2007-12 five year plan agriculture growth is
estimated at 3.28% against a target of 4%.
Achieving minimum agricultural growth is a pre-requisite for inclusive growth
reduction of poverty levels, development of the rural economy and enhancing of farm incomes.
Agriculture including allied activities accounted for 14.5% of gross domestic product (GDP) at 2004-05
prices, in 2010-11 compared to 14.7% in 2009-10.Notwithstanding the declining trend in agriculture`s
share in the GDP , it is critical from the income distribution perspective as it accounted for about 58%
employment in the country according to census 2001.Hence growth in agriculture and allied sectors
remains a necessary condition for inclusive growth.Agriculture alone accounted for 12.3% .Reasonable
growth in agriculture is important both from the nutritional point of view as well as to control food
prices and overall headline inflation.
The average annual growth in agriculture and allied sectors realized during the first
four years of the Eleventh plan period is 3.5% against the targeted growth rate of 4%.Timely and
corrective measures taken by the govt. helped boost agricultural production and growth in agriculture
and allied sectors reached 7% in 2010-11, the highest growth rate achieved during the last six years.
Agricultural growth is still to an extent characterized by fluctuations due to the vagaries of nature.
As a proportion of the value added by agriculture to GDP, Gross Capital Formation (GCF) in agriculture
and allied sectors rose to 20.1% in 2010-11 from 13.5% in 2004-05 at 2004-05 prices. This is a positive
trend. For five consecutive years from 2004-05 to 2008-09 foodgrains production recorded an increasing
trend. Normal monsoon in the subsequent year 2010-11 helped the country reach a significantly higher
level of 244.78 million tons of foodgrains production.
Growth in the production of agricultural crops depends upon acreage and yield. During the
1980s growth in area under rice was marginal at 0.41% however growth in production and yield was
above 3%. During 2000-01 to 2011-12 the situation changed whereas growth in area is 0.04% the
growth in production and yield at 1.72% and 1.68% respectively. In wheat also during 1980s growth in
area was marginal at 0.46% but growth in production and yield was above 3%. During 2000-01 to
2011-12 although growth in area under wheat was 1.22% ,growth in production and yield was 2.37%
and 1.14% respectively.
The growth rate in index of area of total coarse cereals during 1980-81 to 2011-12
was negative reflecting either shift to other crops or relatively dry area remaining fallow. However the
growth in production and yield which was 0.40% and 1.62% respectively in the 1980s has improved
significantly to 3.01% and 4.39% respectively in the 2000-01 to 2011-12 period.
population in India. Gram and tur are the major contributors to total production of pulses in
the country. During the 1980s there was negative growth in area of total pulses and growth in
production and yield was 1.52% and 1.61% respectively .During the period 2000-01 to 2011-12 the
indices of area production and yield of pulses have grown by 1.70% ,3.47% and 1.91% respectively. The
growth in indices of area and production during 2000-01 to 2011-12 is mainly on account of gram.
The compound growth rates of indices of area, production and yield of sugarcane
during 2000-01 to 2011-12 has declined compared to the 1980s. The decline in yield during this
period is because of relatively higher decline in growth rate of production. The production of sugar in
32
RESEARCH PAPER
the 2011-12 sugar season is estimated at about 246.65 lakh tons against the estimated demand of
about 220 lakh tons.
There has been improvement in annual growth in the indices of yield and area
under oilseeds during 2000-01 to 2011-12 as compared to the 1980s. India however still imports about
50% of its requirement of edible oil. The production of oilseeds during 2011-12 and net availability of
edible oil from all domestic sources are estimated at 305.29 lakh tons and 72.69 lakh tons
respectively.
There has been a decline in overall area under food grains during 2011-12 as
compared to 2010-11. The area coverage under food grains during 2011-12 stood at 1254.92 lakh
hector compared to 1267.65 lakh hector last year.The area under coarse cereals and oilseeds has also
come down as compared to the previous year. The area coverage under rice during 2011-12 is around
444.06 lakh ha which is15.44 lakh ha more than the previous year. The area coverage under sugarcane
during the 2009-10 has slightly improved to 50.81 lakh ha higher by about 1.96 lakh ha as compared
to the previous year and the area under cotton has increased significantly to 121.78 lakh ha as
compared to 112.35 lakh ha during 2010-11.
India is the fourth largest producer of natural rubber with a share of 8.2% in world
production in 2010.The production of natural rubber in 2011-12 is projected at 9.02 lakh tons an
increase of 4.6% over 2010-11.India continues to be the second largest consumer of natural rubber
with 8.8% share of world consumption in 2010.India is the sixth largest producer of coffee after Brazil
, Vietnam , Colombia , Indonesia and Ethiopia. With 2% share in global area under coffee ,India
contributes about 4% to world coffee production as well as international trade.Indian coffee is primarily
an export-oriented commodity with about 70% of production being exported.India is the largest
producer and consumer of black tea in the world. Tea production in India during the year 2010-11
has been estimated at 0.97 million tons as against 0.99 million tons in 2009-10.
We need to address the challenges of the agriculture sector through
comprehensive and coordinated efforts directed at improving farm production and productivity of food
grains as well as high value crops, developing rural infrastructure , renewing thrust on the irrigation
sector, strengthening marketing infrastructure and supporting investment in R $ D with due emphasis on
environmental considerations. There efforts will in time rejuvenate agriculture sector and bring about
inclusive growth of the economy.
33
RESEARCH PAPER
NATIONAL INCOME
Dr. JATIN N. PANDYA
Associate Professor (Smt. P.N.R. Shah Mahila Arts $ Commerce College, Palitana)
KEYWORDS:
SUBJECT: COMMERCE
National Income is defined as the sum total of all the goods and services produced in a country, in a particular
period of time.Normallythis period consists of one year duration, as a year is neither too short nor long a
period.National product is usually used synonymous with National Income.
Alfred Marshall in his `Principle of Economics` defines National Income as ``The labour and capital of a
country acting on its natural resources, produce annually a certain net aggregate of commodities,material and
immaterial,including services of all kinds and net income due on account of foreign investments must be
added in.This is the true net National Income or Revenue of the country or the national dividend.``
Irving Fisher defined National Income as `` The National dividend or income consists solely of
services as received by the ultimate consumers,whether from
their material or from human
environments.Thus a piano or an overcoat made for me this year is not a part of this year`s income, but an
addition to capital. Only the services rendered to me during this year by these things are income.``
Central Statistical Organization defines `` National Income as ``National Income is the sum of
factor income earned by the normal residents of a country in the form of wages, rent, interest and profit in an
accounting year.``
This relationship is expressed in the national income identity, where the amount received as
national income is identical to the amount spent as national expenditure, which is also identical to what is
produced as national output. National income output and expenditure are generated by the activities of the
two most vital parts of an economy,its households and firms as they engage in mutually beneficial
exchange.The primary economic function of households is to supply domestic firms with needed factors of
production land, human capital,real capital and enterprise.The function of firms is to supply private goods and
services to domestic households and firms and to households and firms abroad.To do this they use factors and
pay for their services.
Factors of production earn an income which contributes to national income.Land
receives rent,human capital receives a wage, real capital receives a rate of return and enterprise receives a
profit.Members of households pay for goods and services they consume with the income they receive from
selling their factor in the relevant market.
National Income Accounts
Since the 1940s, the UK Govt. has gathered detailed records of national income though the collection of basis
data goes back to the 17 thcentury.The published national income accounts for the UK called the `Blue Book`
measure all the economic activities that àdd value` to the economy.National output income and expenditure
are generated when there is an exchange involving a monetary transaction.However for an individual
economic transaction to be included in aggregate national income it must involve the purchase of newly
produced goods or services. In other words it must create a genuine addition to the `value` of the scarce
resources.
The creation of National Income
The simplest way to think about national income is to consider what happens when one product is
manufactured and sold.Typically goods are produced in a number of `stages` , where raw materials are
converted by firms at one stage, then sold to firms at the next stage.Value is added at each intermediate stage
and at the final stage, the product is given a retail selling price.In short national income is the value of all the
final output of goods and services produced in one year.
There are three methods of calcuting national income;
1 The income method, which adds up all incomes received by the factors of production generated in the
economy during a year.This includes wages from employment and self-employment, profits to firms,interest to
lenders of capital and rents to owners of land.
34
RESEARCH PAPER
2 The output method which is the combined value of the new and final output produced in all sectors of the
economy, including manufacturing, financial services, transport,leisure and agriculture.
3 The Expenditure method which adds up all spending in the economy by households and firms on new and
final goods and services by households and firms.
The components of national output are valued according to their importance to the overall
economy.The weights used were based on estimates made every five years but from 2003 an annual
adjustment to the weightings was introduced to improve the reliability of the weighting a process called
annual chain linking.This allowed for a more up-to-date and therefore a more accurate measure of changes to
the level of national income.
35
RESEARCH PAPER
A STUDY OF SAURASHTRA UNIVERSITY'S B.ED.
TRAINEES' ATTITUDE TOWARDS MICROTEACHING
JITEN UDHAS
Research Scholar, Department of Education, Saurashtra University, Rajkot
KEYWORDS: Microteaching, Teacher Education, B.Ed.
SUBJECT: EDUCATION
ABSTRACT
Microteaching Approach is one of the many experiments which have been implemented in the area of teacher
education. Microteaching approach is an indispensible part of training programs like B.Ed. and P.T.C. where a
trainee teaches a small topic for about five to seven minutes focusing on any particular teaching skill. Through
various such experiences he/she acquires all the skills which are required for classroom teaching.
In the present research the attitude, towards Microteaching, of the trainees of B.Ed. program under
Saurashtra University was studied. B.Ed. is a one year program where Microteaching is mandatory. The
students are required to take micro lessons prior to their bridge or actual stray lessons of school. It has been
about half a century since the Microteaching approach has been evolved and even India has witnessed its
presence for last twenty five years. Albeit, the relevance of it can only be known from those who have its' firsthand experience, means the students of B.Ed. course. So, the researcher studied their attitude toward
Microteaching approach. The researcher had measured the attitudes keeping in mind the various variables
like, gender, stream and type of college (granted/self-financed). The researcher had constructed an Attitude
Scale based on Likert Method. Though, the variables had not a great effect on the overall attitude of the
trainees towards microteaching.
1.0 INTRODUCTION
There is incredible role of education in the progress of mankind. The methods, approaches and techniques of
imparting education have changed time by time. Many a psychologists, philosophers and educationalists are
ever engrossed in the movement of bringing more reforms into the teaching learning process and its
outcomes. Following education reform movement, the most number of experiments has been performed in
the area of teacher education as this area shoulders responsibility of building teachers, the very teachers who
would build the future of any nation.
Microteaching Approach is one of the many experiments which have been implemented in the area of teacher
education. Microteaching approach is an indispensible part of training programs like B.Ed. and P.T.C. where a
trainee teaches a small topic for about five to seven minutes focusing on any particular teaching skill. Through
various such experiences he/she acquires all the skills which are required for classroom teaching.
The concept had been evolved abroad before four decades and has been accepted in India for last twenty five
years. The institutes like NCERT, Delhi and CASE, Vadodara are making efforts to let this approach flourish in
Indian conditions.
With a noble vision of building skilled teachers, Saurashtra University of Gujarat State has accepted
Microteaching approach into its B.Ed. program. It is mandatory to go through micro lessons prior to real school
teaching experience. The success of the approach lies in its comprehensive acceptance by the trainees of B.Ed.
program.
Thus the researcher has conducted the research with a view to study the attitude of B.Ed. trainees towards
Microteaching approach.
2.0 STATEMENT OF PROBLEM
The title of the present study was,
A study of Saurashtra University's B.Ed.
Trainees' Attitude Towards
Micro-Teaching
In the present research the attitude, towards Microteaching, of the trainees of B.Ed. program under
Saurashtra University was studied. B.Ed. is a one year program where Microteaching is mandatory. The
students are required to take micro lessons prior to their bridge or actual stray lessons of school. It has been
36
RESEARCH PAPER
about half a century since the Microteaching approach has been evolved and even India has witnessed its
presence for last twenty five years. Albeit, the relevance of it can only be known from those who have its' firsthand experience, means the students of B.Ed. course. So, the researcher studied their attitude toward
Microteaching approach.
3.0 OBJECTIVES OF THE STUDY
Following objectives were decided prior to the research by the researcher.
1. To know the attitude towards Microteaching from the B.Ed. trainees of Saurashtra University affiliated B.Ed.
colleges.
2. To test the effect of gender on the trainees' attitude towards Microteaching.
3. To test the difference of attitude towards Microteaching among the B.Ed. trainees of General Stream and
Science Stream.
4. To know the difference of attitude towards Microteaching among the B.Ed. trainees of Granted and SelfFinanced B.Ed. colleges.
4.0 HYPOTHESES
The researcher formulated following null hypotheses:
1. There would be no significant difference in the average attitude score of boys and girls towards
Microteaching with reference to the B.Ed. trainees.
2. There would be no significant difference in the average attitude score towards Microteaching with reference
to the B.Ed. trainees of General stream and Science stream.
3. There would be no significant difference in the average attitude score towards Microteaching among male
and female trainees from granted and self-financed B.Ed. colleges.
trainees from granted and self-financed B.Ed. colleges.
5. There would be no significant difference in the average attitude score towards Microteaching among female
trainees from granted and self-financed B.Ed. colleges.
6. There would be no significant difference in the average attitude score towards Microteaching among
trainees of general stream from granted and self-financed B.Ed. colleges.
trainees of science stream from granted and self-financed B.Ed. colleges.
9. There would be no significant difference in the average attitude score towards Microteaching among female
trainees of science stream from granted and self-financed B.Ed. colleges.
female trainees of science stream from granted and self-financed B.Ed. colleges.
5.0 RESEARCH TYPE
The present research falls into the category of Applied Research
6.0 RESEARCH AREA
The research area of present research was 'Teacher-Training/Education'.
7.0 RESEARCH METHOD
The method of present research was Survey research method which falls into the sub-category of Descriptive
Research Method.
8.0 POPULATION AND SAMPLE
The population of the present research was the B.Ed. trainees who were undergoing training of B.Ed.in the
Saurashtra University affiliated B.Ed. colleges of Rajkot for the year 2013-14.
The sample for the present study was consist of B.Ed. trainees from the two granted and two self-financed
B.Ed. colleges from the above mentioned population. The sampling method was Random Stratified.
37
RESEARCH PAPER
9.0 IMPORTANCE OF THE STUDY
The scope/importance of the present research can be described in the following way:
1. To know the efficacy of Microteaching Approach. It has been long time since Microteaching approach is a
part of B.Ed. syllabus. Trainees are required to conduct certain number of micro lessons with a view to
inculcate various classroom teaching skills. This research will probe into the very question of the fruitfulness of
this approach. The research would be an answer to the questions like, Are the basic objectives of the approach
applicable in the current scenario of teaching learning process? Is the number of micro lessons conducted by
trainees appropriate? The teaching skills imparted through micro lessons are appropriate and adequate? so on
and so forth.
With reference to various variables of the present research, researcher will be able to ascertain whether there
is a difference of attitude among the B.Ed. colleges of Saurashtra University.
If there's found negative attitude of the trainees towards Microteaching, then formative steps can be taken.
2. With reference to Trainees. The present study will enable the trainees of B.Ed. at present and even the
prospective trainees to know the importance of Microteaching. Besides, they will get familiar with the various
teaching skills and their educational outcomes. They will develop positive attitude towards microteaching
which will ultimately create positive effects on their teaching.
3. With Reference to Teacher Educators. All the teacher educators from B.Ed., P.T.C. colleges or other teacher
training institutes will know the importance of Microteaching approach. They will too become positive towards
inclusion of this approach in the teacher education program.
4. With reference to schools and high schools. The school teachers, principals and administrators will get
acquainted with Microteaching approach and will understand the positive effects of the same. They will
become assertive about its implications in their classroom in future.
5. There will be an opportunity to study the differences between the findings of present research and the ones
which had been conducted in the past.
6. The present research will be a beacon light for prospective researches in the same area.
10. TOOL
With a view to study the B.Ed. trainees' attitude towards Microteaching the researcher had constructed an
Attitude Scale based on Likert Method. It was used as a research tool. Every step of Likert method was
followed carefully during the construction of the tool. Reliability and validity were established for
standardization of the attitude scale.
11. DELIMITATION OF THE RESEARCH
The findings of any research work cannot be implemented in every situation. So it becomes crucial to clarify
the delimitation of the research.
The present research was limited upto the B.Ed. colleges of Rajkot city and affiliated to only Saurashtra
University. The present research included all the B.Ed. colleges of Rajkot city and affiliated to Saurashtra
University.
The present study was conducted in the year 2013-14. So, the findings of the same can only be implemented
on 2013-14 year B.Ed. trainees of Rajkot city based Saurashtra University affiliated B.Ed. colleges.
12. FINDINGS OF THE STUDY
Following findings were acquired at the end of the research.
1. There was a significant difference between the average attitude score towards microteaching among boys
and girls where boys' attitude towards microteaching was more positive then girls.
2. There was a significant difference between the average attitude score towards microteaching among
science stream trainees and general stream trainees where general steam trainees' attitude towards
microteaching was more positive then science stream trainees.
3. There was no significant difference between the average attitude score towards microteaching among
trainees from self financed and granted B.Ed. colleges. So, the attitude of trainees from self financed and
granted B.Ed. colleges was same towards microteaching.
4. There was no significant difference in the average attitude score towards Microteaching among male
trainees from granted and self-financed B.Ed. colleges. So, the attitude of male trainees from self financed and
granted B.Ed. colleges was same towards microteaching.
38
RESEARCH PAPER
5. There was no significant difference in the average attitude score towards Microteaching among female
trainees from granted and self-financed B.Ed. colleges. So, the attitude of female trainees from self financed
and granted B.Ed. colleges was same towards microteaching.
6. There was no significant difference in the average attitude score towards Microteaching among students of
general stream from granted and self-financed B.Ed. colleges. So, the attitude of general stream trainees from
self financed and granted B.Ed. colleges was same towards microteaching.
7. There was no significant difference in the average attitude score towards Microteaching among students of
science stream from granted and self-financed B.Ed. colleges. So, the attitude of science stream trainees from
self financed and granted B.Ed. colleges was same towards microteaching.
trainees of general stream from granted and self-financed B.Ed. colleges. So, the attitude of male trainees of
general stream from self financed and granted B.Ed. colleges was same towards microteaching.
trainees of general stream from granted and self-financed B.Ed. colleges. So, the attitude of female trainees of
general stream from self financed and granted B.Ed. colleges was same towards microteaching.
trainees of science stream from granted and self-financed B.Ed. colleges. So, the attitude of male trainees of
science stream from self financed and granted B.Ed. colleges was same towards microteaching.
trainees of science stream from granted and self-financed B.Ed. colleges. So, the attitude of female trainees of
science stream from self financed and granted B.Ed. colleges was same towards microteaching.
39
RESEARCH PAPER
TEACHING ENGLISH AS A SECOND LANGUAGE:
FACTORS AFFECTING LEARNING
COMMUNICATION SKILLS
Dr. PRAKASH M. JOSHI
Associate Professor,Department of English,S.S. Mehta Arts & M.M. Patel Commerce College, Himatnagar
KEYWORDS: Communication, Language, complex, Factors affecting, Speaking, Skills, Factors.
SUBJECT: LANGUAGE
Abstract:
In the case of English in India, more than two centuries, India has been directly and indirectly under the
influence of the English language. Text materials relating to the subjects of Science, Engineering and
Technology as also Medicine are available only in English. Moreover, all over India, there is no single language
to unite the whole country. English occupies a prestigious place in our country. Even after decades of colonial
rule, no indigenous language has come up to replace English, either as a medium of communication or as an
official language. So, it is significant that the learners of English should be trained practically about how to use
English for communication. The syllabus should be framed in such a way so as it focuses on the practical use of
language. Students need to be trained to articulate them fully in English. India is a multi-lingual country where
people speak more than hundreds of languages and dialects. Indians are habituated to a certain pattern of
pronunciation, intonation, stress and phonology of their mother tongue, when they start learning English
language with its own set of patterns and rules, the confusion begins. This results in the problems in teaching
and learning process of English language. This paper makes an attempt in identifying the factors affecting
learning communication skills.
Introduction:
English in India is a question of linguistic centralism while the other Indian languages lead to linguistic
regionalism. A foreign language existing so firmly and distinctly has posed a problem to the country. From
Macaulay to the present day, we have seen many reports and commissions; but these have been only
exhortations and attempts to improve the position of regional languages. Yet, the language problem became
more complicated without any practical solution. It developed into a very serious problem as no solution has
been offered. The growing modernization and internationalism in the world prevented us from doing away
with the English language. In today's globalized world the language used most often is one and only English.
English has become the Lingua Franca for communication, business, education and opportunity in general.
Economic and technological factors played their part in keeping English at the centre of communication.
India is a multi-lingual country where people speak more than hundreds of languages and dialects. Indians are
habituated to a particular pattern of pronunciation, Intonation, stress and phonology of their mother tongue.
When they start learning English language with its own set of patterns and rules, the confusion begins
resulting in the problems in teaching and learning process of English language. According to Jack C Richards
and Willy A. Renandya; “A large percentage of the world's language learners study English in order to develop
proficiency in speaking. The ability to speak a second or foreign language well is a very complex task if we
1
understand the nature of what appears to be involved” . The number of people who can speak and write
English as intelligibly and correctly as native speakers of the language do is receding day by day. The moment
people listen something in English, they feel uneasy. They also find difficulty in listening and understanding
English Language. As a result, teachers handling English classes face a lot of difficulties. Moreover, lack of
proper official data regarding how many people speak English, the proficiency levels of Indian teachers and
learners lead to the difficulties in planning and implementing development in English Language and its
teaching process.
Language has been divided into four main skills namely, Listening, Speaking, Reading and Writing.
These four skills are further classified into two categories – Receptive skills and productive skills. Speaking and
writing are called Productive skills, because while using these skills, a learner is not only active, but also
produces sounds in speaking and symbols or letters etc. in writing. According to Mary Spratt, Alan Pulverness
and Melanie Williams: “Speaking is a productive skill, like writing. It involves using speech to express meanings
to other people”2. On the other hand, listening and reading are called Receptive skills, because at the time of
using these skills, a learner is passive and receives details either through listening or reading. A native speaker
40
RESEARCH PAPER
can listen and speak his language without any formal teaching. However, in the case of a foreign language or a
second language, the learners are not exposed to the target language much. As they are deprived of an
opportunity to listen, some arrangement is required to make them listen and practice it. Otherwise, it may not
be possible for the learners to communicate and speak the language. Listening and speaking are thus, most
significant inter-related language skills. In most of the languages, words are written exactly as they are
pronounced, but in English there is a wide discrepancy between spellings and pronunciations. So, formal
teaching of these skills is essential to develop them. In other words, training and practice are required to make
a person communicate successfully. Elaine Tarone rightly opines that: “It is one of the traditional “four skills”
involved in using a second language, and as such is usually viewed as the most complex and difficult skill to
3
master” .
Speaking, like any language has to be learnt and practiced. People believe that communication skills can be
developed by giving some topics to discuss or by making the learners talk on certain topics. Learning to
communicate in a foreign language is very tough task for learners because it requires the ability to use the
language properly in social interactions. Kang Shumin holds: “Learners must also acquire knowledge of how
native speakers use the language in the context of structured interpersonal exchange, in which many factors
4
interact.” Communication activities can fail miserably due to some very real problems in ESL class. Therefore,
it is necessary to examine the factors affecting oral communication, specific skills or strategies in
communication. Some of the learner centered factors affecting their communication skills are discussed
herewith.
The environment and poor rural background of the learners play vital role in success of learning process. For
example, countries like India, where majority of the people are farmers, have the poor background in
education. The income of majority of the families is not adequate. Moreover, the poor income status of the
family makes the parents engage their children in petty jobs instead of sending them to schools and colleges
resulting in poor communication skills. Most of the learners coming from rural background are first generation
learners of English Language. Their parents being farmers and uneducated, they lack guidance from their
elders in this aspect. When learners of such background are asked to do a speaking activity, they end up in
saying nothing. Even if they try to speak, they often tend to use their mother tongue, resulting in the failure of
the learning process.
Learners generally tend to make an excessive use of their mother-tongue when it comes to the activities in
productive skills namely- speaking and writing. When the learners are asked to perform a speaking activity,
they immediately start thinking about the topic in their mother tongue, frame what they want to say in their
mother-tongue and then translate it into English, which often results in mistakes, in addition to this learners
often tend to make use of their mother-tongue which results in losing the motive of learning the language and
lack of practice. The changes in the patterns used in English and that of their mother-tongue often create
confusion in the
learners. They have to unlearn what they learnt in their mother-tongue and then acquire a second language.
This influence of mother-tongue often becomes a major hurdle in the learning process.
Indians are used to a particular set of pattern of pronunciation, Intonation, stress-pattern and phonology of
their mother-tongue which has an obvious impact on acquiring a foreign language. The phonological system of
Indian languages and English differ in important aspects notably in the prominence given to distinctions
between vowels and distinctions between consonants. While English has 22 vowel phonemes and diphthongs
and 24 consonants, Hindi has only ten vowels phonemes but distinguishes over 30 consonants. The
pronunciation of long and short vowels often creates confusion to learners. The consonant cluster is another
cause of confusion for the learners. T .R. Kansakar opines that: “A non-native learner has problems in
pronouncing certain vowel and consonant sounds of English accurately because these sounds do not occur in
5
the mother tongue” .
Even though some learners have learnt the language at their school levels, they are unable to produce
even a single sentence without grammatical error due to Lack of proper orientation. The basic reason for this
is also learning the subjects from the examination point of view. Though English is taught as a compulsory
subject, only the pass mark is taken into consideration. As the percentage of low achievers has been ever
increasing, the Government has decided not to consider marks in English as essential for admission into a
university course. The learners, their parents as well as the teachers lay more emphasis on the core subjects
and very less importance is given to English language. This attitude makes the learner ignore the language. In
order to convey meaning, the learners must have the knowledge of words and sentences. They must
understand how words are segmented into various sounds, how sentences are stressed in particular ways.
41
RESEARCH PAPER
Grammatical competence enables speakers to use and understand the structure of English-language
accurately and unhesitatingly, which contributes to their fluency.
Next problem for weak communication skills is the lack of proper vocabulary on the part of ESL
learners. Consequently, they often have to search for an appropriate word. They don’t find one to fit into the
context. This lack of exposure to a variety of vocabulary also leads to failing in communicating fluently in
English Language, which again leads to losing confidence and lack of motivation to speak. As a result learners
make an excessive overuse of fillers in their speech and conversation or give incomplete statements.
The central role of listening comprehension in the second language acquisition process is now largely
accepted. Listening plays an extremely important role in the development of speaking abilities. Usually, one
person speaks and the other responds through attending by means of the listening process. In fact, during
interaction, every speaker plays a duel role- both as a listener and a speaker. If one cannot understand what is
said, one is certainly unable to respond. So, speaking is closely interwoven with listening skills.
Oral communication involves a very powerful non-verbal communication system, which sometimes contradicts
the messages provided through the verbal listening channel. Lack of knowledge of the nonverbal
communication system of the target language usually results in the inability to pick up nonverbal cues by the
ESL learners, which often results in misunderstanding.
Speaking a Second/Foreign language in public, especially in front of native speakers often leads to anxiety.
Sometimes, extreme anxiety results in the learners being tongue-tied or lost for words in an unexpected
situation leading to discouragement. Unlike children, adults are very cautious about making errors in whatever
they say. For them making errors would be a public display of ignorance which would be an obvious occasion
of losing face. This is one of the major factors for the inability to communicate in English.
On the whole the standard of English in our country is deplorably low. Hence, a lot of responsibility is thrown
on the shoulders of the teachers to make their classes interesting and learning of communication in English
fruitful. They have to gear up to meet the demands of the situation and successfully perform their duties to
make the learners competent communicatively.
REFERENCES:
1.
“Teaching Speaking”, Jack C. Richards, Willy A. Renandya. Ed Methodology in Language Teaching: An
Anthology of. current practice CUP, 2002: 2.
2.
“Speaking”, The TKT Course, CUP, 2005. Mary Spratt, Alan Pulverness and Melanie Williams: ed CUP,
2005: 34.
3.
Elaine Tarone: “Speaking in a Second Language”- Handbook of Research in Second Language
Teaching and Learning, Lawrence Erlbaum Association, Inc, Publisheds, Edited by Eli Hinkel ed. , 2005 . : 486.
4.
Kang Shumin, “Factors to consider: Developing Adult EFL Students’ Speaking Abilities”,, Jack C.
Richards, Willy A. Renandya. Ed Methodology in Language Teaching: An Anthology of. Current practice CUP,
2002: 204.
T.R.Kansakar: “Mother tongue influence on spoken English”, A Course in English Phonetics, Orient
Blackswan Private Limited, 1998: 98.
42
RESEARCH PAPER
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SvEr bna detI hE|
wartme. iviwNn wa8aAo. ke bavjUd khanI kla ka ivkas smanaNtr AOr smaNtr huAa hE,jo
svR4a Svawaivk hE| wart ka [ithas,wUgol s.Sk<it AOr inyit jo 0k hE| iksI wI wa8akI khanI vh
badme. hE phle vh wartIy khanI hE| gujratI t4a kNnD wa8a ka s.b.2 wart ke do iwNn iwNn wa8a
pirvaro. se hE gujratI AayRwa8a pirvar ka A.g hE ikNtu Anek xtaiBdyo. se p/vtRman [nke saihTy me. pyaRPt
smanta d<i*3gt\ hotI hE| s.pU`R wartke jn jIvnme. mOilk smanta idqa{ detI hE| kNnD saihTykI
ATy.t lokip/y iv2a kha hE| ]ska ¢imk ivkas [ _s ÉÑÈÈ
se mana jata hE| saihTykI Aar.i wk n[
iv2aAo. ko deqte hu0 [s Avi2 ko nvodyyug kha gya| 0k dxk tk p/waivt saihTy ko p/gitxIlyug
ÉÑÍÈ [ _s se nye p/yog nye ixLpiv2an t4a jIvn mULyo kI qoj ke kar` jIvn p/vah me. bhte Akele
manvI kI phcan ko @yanme. qkr nVyyug t4a ASsI ke dxkme. xoi8tvgR µara rict ivd/ohaTmk saihTy
ko b.Day 0v. dilt saihTy ke +pme. phcana jata hE|
bIsvI xtaBdI ke m@y tk khanI me. 63naAo. ko AinvayR tTv mana jata 4a| khanIkar ko
smaj ya samaijk smSyaAo. me. ivxe8 +ic n 4I khanIme. 63na0> 6i3t hotI 4I\\| ]sI ke Aa2ar pr
vatavr` ko g/amI` ngrIy +p de idya jata 4a| ijsme. ivgt ka Aadr ya Anagt ka p/lown Ai2k n
hota 4a| Kyo.ik yha> p/4m wavna ma5 hE to dUsre me. kevl kLpna | v~yR iv8y me. vgoR ka parSpirk
s.68R, yuvk yuvityo. ke p/`y p/s.g,in2Rn t4a dilt vgoR ke sdgu`,vEyiktk smSyaAo. ka pUrI sCca{
t4a g.wIrta ke sa4 ivvecn ikya jane lga| v`RnaTmk xElI me. shj srl 63naAo ko VyiKt se
joDnevale rcnakaro. me. gujratI ke pNnalal p3el AOr kNnD ke yU _Aar _An.tmUitR ka nam ilya jata hE|
mkD_I ke jale me. f.sa VyiKt phle hmara @yan Aak<*3 krta hE ifr shanuwUit jgata hE AOr A.tme. 5asd
Vyapar ka p/e9k bnakr 7oD_ idya jat hE,jo taikRk d<i*3 se pirhayR hokr wI vaStivk jIvn me.
ApirhayR hota hE| [s p/kar kI xElI An.tmUitRjI rict 'mOnI' AOr pNnalal p3el rict 'm.glsU5'
khainyo. me. ¢mx: kNnD AOr gujratI wa8akI khainya> hE| dono. khainyo. kI jmIn iwNn hote hu0 wI
]nme. ku7 saMy vE8My mulk ib.duAo ke Aa2ar pr 0k piri2 me. rqkr deqne ke il0 ba@y krtI hE| dono.
khainyo. me. saMy ke Str pr k{ t$y ]wrkr samne Aate hE| ijnke Aa2ar pr kwI kwI to 0k hI
p/kar ke s.Skar se wrI hU{ idqa{ detI hE AOr kwI kwI to [n dono ko 0k dUsre ke kafI ku7
njdIk hone ka Aawas hota hE| dono. hI k4a0> Apne Apne mUl me. smajkI Aai4Rk ivs.gityo. ko i7pa0>
43
RESEARCH PAPER
hu0 hE| khne ka taTpyR yh ik dono. hI khainya> Aai4Rk Awavo. kI khainya> hE| pNnalal p3el ne
'm.glsU5' me. cetnlal ke pirvar ka ij¢ krte hu0 ilqa - '']sne qaya n qaya AOr bcI hU{ qIcDI
!>kkr rq dI: ik subh
b6r jayegI| ]ska ivcar to xak ko wI bcakr rqne ka 4a,pr.tu k3orI me.
inkalte smy ]ske mn me. huAa ik [ske A.dr AalU ka 0k wI 3UkDa nhI. hE AOr vtRno. me. 0LyUimNym
kI ptIlI wI rq dI|''Üm.glsU5- pNnalal p3el
p<-ÊÈÏÝ
cetnlal ke pirvar se saMy rqnevala pirvar kuPpà w33 ka hE| ijskI 0k zlk [s ]dahr`
ke ma@ym se iml jatI hE| ''rso{ me. wagIr4I gIlI lkiDyo se Aag sulgane me. ju3I 4I AOr fU>knI me.
fU>ke mar rhI 4I| sa4 hI vh qa.stI wI jatI 4I| Aa>qo. me. se bhkr Aate panI ko ]sne pLle se po.7a
AOr ibqre balo. ko s>vara| Apne pIcke galo.vala l3ka mu>h il0 kmre me. Aakr bolI, AMma sa.wr ke
il0 6rme. Alhr kI dal hI nhI. hE,tb ma> ne kha qIre ke bIj kI sBjI bna lo|'' ÜmOnI- yU Aar
An.tmUitR p<:ÊÈÐÝ
dono. hI khainyo. ke nayk kuPpà w33 AOr cetnlal SvaiwmanI p/k<it ke 2nI hE|dono. me.
piriS4ityo. ke sa4 AnavXyk tal mel ib#a kr clne kI bat nhI. idqa[ detI| An.tmUitR ilqte hE ''0k bar wojn ke bad gu=jI ne ig~DImaÌ ke ha4 [Nhe bulava weja 4a| leikn ye wI iktne zukte?ijs
APp~à ke 6r [Nho. ne tIs v8R se pa>v nhI. rqa 4a,vha> jakr ]ske samne hI gu=jI kI f3kar qana
s.wv 4a? rso{ me. i7pkr bE#e rhe vEse VyiKt ve n 4e| '' ÜmOnI- yU Aar An.tmUitR p<:ÊÈÎÝ]2r pNnalal
ke yha> cetnlal ka Svaiwman wI Apne Aap me. km nhI. hE| sn ÌÊ kI k/a.it ke smy kaRlej 7oDkr
ib/i3x srkar ke ivro2 me. lDa 4a tb kEsI ]m.g 4I ik malgaDI ko ]l3ne ke 8Dy.5 me. b.dI bnakr
sva v8R kI jel wI ka3 Aaya 4a| bad me. 0k SkUl me . ix9k kI nOkrI me. lg g0| ikNtu idmag 4oDa
tej 4a| [sil0 heDmaS3r ke sa4 Anbn ho jane pr !a{ v8R kI jel wI ka3 Aaya 4a|'' cor kI ma>
ka mu>h ko#I me. jEsI iS4it me. cetnlal Myuinispl AaRifs me. 0k KlkR kI nOkrI pr lg gya|''
Üm.glsU5- pNnalal p3el
p<-ÊÈÏÝ [s p/kar deqa ja skta hE ik kuPpà AOr cetnlal smzOtavadI
hote ya SvaiwmanI n hote to s.wvt: suq sm<i² se wra pUra jIvn Vyitt kr skte 4e| leikn dono. me.
Apne jIvn ke mUlwUt is²a.t ke s.dwR me. iksI smzOtavad ko nhI. Apnaya hE| Aai4Rk Awavo. ke bad
[n dono. pa5o.kI imlI zulI p/k<it dono. khainyo. ke tulnaTmk Aayam pr ja>cne prqne ka pUra pUra
Avkax detI hE| dono. pa5o. ne A4R ko jIvn kI j=rt mana hE,leikn jIvn ke pyaRy ke +p me. SvIkar
nhI. ikya hE|yh shI hE ik dono. hI khainyo. ke nayk Apne Aai4Rk Awavo. ko dUr krne ke il0 AajIvn
jI-jan toDkr jugaD krte rhte hEt4a kwI kwI 0esa lgta hE ik Apne jIvn kI ji3l piriS4ityo. ko
dono. ne jIvn kI inyit ke =p me. SvIkar kr ilya hE|leikn ApnI p/a4imk AavXyKtaAo. ko pU`R krne
ke il0 ve w3kav ka ixkar wI hote hE| dono. ko wavaTmkStr pr suqI pirvar imla hE| smipRta piTnya>
jo Apne pirvar kI qaitr sb ku7 Nyo7avr krne ke il0 tEyar hE| dono. khainyo. ke bIc Aai4Rk Awavo.
ko dUr krne ke ]pk/m me. A.itm hi4yar ke =p me. ApnI ApnI piTnyo. ke ghno ko ]pyog me. lena 0k
saMy mUlk 2ratl hE| p/s.go. ke Anu=p yh Alg bat hE kuPpà w33 gorMma ke gehno ko beNk me. rqkr
kjaR ]#a lete hE AOr ijs p/kar gorMma quxI quxI Apne sare ghne ]tarkr Apne pit ko de detI hE #Ik
]sI p/kar cetnlal kI pTnI wI Apna m.glsU5 ]tarkr pit ko sOp detI hE| dono. ke hI pit
AinC7avx [n A.itm gehno. ko lene se ihcikcate wI hE| leikn Aai4Rk s.k3 gehne lene ke il0 ba@y kr
deta hE|
sbse bDa saMy dono. rcnaAo. me m<Tyu vr` se juDa huAa hE| dono. hI rcnaAo. me. nayk m<Tyu ko
gle lgate hu0 ici5t ikya hE| yh Alg p/Xn hE ik An.tmUitR ke yha> m<Tyuvr` kI mOn SvIk<it hE jb ik
pNnalal p3el ke yha. m<Tyuvr` ivvxta hE| dono. hI khainyo. me. A.t Apne Aap me. k=àjnk AOr 5asd
iS4ityo. ke bIc hota hE| [s Aa2ar pr wI dono. ka k$y 0k sman idxa me. jakr Avsan pata
hE|'mOnI' AOr 'm.glsU5' khainyo. me. pyaRPt saMy hote hu0 wI dexkalgt piriS4ityo. AOr vatavr` t4a
44
RESEARCH PAPER
s.dwoR ke kar` ku7 vE8My mulk ib.du wI ]wrkr samne Aate hE| samaNy =p se [n ib.duAo. ko reqa.ikt
krne ke k/m me. dono. khainyo. me. vi`Rt pirvar ke g/amI` AOr xhrI hone ka mu±a juD_ta hE| kuPpà w© ka
pirvar qetIbaDI pr inwRr rhkr ga.v kI jI.dgI jInevala pirvar hE| jb ik cetnlal ka 6r pirvar
Ahmdavad jEsI ngrIy sWyta me. iksI trh ApnI gujr bsr krnevala pirvar hE| Aaijivka ke sa2no ke
=p me. dono. ke pas k/mx: k<i8 AOr nOkrIpexa hone ke s.dwR hE| kuPpà w© AOr cetnlal kI piTnya> pU`R
smipRta hote hu0 wI khI n khI dono. kI p/k<itme. 0k ivwedk reqa idqa{ detI hE| gorMma A.tt:
ivpi%yo. se i6rI Apne pit ko Akela 7oDkr Apne wa{ ke sa4 mayke ka raSta pkD_ letI hE AOr
cetalal kI pTnI ka pit ke smanaNtr hI p/aòTsgR krna [sI p/kar ke p/s.g hE|
cetnlal AOr kuPpà w© me. 0k Svwavgt AOr mUlwUt A.tr yh wI hE ik dono. ApnI ApnI
piTnyo. se bce quce gehne wI ]trvalete hE| kuPpà w© [se bE.k me. igrvI rqne me. Jyada ihcikcah3 mhsUs
nhI. krte jb ik cetnlal n to m.glsU5 bec pate hE AOr n ]se rehn rqkr pEsa ]#vane me. sm4R hote
hE| hala ik iksI n iksI =p me. m<Tyu ka vr` dono. ne ikya hE| [ske bavjUd iS4ityo. se iwDne ka
ijtna bul.d hOsla kuPpà me. idq{ deta hE| ]tna cetnlal me. nhI. idqa[ deta| cetnlal playnvad ke
Ai2k njdIk idqa{ dete hE| ]n dono. kI Aai4Rk dxaAo. me. 0k A.tr yh wI hE ik smaj ke ijtne
dbav kuPp` zelte hE ]tna tnav AOr dbav ko zelte hu0 pNnalal ne cetnlal ko ici5t nhI. ikya|
yid dono. khainyo. ke ixLp pr ivcar ikya jay to yh 0k bat saf tor pr ]wrkr samne AatI hE AOr
vh saf tor pr ]wrkr samne AatI hE AOr vh yh ik mOnI khanIke ixLp ka ivkas 2ImI git se hote
hu0 wI A.tt: 0k klaTmk ixLp me. pir`t hota hE| jb ik m.glsU5 me. k4ank kI git Ape9ak<t tIv/ hE
AOr Apne crm tk phu>cte phu>cte khanI
ka A.t klaTmkta ke ixqr pr ]tnI ma5a me. nhI. ijtnI
ma5a me. mOnI ke k4ank klaTmk bnkr ]wrta hE| mOnI khanI ke nayk p/ityogI ke =p me. wI APpà
w©,gu=jI,gopalkMtI, m# ke mh.t Aaid pa5 Aate hE| leikn m.glsU5 me. [s trh ka iv2an nhI. idqa{
deta| yh j=rI hE ik manvIy wavuKta sik/y rhtI hE|
in*k8Rt: yh kha ja skta hE ik dono. hI rcnakar ApnI ApnI wa8a ke mU²RNy k4akar hE dono hI
ne ApnI ApnI rcnaAo. me Apne yug kI samaijk sCca{yo. ka ic5` ikya hE,jo p/ay: ivclnkarI hotI
hE| dono. ka Apna vEix*y hE jo ]nkI rcnaAo. me. p/k3 huAa hE| dono. kI wa8a0> Alg Alg hE leikn
lgta hE ik manvIy ddR pID_a ke p/it sman p/kar kI ghrI s.vedna hE|
45
RESEARCH PAPER
FACE BOOK AS A SOCIAL NETWORKING
TOOL FOR ACADEMIC LIBRARIES IN
GUJARAT
DR. CHETNA SHAH, Librarian, Dr. Babasaheb Ambedkar Open Uni. Ahmedabad
DR. UMESH PATEL, Librarian, SVIT-Vasad 388306
KEYWORDS: Social Networking Sites, Academic Libraries, Technologies, Service Delivery, Social networking,
academic libraries, student outreach, Facebook, Twitter, Second Life, blogs, wikis
SUBJECT: LIBRARY SCIENCE
Abstracts:
Social Networking sites are one of the new technologies offering libraries the opportunity to reach out to its
clients. The use of this platform has affected the operations and service delivery of all organizations. Based on
this fact most International University Libraries have attached a link of a social networking site to their library’s
web pages, same cannot be said of most Indian University Libraries. The idea of having a social networking site
linked to a University library’s web page is to enable patrons’ have a live discussion with a professional on
issues pertaining to the use of the library and also allow the libraries to advertise their programs and activities.
A descriptive survey research was conducted to establish the possibility of linking a social networking site to
the library’s web page. This article provides a snapshot on the use of social networking in academic libraries
through a thorough review of the available literature and an examination of the libraries’ presence on the
most popular social networking sites. It also provides help for academic libraries wishing to implement social
networking.
Introduction:
In the past few years, libraries have begun to examine the possibilities available to them
through social networking sites like Twitter and Facebook as a tool for library awareness and marketing. As
Facebook has come to dominate the social networking site arena, more libraries have created their own library
pages on Facebook to create library awareness and to function as a marketing tool. This has spurred a large
number of how-to articles about the uses for Facebook in libraries as well as research about how librarians and
libraries use Facebook. The Oxford English Dictionary defines social networking as “the use or establishment of
social networks or connections; the use of Web sites which enable users to interact with one another, find and
contact people with common interests, etc.” (Social Networking, 2010). The varied social networking tools
are increasingly used by individuals of all ages but are especially popular among young people and college
students. Due to high use among these two groups, many academic librarians advocate using these new social
Web platforms to reach out to student populations (Farkas, 2007a; Farkas, 2007b; Mathews, 2006, Mathews,
2007a; Milstein, 2009). Online social networking by academic libraries is not, however, without controversy.
We can see the impact of ICT in every walk of life. Everyone needs information pinpointed and timely that is
possible with the help of LIS professionals. People can access information easily by themselves in ICT
environment but how to use and utilize that information can be guided by LIS professionals. User prefers social
networking sites or Facebook to access information as it reduces physical strain, save the time; they are able to
complete the work within time, minimize expenses and keep accuracy. Foremost challenge before the library
and information science professionals is to face the needs of the user in current ICT environment and to
provide access to all relevant information and integrated it on networked across the world.
This paper examines reported versus actual use of Facebook in libraries to identify discrepancies between
intended goals and actual use. The use of Facebook in libraries, is used as a guide to gauge the perceived and
actual uses for Facebook in this study.
Popular Social Networking Web sites
Though an array of comprehensive social networking Web sites exists, the most common sites are Facebook
and MySpace. MySpace has approximately 70 million users in the United States but has recently experienced a
decline in the number of users compared to Facebook (Arango, 2009). According to comScore marketing data,
46
RESEARCH PAPER
Facebook saw 100 million US users during November 2009, a record for the Web site (Lipsman, 2009).
Although MySpace was originally the most popular social networking site, Facebook started with college
students at Harvard and originally permitted only users with a college email address to register (Chu &
Meulemans, 2008). Past estimates have placed Facebook with an 85 percent market share among college
students (Mathews, 2007b). India now has over 28 million Facebook users and over 1/3rd of all Internet users
are on Facebook. India also has the 5th largest Facebook user base in the world and is expected to become 2nd
largest Facebook user base by end of 2012. These numbers & growth rate is humongous considering that
Facebook had very little India market share just 3 years back. As far as Indian cities go – Mumbai has the
highest Facebook user base in India with 3.7 million FB users (18th in the world), while Delhi (1.6 mln) &
Bangalore (1.3 mln) rank 36th & 38th respectively. Interestingly Chennai has 1.2 million FB users showing
101.64% penetration (among internet users). So at an average, every Chennai internet user has atleast 1
profile / page on FB. Pune comes in at 6th position with 830,000 Facebook users. India Facebook
demographics is other social media statistics we monitor. The largest age group is currently 18 - 24 with total
of 22 031 962 users, followed by the users in the age of 25 - 34. There are 73% male users and 27% female
users in India, compared to 45% and 55% in United States and 46% and 54% in Brazil .
On the graph below you can see that the biggest gain in the last 3 months was recorded by the age group of 18
- 24.
As a result of its strong user base among college students, Facebook appears to be the most logical social
networking Web site to be used by an academic library. Most recent discussions about social networking focus
on Facebook rather than MySpace. This is also evident from the higher number of social networking articles on
Facebook in the Library Literature and Information Full Text database in November 2009, with 95 articles
appearing in a basic search for “Facebook” compared to 50 articles for “MySpace.” For these reasons,
discussion will focus on Facebook rather than MySpace.
Discussions by academic librarians highlight several uses of Facebook for academic library outreach. One of
the primary uses of Facebook by academic libraries is to market the library with a library fan page. Libraries
advertise hours, location, and Web site information. By linking to the library’s Web site, the Facebook page
acts as a portal to the library (Farkas, 2007a). Since students frequently use outside search engines for
academic research, even a basic Facebook page can serve as a reminder to use the resources available at an
academic library (Farkas, 2007a). Libraries also create event invitations for programs as an additional forum to
promote library activities (Chu & Meulemans, 2008). Essentially, Facebook pages provide a marketing tool for
the services available to students at their academic library.
Additionally, academic libraries are experimenting with embedding library services within the Facebook page
itself for a true outreach program.
Usage Of Facebook For Library And Information Science Professionals
*
*
*
The primary function of any library is to acquire, store and disseminate the
information, in the same way facebook also explores the information variously.
Facebook helps students or research scholar to develop practical research skills that
they need in a world where knowledge construction and dissemination make
increasing use of online information network.
Facebook works as a tool to mobilize library services among younger generation of
LIS Professionals.
Similarly as to get aware of the users about new arrivals library have make notices, in
the same way facebook also shows new information in the form of notification.
The faculty of Library and Information Science may get share information with their
students on SNS, Face book that will help to embark their wide knowledge to the
student’s community outside the classroom.
Facebook can work as a tool for interaction among the students and teachers.
The popularity of social networking sites is increasing among the educated people
*
*
*
*
especially adult youth in college and universities and by LIS Professionals.
Announce programs of the library.
Teach basic search tools
Send brief updates to patrons
Ask a Librarian
*
*
*
*
47
RESEARCH PAPER
Academic Libraries in Gujarat can also respond to the needs of modern day patrons by applying efficient
technologies such as social networking, mobile application, and online check in/check outs to their service
delivery. These developments in the operations of library service delivery should encourage academic libraries
in Gujarat to reinvent itself to respond adequately to this call by investing in technologies that have direct
effect on the operations of the library. To achieve this, Academic libraries in Gujarat must upgrade library staff
skills in information Technology (IT) so as to be able to understand and use Social Networking sites to their
maximum.
Benefits of Social Networking sites (Facebook) to Academic Libraries in Gujarat
Social networking sites have its own advantages to Librarians and Clients. Some of the benefits are as follows:
*
Social networking sites will facilitate collaborations and promote effective
communication between Librarians and their patrons.

It will generate a flow of information excluded from search engines and Library
Catalogues.

Some writers as cited in Scale (2008) suggest that social networking sites will lead
future delivery of information to meet search queries

The crucial aim of librarians is to make library resources available to patrons so if
social networking sites will help achieve this goal then it should be pursued
vigorously.

Social networking sites wall linked to a library’s web page has the potential of reaping
great results by attracting and serving Distance Education Students. Watts et al (2002)
stress that it is through social networking sites that any person is capable of
communicating and delivering a message to a distant target person.

It will help African Librarians and Libraries to keep pace with technologies and
compete effectively with the developed World.
In all social networking sites can be beneficial to librarians and their clients. It has been observed that in
Gujarat numbers of facebook users are increased e.g. in Ahmedabad FB users are 350760, Baroda 88520, and
in Surat it goes up to 191420 so day by day it is increased in the comparison of other states in India. So, it
suggests that positive social actions and deeds established online can be transferred to our daily lives.
Research Objectives:
The basis of this research is to:
• Identify the availability of Social Networking sites in academic libraries in Gujarat.
• Find out the usefulness of social networking sites to Academic Libraries in Gujarat
• Give an overview of usage of social networking sites by students of Gujarat.
• Find out the most visited social networking sites and
• Solicit views from students on having a social networking site Linked to web page of
academic libraries in Gujarat.
LIMITATIONS:
The study is limited to students of higher education in Gujarat as we want to reveal uses of Myspace, Linkedin,
Lislink in developing awareness about current happenings, professional information, job opportunities and
educational development.
METHODS:
The study was based on survey as one hundred Fifty questionnaires were administered among one hundred
fifty students of university libraries of Gujarat randomly. The collected data were analyzed using statistical
tools.
ANALYSIS OF DATA AND DISCUSSION
1
Most used Social networking site
Name of SNS
No. of respondents
Percentage
Face book
75
50%
Linkdeln
30
20%
Twitter
40
26.67%
Yahoo
2
1.33%
Orkut
3
2%
It is clear from the above table that Face book was the most often used Social networking site among younger
students with 50%, Twitter was the second most used SNS with 26.67%, LinkedIn recite in third position
having 20%,Orkut with 2% and Yahoo was in fifth position with 1.33%.
48
RESEARCH PAPER
2
Use of Social Networking Sites
Gender
No. of respondents
Percentage
Female
60
40%
Male
90
60%
The result of this study shows that out of 150 respondents 60 (40%) were female and 90 (60%) were male.
3
Why do use Face book
Reasons using FB
No. of respondents
Percentage
To keep abreast of the latest news and 50
33.33%
commentaries
To network to new people as well as your 30
20%
distant friends
To express your creativity
10
6.67%
To participating in discussions
20
13.33%
To get interact professionally
40
26.67%
It is revealed from the above table that 33.33% younger students were use Face book to keep abreast of latest
news, 26.67% used to interact professionally,6.67% used to express their creativity, 13.33% used to participate
in discussions and 20% used to get networked with new people and distant friends.
4
Frequency of use Face book
Frequency
No. of respondents
Percentage
Every day
95
63.33%
Sometimes
40
26.67%
Rarely
15
10%
It is observed in the study that 63.33% younger students were use Face book everyday,
26.67% used it sometimes, and 10% rarely used it.
5
Face book works as a platform to interact beyond barriers of location and nationality
View
No. of respondents
Percentage
Agree
90
60%
Disagree
10
6.67%
Neutral
50
33.33%
In response to the above question it is founded that 60% younger students were of the view that Face book
actual works as a platform to interact beyond barrier, 33.33% were neutral and 6.67% were disagree with it.
6
Satisfaction level in using Face book
Satisfaction level
No. of respondents
Percentage
Satisfied
85
56.67
Not satisfied
15
10%
Neutral
50
33.33%
The result of the study shows that majority of the respondents were satisfied in the
use of Face book with 56.67%, 33.33% were neutral and 10% were not satisfied with it.
7
Problems in using Face book
Problems
No. of respondents
Percentage
No privacy ensured
30
20%
Lack of time
60
40%
It has no role in making awareness
20
13.33%
Lack of technical support
25
16.67%
It is not useful for education
15
10%
Various problems have been mentioned by the respondents among them 40% younger students were of the
view that they lacks time to use Face book, 20% thought that no privacy secured in the use of Face book, 10%
have the opinion that it was not useful for educational purpose, 16.67% were suffer from technical problem
and 13.33% were founded that it plays nor role in making awareness.
FINDINGS OF THE STUDY
In the above conducted study it was founded that 58% respondents (Younger students in
Gujarat) 40% were female and 60% were male.
Majority of respondent were use Face book among all first Social networking sites with
50%.
63.33% younger students were use Face book every day.
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RESEARCH PAPER
33.33% respondents were use Face book to keep abreast with current news and
information.
60% were agreeing that Face book works as platform to avoid barriers of location
and nationality.
* 56.67% respondents were satisfied with Face book.
* 40% respondents were face lack of time in the use of Face book.
Conclusion
Librarians must be aware that using Facebook as a tool requires a lot of attention, and, if a library cannot
commit to updating its Facebook page at least once a week or more, it may not be a very useful or successful
tool. From this study, it also was found that Facebook would be a better tool for “active libraries,” or libraries
that host a lot of events, exhibits, work-shop, and other activities, as its top use is for announcements and
marketing. Also, librarians should not get too attached to Facebook, as there is always the next tool or social
networking site that people are using. It is observed that most younger students are connected to each other
by Face book to share experiences, views and participated in creating awareness. It has become one of the
largest platforms in the world for sharing real time information. Face book allows users to interact and
collaborate with each other in a social media dialogue as creators of user generated content in a virtual
community, in contrast to websites where users are limited to the passive viewing of content that was created
for them.
References:
1
Tom Adamich, “The Faceboook Effect on FDLP Communication” Documents to the
People 36, no. 2 [2008]: 29–32;
2
Amanda Clay Powers, June Schmidt, and Clay Hill, “Why Can’t We Be Friends? The
MSU Libraries Find Friends on Facebook,” Mississippi Libraries 72, no. 1 [2008]: 3–5.
3
Melanie Chu and Yvonne Nalani Meulemans, “The Problems and Potential of
MySpace and Facebook Usage in Academic Libraries.,” Internet Reference Services
Quarterly 13, no. 1 [2007]: 80–84.
4
D. Hendrix and others, “Use of Facebook in Academic Health Sciences Libraries,”
Journal of the Medical Library Association 97, no. 1 [2009]: 44–47.
5
Subrahmanyam, K., Reich, S.M., Waechter, N, & Espinoza, G. [2008] Online and
Offline social networks :use of social networking sits. Sites by emerging adults. Journal
of applied Development Psychology, Vol 29 No6, pp420-433.
6
Zakaria, M.H. Watson, J& Edwards, S.L. [2010] Investigating the use of web 2.0
technology by Malayasin students. Multicultural Education and Technology journal,
Vol 4 No1, pp12-29.
50
RESEARCH PAPER
THE CONCEPT OF VILLAGE
AND THE CONSTITUENT
ASSEMBLY
Dr. L. SRIRAMADUTAM
KEYWORDS:
SUBJECT: LAW
ABSTRACT
The Panchayat Raj Institutions are meant for the development of democracy and people’s
participation in the governance. Decentralization is the source of Village Panchayats. During the freedom
struggle the village Panchayats have played to awaken the people to launch massive mass movements. Series
of debates were held in the constitutional assembly for strengthening of villages. Gandhi right from the Gaya
Congress had stressed the need for the strengthening of the village level democracy. Same was opined by
M.N. Roy who has argued for Kana system. Jawaharlal Nehru has visualized the butiful healthy villages to
provide fresh life to the people of India. Dr. Ambedkar in the Constitute Assembly has declared the villages
should be strengthened for the decentralization of powers from centre to village. Several suggestions have
been made by different members in constituent assembly for the maintenance of village level democracy.
Gandhiji’s plan for Grama Swaraj has been discussed widely in the constituent assembly.
INTRODUCTION:
The freedom fighters have launched a movement to free India from the bondage. Along with the
freedom struggle they have prepared an agenda on which they have to work. The prime work of this agenda is
village movement. What is village movement? Simply the village movement is nothing but the development of
villages on all fronts. So they felt that it is necessary that the village administration should be strengthened at
any cost. The congress was very keen for the strengthening of villages under Panchayat Raj system.
In the beginning, they appeared to be largely strategic; later on, the socio-economic and politicalphilosophical’ dimensions became more explicit. The salient features of Gandhian political thought are well
known. However, for a better appreciation of the ideology of Panchayat raj, it may be necessary to have a
closer look at what J.C. Kumarappa called ‘The Village Movement’. In the Hind Swaraj, Gandhiji instituted a
sharp comparison between the Indian civilization, and the western civilization.
Marxists, liberal socialists, liberals, etc. could hardly be expected to share this perspective fully.
Many persons in the Congress and elsewhere, pre-occupied with the more immediate problems of national
struggle, the day-to-day problems of political organization and social and economic reform, were unable to
adjust their sights to the deepest intimations of the philosophy of non-violence.
DISCUSSIONS IN THE CONSTITUENT ASSEMBLY FOR THE STRENGTHENING OF VILLAGES:
The Indian National Congress comprised all these elements and it looked as though the higher
reaches of the ‘village movement’ were outside the pale of the Congress consensus. With the Constituent
Assembly in the offing so that it could be the framework of the political order of free India. In October, 1945,
Gandhiji insisted upon a frank discussion with Nehru regarding their differences on this question; such a
discussion was important as he was old and had ‘named’ Nehru as his ‘heir’. Gandhiji wrote to Nehru: “I hold
that without truth and non-violence there can be nothing but destruction for humanity. We can realize truth
and non-violence only in the simplicity of village life. …….! This simplicity also implied ‘self-sufficiency’. Nehru’s
reply brought out the difference between the two idioms of thought quite clearly: “The question is here that is
not one of truth versus untruth or non-violence versus violence. One assumes, as one must, that true
cooperation and peaceful methods must be aimed at and a society which encourages these must be social
objective. The whole question is how to achieve this society and what its content should be. I do not
understand why a village should necessarily embody truth and non-violence. A village, normally speaking, is
backward intellectually and culturally and no progress can be made from a backward environment. Narrowminded people are much more likely to be untruthful and violent….” This indicated that Gandhiji had not been
able to convert Nehru to his way of thinking; the gulf continued to be wide. It is worthwhile recalling at this
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juncture Gandhiji’s observation in Hind Swaraj way back in 1908: “It is my deliberate opinion that India is
being ground down, not under the English heel, but under that of modern civilization.” Nehru would have
almost reversed this. In his reply to Gandhiji’s letter cited above, Nehru reiterated his faith in science and
technology, and while deploring the evils of the present ‘outgrown cities’, wanted ‘the village to appropriate
the culture of the town.’ He then asked Gandhiji: “How far it is desirable for the Congress to consider these
fundamental questions involving varying philosophies of life, it is for you to judge,” and added, “I shall imagine
that a body like the Congress should not lose itself in arguments over such matters which can only produce
greater confusion in people’s minds resulting in inability to act in the present.” This provides an interesting
sidelight on the nature of the Congress. The ‘fundamentals’ of the Congress were said to have never been
‘considered’, ‘much less adopted’, by the Congress. Nehru politely hinted in his reply that Gandhiji thought
and discussed many basic issues ‘in terms of long ago’ and stressed the need to keep in view ‘present facts
forces and the human material we have today.’ As if to suggest that questions involving the nature of the
polity which free India should adopt had better be decided by the Constituent Assembly, Nehru stated:
“Ultimately, of course, this and other questions will have to be decided by representatives of free India”. For
quite some time, Gandhiji had been feeling that his hold on the Congress was weakening. “Congress men
themselves are not of one mind even on the contents of independence. I do not know how many swear by
non-violence or the charka or believing in decentralization; regard the village as the nucleus. I know on the
contrary that many would have India become a first class military power and wish for India to have a strong
centre and build the whole structure round it.” The holocaust preceding and following partition and
independence must have hardened Nehru and many others further. While framing the Constitution, the
Constituent Assembly did work on a model which was quite close to the one Gandhiji feared: ‘the whole
structure built around a strong centre.’
Such a trend, sensed to clearly in 1946, continued to be a cause of deep anguish for Gandhiji. During
the last days of his life, he thought in terms of drastic remedies. The ‘Lok Sevak Sangh’ document has been
described as his ‘Last Will and Testament’. The first paragraph of the document is worth quoting in full:
“Though split into two, India having attained political independence through means devised by the Indian
National Congress, the Congress in its present shape and form i.e., as a propaganda vehicle and parliamentary
machine, has outlived its use. India has still to attain social, moral and economic independence in terms of its
seven hundred thousand villages as distinguished from its cities and towns. The struggle for the ascendancy
of civil over military power is bound to take place in India’s progress towards its democratic goal. It must be
kept out of unhealthy competition with political parties and communal bodies. For these and other reasons,
the AICC resolves to disband the existing Congress organization and flower into a Lok Sevak Sangh under the
following rules with power to alter them as occasion may demand.” He then sketched the structure of the
new polity. The Panchayat would be the basic unit. Two contiguous units would elect a first grade leader. A
set of hundred such panchayats would elect 50 first grade leaders who, in turn, would elect a second grade
leader. When the entire country is covered, all the second grade leaders would ‘serve jointly for the whole of
India and severally for their respective areas.’ The second grade leaders might elect, when considered
necessary, from among themselves ‘a chief who will, during pleasure regulate and command all the groups.’
Provinces and districts were not brought into the picture as their ‘final formation’ was ‘still in a state of flux’.
The rest of the document dealt with guidelines for workers who would be engaged in village development.
The Congress was not disbanded; nor did the Constituent Assembly favour the panchayat as the basic
unit of India’s Constitutional system.
The Constituent Assembly met under the shadow of events of the Centre of which was the pressing
problems of law and order communal harmony federalism, etc. Barring Gandhiji’s epic efforts, all these were
dealt with largely in terms of western political and administrative institutions. Realism both in international
and domestic politics involved an element of ‘real politik’ too. It looked as though the basic premises of the
Gandhian ideology – the village movement as an alternative to ‘modern civilization’; non-violence involving
such ideals as non-possession and suffering pervaded by transcendental love; equality not only before God but
also in the sense of equal wages for all kinds of work, intellectual as well as manual, whether one is a doctor or
lawyer or sweeper etc; and radical political and economic decentralization with the self-sufficient village
constituting a basic unit – hardly received serious attention by many ‘practical’ persons. Notwithstanding
their respect for Gandhiji for several reasons, most Congress leaders did not accept these premises. Some
ardent Gandhians like Shriman Narayan tried to influence the course of events. In his Gandhian Constitution
for India published in 1946 on the eve of the first meeting of the Constituent Assembly, he wrote that the
question whether India should have an American or Russian type of Constitution or ‘Swadeshi’ Constitution ‘is
of supreme importance; it must be answered here and how instead of being postponed to a future date when
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political power actually devolves on us’. He picked up the threads from his earlier work published in 1944, The
Gandhian Plan for Economic Development for India. Suggestions that the general trend of world economic
thought is towards decentralization and cottage communism’, he stated: “This system was in existence in India
from very ancient times”. In his subsequent work cited above, he returned to the theme. “The type of
decentralized Democracy that India had carefully evolved and maintained for centuries in the form of Village
Republics was not a relic and survival of tribal communism; it was a product of mature thought and serious
experimentation.” He was, however, conscious of the need to introduce modifications to suit the modern
conditions of civic life. He then expounded the principles of the “Gandhian Constitution’, and stressed their
relevance for the contemporary world; Gandhiji’s encouragement and guidance lent special value to the
exposition. The basic premises of Gandhian thought have already been touched upon. Historically, it is worth
noting that Nehru, who could be regarded as the ‘heir’ of Gandhiji in the sense that he became the supreme
national leader after Gandhiji, was clearly not his ‘heir’ in the ideological sense. The Objectives Resolution
introduced by him in the Constituent Assembly on December 13, 1946, which articulated the basic ideological
and institutional framework of the new Constitution, reflected the western Welfare State model. Introducing
the Resolution, he made a moving reference to the Father of the Nation who was away ‘ceaselessly working in
a far corner of India’, ‘in pursuit of his ideal.’ But for ‘examples’ in Constitution – making he recalled the
historic landmarks of the American, French, and Russian revolutions. He made it quite clear that he stood for
socialism, and that but for a desire to avoid what might have been considered a needless controversy’ the
Resolution might have stated that ‘we wanted Socialist State’. In a conscious attempt at consensus-building,
Nehru and many others would move towards the centre in the liberal-socialist spectrum, but any stark
contrast between the ‘modern civilisation’ and ‘true civilization’ was virtually outside their frame of reference.
Predictably, the Objectives Resolution approved by the Assembly did not visualize the village as the basic unit
of the new political system.
The task of Constitution-making gathered momentum with the drafting of questionnaire,
memorandas etc. from March, 1947, onwards. The Constitutional Advisor, B.N. Rau, prepared useful notes
outlining relevant provisions in several western Constitutions : U.S.A., Switzerland, Ireland, Canada, etc. many
details were patterned on the relevant provisions of the Government of India Act of 1935, and of the western
Constitutions referred to above, indicating the preponderance of western Constitutional categories. “A
Gandhian Constitution seems not to have been given a moment’s thought’ when the stage was set for
preparing a Draft Constitution, certain attitudes crystallized which were basically opposed to the Gandhian
premises touched upon earlier : acceptance of ‘modern civilization’ as something desirable or inevitable;
consequent reservations vis-avis ‘ahimsa’ in so far as it was opposed to the basic secular thrust of modern
civilization as distinguished from a humanitarian appreciation of the moral and spiritual dimensions of
‘ahimsa’; a federal-parliamentary structure with a bias towards centralization, a bias further accentuated by a
widely shared anxiety to make the Nation stronger; and making the individual, and not the village, as the basic
unit of the political system.
It is noteworthy that during the discussions on the reports of the Union and Provincial Committees in
July and August, 1947, among the critics who espoused the cause of panchayats, ‘only one critical voice was
authentically Gandhian. The Draft Constitution, prepared with great care, was completed in February 1948; it
took nearly 18 months, “The word panchayat did not once appear in the Draft Constitution”. The Constituent
Assembly had towering personalities, legal luminaries, and persons with a distinguished record of public
service; it received competent assistance from civilians, notably B.N. Rau. Notwithstanding their reverence for
the Father of the Nation, most of them considered the Gandhian alternative as something outside the realm of
practical politics.
Till the Draft Constitution was placed before the Assembly in October 1948, the placid situation with
regard to panchayats continued barring a reference from the President of the Assembly, Rajendra Prasad, to
the Constitutional Advisor in May, 1948. This was occasioned by an article by K.S. Venkataram published in a
South Indian Journal, Swatantra, in April, 1948. Commending it to the Advisor, the President said: “I strongly
advocate the idea of utilizing the adult franchise only for the village panchayat and making the Electoral
College for electing representatives to the Provinces and the Centre”.
Irrespective of whether Rejendra
Prasad was a ardent a Gandhian as Kumarappa or Shriman Narayan, raising this issue of direct election at a
stage when the Draft Constitution had already been prepared, meant reopening of settled questions. An
apparently Gandhian electoral device was sought to be grafted to a Constitution not based upon Gandhian
premises. The issue of indirect election, consequently, lost some of its philosophical aura. B.N. Rau, a civilian
by training, perceived the reference in idiom to which he was used. He pointed out that the relevant articles of
the Draft Constitution providing for direct elections embodied the decisions of the Constituent Assembly.
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Technically, those decisions had to be reversed if the system of indirect elections was to be introduced. Apart
from the consideration that ‘it may not be easy to reverse the decision already arrived at by the Constituent
Assembly,’ there were some important considerations which wakened the case for the ‘Panchayat plan’:
firstly, the world trend was strongly towards direct elections; secondly, the stipulation in the ‘panchayat plan’
regarding some of the qualifications of legislators – social service, character and the sannyasin outlook on life –
‘do not lend themselves to precise definition, even if there was agreement about their necessity’; and thirdly,
the proposition that ‘our Constitution should start from the village and work upwards to the Provinces and to
the Centre’ was at variance with the basic features of a modern Constitution in that the latter dealt with the
structure of Government at the central level, and in a Federation, at the central and state levels. He then
posed a series of questions: ‘Is it suggested that the Indian Constitution should deal not merely with the
structure of the Centre and of the units but should go down to the village? In other words, is the Indian
Constitution not merely to deal with the executive, legislative and judicial organs of the Centre and of the
Provinces, but also to create and deal with similar organs for the district, the district, the subdivision the thana,
the chowkidari union and the village?” Touching upon the district administration, he continued: “Are we to
have in the Constitution full specifications of a district executive, a district legislature and a district judiciary?
At present we have no district legislature but only certain administrative bodies, such as district boards and
municipal boards, with limited power of making bye-laws for certain purposes; the district executive is
provided for in the Land Revenue Acts or Regulations, Police Acts and so on; the district judiciary is provided
for in Civil Courts Acts, the Criminal Procedure Code and the like. Is it suggested that these and similar
provisions should be incorporated in the Constitution itself?” This brief but authoritative, exposition
highlighted the intricacies of the inherited administrative structure. The moral was clear. “I fear that if we do
this, not merely for the district but down to the village, the Constitution will be of inordinate length and will be
even more rigid than it is at present. It seems to me that while it may be possible to create panchayats and
similar bodies to function as electoral colleges for the provincial and central legislatures, it would be
impracticable to endow them or other bodies at the same level, with specific administrative or legislative
judicial functions by provisions inserted in the Constitution itself”.
B.N. Rau’s advice was, in effect, a plea for Continuation of the existing system where panchayats and
higher tiers of local self-Government were a matter of auxiliary legislation; panchayats as the building blocks of
a decentralized – and non-violent – political and economic order were, it appears, outside his conceptual
framework.
The debates in the Constituent Assembly by and large reflected this trend. It looks as though but for
the trenchant criticism of the village by B.R. Ambedkar, the debates would have been less exciting Ambedkar’s
views were quite similar to those expressed by Nehru in reply to Gandhiji’s letter in 1945. If Nehru did not see
any special virtue in villages just because they were villages, underlined the advantages of science and
technology, and appreciated urban culture, Ambedkar roundly condemned the village as a ‘sink of localism, a
den of ignorance, narrow-mindedness and communalism.’ He joined issue with those who thought that
Melcalfe’s account… ‘Dynasty after dynasty tumbles down…but the village communities remain the same’ –
was something to be gratified about. He said: “That they (villages) have survived through all vicissitudes may
be a fact. But mere survival has no value. The question is on what plane they have survived. Surely, on a low,
on a selfish level. I hold that these village republics have been the ruination of India.” “I am glad” he declared
with an air of finality, “the Draft Constitution has discarded the village and adopted the individual as its unit”.
Thus, from his point of view, the new Constitution ‘incorporating western theories’ was preferable to an
alternative Constitution ‘raised and built upon village panchayats’.
Several members took exception to what Ambedkar said; on the whole, they seemed to take
exception to the tone rather than the content. H.V. Kamath criticized the attitude of Ambedkar as typical of
the ‘urban high-brow’. He paid glowing tributes to the Father of the Nation for teaching the love of villages
and exhorting his countrymen ‘to strive for panchayat raj’. He, however, did not plead for any drastic revision
of the Draft Constitution in terms of Gandhiji’s ‘panchayat raj’; instead he commended the scheme of
janapadas launched in his state of C.P. & Berar, a product of auxiliary legislation and hoped that it would come
to ‘fruition and be an example to the rest of the country”. T. Prakasam spoke in a similar vein, and tried to put
a facourable interpretation on the observations of Metcalfe – ‘one great man of those old days of the British’.
He, however stated frankly: “I do not advocate for one moment today that village panchayat should be such as
described by Metcalfe under those circumstances. Village panchayat should be one which is up-to-date which
gives real power to rule and to get money and expend it, in the hands of the villagers”. He was thus pleading
for a village panchayat as a more effective and efficient unit of local self-Government, and not for a different
Constitutional order. Alladi Krishnaswami Ayyar put the whole matter in a bald legal language! “….the
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RESEARCH PAPER
Constitution does not give sufficient importance to village communities which are an essential feature of
India’s social and political life. With the large powers vested in the provincial or state legislatures in regard to
local self-Government and other matters, there is nothing to prevent the provincial legislatures from
constituting the villages as administrative units for the discharge of various functions vested in the state
Governments”. N.G. Ranga felt unhappy over the uncomplimentary observations of Ambedkar about the
village panchayats, and reminded his party men that ‘we as Congressmen are committed to decentralization’.
One could perceive in the debates a distinction between advocacy of decentralization and advocacy of a new
kind of polity with village republics or panchayats as the basic units.
The refreshing candour of M.
Ananthasayanam served to bring this distinction into sharper relief. He posed a basic question: “As we are
situated today, is it at all possible immediately to base our Constitution on village republics?” Perhaps to
mollify the sentiments of some of his colleagues, he added: “I agree this ought to be our objective.” Having
put them at ease he asked an interesting, if not ingenious, question: “But where are these republics?” And
answered : “They have to be created”. His advice, which ultimately prevailed, was to the effect that a
provision should be included in the Directive Principles ‘which would insist upon the various Governments that
may come into existence in future to establish village panchayats, gives them political autonomy and also
economic independence in their own way to manage their own affairs’. Mahavir Tyagi vehemently protested
against Ambedkar’s remarks about the villages and pleaded for a due share for villagers in the governance of
the country. N. Madhava Rau told the Assembly in a matter-of-fact way that in his State of Mysore all officers
from the Dewan to the Tahsildar were giving personal attention to the condition of the villages. “It is true,
some villages are chronically faction-ridden and indulge in petty tyrannies, or remain the strongholds of
untouchability. A considerable number are apathetic or even moribund. But, about 30 per cent could be
classed as good….I am sure that experience in other parts of the country is more or less the same”. Like B.N.
Rau, Madhava Rau, too showed a preoccupation with administrative details in which the Platonic idea of
Panchayat raj had hardly any place.
Nearly 20 other members participated in the discussion. Most of them took exception to Ambedkar’s
wholesale criticism of the village. Very few showed a clear appreciation of the implications of the Gandhian
Constitution. Shibban Lal Saksena referred to ‘Mahatma Gandhi’s own Constitution, of which we have an
outline by Shri S.N. Aggarwal’; but he made a novel suggestion that the Upper House should comprise
members elected by the village panchayats instead of by the provincial legislatures as proposed in the Draft.
Ultimately, the following amendment moved by K. Santhanam on November 22, 1948, was accepted by the
Assembly. “The State shall take steps to organize village panchayats and endow them with such powers and
authority as may be necessary to enable them to function as units of self-Government”. The amendment did
not make any difference to the structure of the Draft Constitution; it was to be a Directive Principle of State
Policy, and envisaged village panchayats as units of ‘self-Government’. One scholar has observed: “Even so it
appears that Assembly leaders intended to omit all mention of panchayats from the Constitution and only
under strong pressure did the leadership grudgingly agree that an article concerning panchayats should appear
in the Directive Principles”. Nearly 11 months ago (December 21, 1947) Gandhiji, referring to the report that
‘there is no mention or direction about village panchayats and decentralization in the foreshadowed
Constitution’ said: “It is certainly an omission calling for immediate attention if our independence is to reflect
people’s voice. The greater the power of the panchayats, the better for the people…” The proposed
amendment would, on acceptance, constitute a ‘direction’; but it was silent on the question of
‘decentralisation’ in the Gandhian sense of the term. With regard to the powers of the panchayats,
Santhanam struck a cautious note. Moving the amendment, he said: “What powers should be given to a
village panchayat, what its area should be and what its function should be will vary from province to province
and from state to state, and it is not desirable that any hard and fast direction should be given in the
Constitution”. All this boiled down to the line taken by B.N. Rau that these details could be left to auxiliary
legislation. After Ambedkar signified acceptance of the amendment, speaker after speaker expressed warm
support in a vein which suggested that it marked a victory for the Gandhian position. T. Prakasam saw ‘light
and prosperity before the country’. Surendra Mohan Ghose thought that ‘our village people are so much
familiar with this system that if today there is in our Constitution no provision like this they would not have
considered this as their own Constitution…..’ Seth Govind Das hoped that ‘a time will come when we shall be
able to witness the ancient glory of our villages’. V.I. Muniswami visualized a similar possibility, and V.
Subramaniam described the Amendment as ‘very essential’. L. Krishnaswami Bharathi extensively quoted
Gandhiji to drive home the stress on decentralization and self-sufficiency. Santhanam skillfully evaded these
basic issues by rhetorically suggesting that ‘self-Government is not merely political. It may be economic or
spiritual.’ Bharati ‘wanted that it should be made more explicit so that Mahatmaji’s soul will be very much
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RESEARCH PAPER
pleased.’ As far as the disposition of the Constituent Assembly was concerned, this turned out to be the swan
song of the Gandhian plank on Panchayat raj. Ambedkar’s intervention - ‘I accept the amendment, I have
nothing more to add’ – was followed by the Vice-President’s observation “I have not yet found anybody who
has opposed the motion put forward by K. Santhanam. There might be different ways of praising it, but at
bottom and fundamentally, these speeches are nothing but praising the amendment”. The amendment was
accepted; it became Article 40 of the Constitution finally passed by the Assembly.
Article 40 now has become the prime Article according to which village Panchayat Raj system has
been set up. The freedom struggle was regarded as the gensis of Panchayat Raj system as per the Gandhian
plan for village Panchayat Raj.
CONCLUSION:
Thus the constituent assembly can be regarded as real architect for the modernizing of village
panchayats. The age old village panchayats have enjoyed autonomy by maintaining their relations with their
over lords. The same system the congress wanted to persist. Going through this agenda hectic deliberations
were held in the constituent assembly.
REFERENCE:
1.
Granville Austin, The Indian Constitution: Cornerstone of a Nation, Bombay: Oxford, 1972,
2.
S.R. Maheswari Local Government in India, Agra: Laxmi Narayan Agarwal Publications 1970.
3.
Pyarelal, Towards, New Horizons, Ahmedabad : Navjivan, 1959, emphasis added.
4.
Malviya. Village Panchayats in India, All India Congress Committee, New Delhi 1956.
5.
Shriman Narayan, Principles of Gandhian Planning, Allahabad: Kitab Mahal, 1960.
6.
B.N. Rau, India’s Constitution in the Making, B. Shiva Rao (Ed) New Delhi: Orient Longmans, 1960,
Emphasis added.
7.
Panchayat Raj An Analytical Survey, M. Shiviah, National Institute of Community Development,
Rajendra Nagar, Hyderabad.
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ROLE OF RECRUITMENT & SELECTION
POLICIES IN CENTRAL CO-OPERATIVE
BANKS
1.
DR. RIMJHIM GUPTA, PIBS, Udaipur (Raj.)
2. MRS. TANUJA JAIN, Research Scholar
KEYWORDS: Human resource, Recruitment, Selection, Employee efficiency.
SUBJECT: COMMERCE
ABSTRACT
Human resources are a term used to describe the individuals who comprise the workforce of an organization.
The use of the term 'human resources' by organizations to describe the workforce capacity available to devote
to the achievement of its strategies has drawn upon concepts developed in Organizational Psychology.
“Recruitment forms a major part of an organization's overall resourcing strategies, which identify and secure
people needed for the organization to survive and succeed in the short to medium-term.”
“Selection is the process in which candidates for employment are divided into two classes, those who are
offered employment and those who are not to be.”
Better recruitment and selection strategies result in improved organizational outcomes. With reference to this
context, the research paper entitled Recruitment and Selection has been prepared to put a light on
Recruitment and Selection process. The main objective is to identify general practices that organizations use to
recruit and select employees and, to determine how the recruitment and selection practices affect employee
efficiency in central cooperative banks. It is a conceptual study and mainly based on secondary data.
INTRODUCTION:
Co-operatives are organized group of people and jointly managed and democratically controlled enterprises.
The purpose and objectives of co-operatives provide the framework for co-operative corporate governance.
Co-operative governance is therefore about ensuring co-operative relevance and performance by connecting
members, management and employees to the policy, strategy and decision making process.
Co-operative banks has successfully completed more than five decades of success to the state of Rajasthan in
general and to the rural and farming community in particular. The banks was established to provide short term
agriculture loan for agricultural, rural development, non-agricultural loans, employment oriented schemes and
short term loans.
At present there are 29 District Central Co-operative banks (DCCB’S) operating in Rajasthan whose activities
are regulated and supervised by Rajasthan State Co-operative Bank (Apex Bank).
HR policies and practices are one of the important source of competitive advantage among banks. To compete
successfully in this competitive era banks continually improving their performance by improving HR policies
and practices. Many researches have proved that the HR policies and practices have a positive relationship
with employees efficiency. There are several factors which affect an employee’s efficiency but present study
focuses on the relationship between recruitment & selection and employee’s performance. The purpose of
this study is to evaluate the role of recruitment selection policies in district central cooperative banks.
An effective approach to recruitment and selection can help an organization to maximize the competitive
advantages by choosing the best pool of candidates quickly and cost efficiently (Kleiman, 2005). But successful
recruitment and selection can be costly and time-consuming. Still, recruitment and selection is crucial for a
business, because unsuccessful recruitment and selection can be responsible for the failure of the business
(Ahmed, Tabassum & Hossain, 2006).
RECRUITMENT AND SELECTION:
Successful human resource should identify human resource needs in the organization. Once the needs are
identified, the process of recruitment or acquisition function starts.
Recruitment is the discovering of potential candidates for actual or anticipated organizational vacancies. Or,
from another perspective, it is a linking activity bringing together those with jobs to fill and those seeking job.
The ideal recruitment effort will attract a large number of qualified applicants who will take the job if it is
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offered. It should also provide information so that unqualified applicants can self select themselves out of job
candidacy; this is, a good recruiting program should attract the qualified and not attract the unqualified. This
dual objective will minimize the cost of processing
unqualified candidates.
DEFINITION OF RECRUITMENT:

Recruitment is the process of attracting prospective employees and stimulating them for
applying job in an organization.

Recruitment is the process of hiring the right kinds of candidates on the right job.
METHODS OF RECRUITMENT:
There are various methods of recruitment but for the sake of simplicity, they have been categorized under two
broad headings.

Internal Recruitment

External Recruitment
BENEFITS AND IMPORTANCE OF RECRUITMENT:
(1).Helps to create a talent pool of potential candidates for the benefits of the organization.
(2).To increases the pool of job seeking candidates at minimum cost.
(3).It helps to increase the success rate of selection process by decreasing the no of visits qualified or
over qualified job applicants.
(4).Helps in identifying and preparing potential job applicants who will be the appropriate candidature for the
job.
(5).Finally it helps in increasing organization and individual effectiveness of various recruiting techniques and
for all the types of job applicants. .
SELECTION:
Selection is the process of picking individuals who have relevant qualifications to fill jobs in an organization.
Selection is much more than just choosing the best candidate. It is an attempt to strike a happy balance
between what the applicant can and wants to do and what the organization requires.
IMPORTANCE OF SELECTION:
Selecting the right employees is important for three main reasons: performance, costs and legal obligations.
Performance: At first, our own performance depends in part of our own subordinates. Employees with right
skills will do a better job for any company and for the owner. Employees without these requisite skills or who
are abrasive would not perform effectively and the company performance will suffer to a great extent. So
there is a time to screen out undesirables and to choose the better and perfect candidate that can effectively
contribute to company success.
Cost: Second, it is important because it is costly to recruit and hire employees so cost-benefit ratio have to be
considered while hiring of employees in order to avoid any unnecessary wastage of money and the valuable
resources .The total cost of hiring a manager could easily be 10 times as high as once one add search fees,
interviewing time, reference checking, and travel and moving expenses.
Legal Obligations: Thirdly it is important because of the two legal implications of incompetent hiring. Firstly
equal employment law requires nondiscriminatory selection procedures for selected groups. Secondly, courts
will find the employer liable when employees with criminal records or other problems use access to
customers’ homes to commit crimes. Lawyers call hiring workers with such backgrounds, without proper
safeguards, negligent hiring. So the negligent hiring highlights the need to think through
what the job human requirements are. So in order to avoid the concept of negligent hiring, it is necessary to
make a systematic effort in order to gain relevant information about the applicant and verify all the
documentation.
ESSENTIALS AND PREREQUISITES OF SELECTION:
(1) Picking individuals possessing relevant qualifications.
(2) Matching job requirements with the profile of the candidates.
(3) Using multiple tools and techniques to find the most suitable candidate suitable.
(4) Of achieving success on the job
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THE PROCESS OF SELECTION:
(1) Reception
(2) Screening Interview
(3) Application Blank
(4) Selection Tests
(5) Selection Interview
(6) Medical Examination
(7) Reference Checks
(8) Hiring Decisions
Selection is usually a series of hurdles or steps. Each one must be successfully cleared before the applicant
proceeds to the next.
RECRUITMENT AND SELECTION IN DISTRICT CENTRAL COOPERATIVE BANKS:
Once the human resource planning is complete, the next step is to acquire personnel necessary to ensure the
continued operation of the organization. In the absence of scientific recruitment and selection procedure, the
management of any organization may fall to select the right man with the right skills for development, doing
the right job, in the right environment. Moreover, the employees must have faith in the system of recruitment
and selection. Recruitment provides the opportunity to cater to changing needs of people by either
repositioning current employees or injecting fresh blood into the organizational veins.
There are three modes of recruitment in the cooperative banks, namely(a)
(b)
(c)
By direct recruitment
By taking persons on deputation from Government or from sister cooperative institutions
By promotion
The main sources of recruitment is newspaper advertisement but in cooperative organization, information in
respect of vacant posts is conveyed through the system of circular to the State Employment Exchange which
receives a restricted distribution. Thus in the absence of a wide publicity of vacant posts , the service in
cooperative banks is easily available to the persons known to the top and middle executives.
Internal promotion can be a good practice if merit is not sacrificed. Similarly , recruiting like-minded people
can become a bad practice if it leads to organizational behaviour where diversity is resented. Cooperative
banks typically apply precise and rigorous guidelines to admit members but do not show the same
commitment when it comes to recruiting people, despite the fact that hiring decision involves enormous costs
when one takes into account the recruitment costs, training costs, salary and benefit over the tenure of
employees and replacement cost.
Deputation of Government officers to hold the key posts in cooperative banks is a widely prevalent practice.
This practice is consequence upon the dependence of cooperative banks on the government for financial and
managerial assistance. The practice of deputation affects the banks employees in certain respect, particularly,
the promotion prospects at the higher echelons. Further the cooperative banks, unlike commercial banks, have
local identity and the image and have strong banks with local community. Cooperative banks prefer to recruit
local candidate particularly for managerial cadre post due to the fact that they are well adjusted to the local
environment.
LITERATURE REVIEW:
According to Edwin B Flippo
Recruitment is nothing but the process of searching the candidates for employment and then stimulating them
for jobs in the organization. It is the activity that links the employees and the job seekers. It is also defined as
the process of finding and attracting capable applicants for employment. It is the pool of applicants from which
the new employees are selected. It can also be defined as a process to discover sources of manpower to meet
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the requirement of the staffing schedule and to employ effective measures for attracting the manpower in
adequate numbers in order to facilitate the effective selection of an efficient working force.
According to David A De Cenzo
The recruitment needs are of three types which are as follow:
(a) First one is Planned Needs: These are the needs that arise from the changes in the organization and
retirement policy creating vacancy for new jobs.
(b).Second one is Anticipated Needs: These are those movements in personal which an organization can
predict by studying trends both in external as well as internal environment.
(c) Last one is Unexpected Needs: These needs arise due to various reasons like deaths, resignations,
accidents, illness, relocation etc.
Jovanovic (2004) said recruitment is a process of attracting a pool of high quality applicants so as to select the
best among them. For this reason, top performing companies devoted considerable resources and energy to
creating high quality selection systems.
SCOPE OF THE STUDY:
The scope of study is limited to employees of District Central Cooperative Banks in Southern Rajasthan. This
research has mainly focused on the study of the Recruitment & Selection policies of district central cooperative bank in Rajasthan and its impact on their employee efficiency.
OBJECTIVE OF THE STUDY:



To study policies and practices of recruitments and selection in District Central Co-operative banks.
To find out the sources of recruitment in District Central Co-operative banks.
To find out the problems related to recruitment and selection in District Central Co-operative banks.
FINDINGS:

The existing recruitment process of banks is good but it has some shortcomings that is being Covered in
recommendations and on overall the recruitment department has pressure on it.

The ratio of selected candidates to joining candidates is quite effective and highest in number as the
employees being selected are also of the view that they are analyzed properly and effectively.
CONCLUSION:
On the basis of the findings of the study investigation, the following conclusions can be drawn. As District
central cooperative Bank is giving more emphasize on external sources of recruitment, it is getting the
freedom of choosing from a wide range of diverse candidates (Mathis & Jackson, 2005). Political forces and
personal biases can be eliminated by such recruitment policies (Fisher, Schoenfeldt & Shaw, 2004). But as
internal recruitment is less costly and time consuming compared to external recruitment, Bank should try to
balance between internal and external recruitment based on the type of the job, availability of time and
financial conditions. To increase the employee retention,
Bank can use employee referral for recruitment purpose. Promotion and transfer will ensure the career
development focus of Basic Bank and at the same time it will help to improve the employee morale (Mathis &
Jackson, 2005). A drawback of cooperative banks is that they are not able to attract professionally qualified
candidate because of the poor salary structure. The only way to attract professionals would be when
compensation needs to be internally consistent and externally competitive.
At present , the pace of recruitment in Indian cooperative banking sector has slowed down and for a long time
, there has been almost negligible recruitment. The recruitment of persons in cooperative banks assumes
special importance because, apart from being competent on the special jobs, they must also be well versed in
human dealings and public relations.
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REFERENCES:
1. Ahmed, J. U., Tabassum, A. & Hossain, T. (2006) Human Resource Management Practices: A Case Study of
the Supply Chain Department of Square Pharmaceuticals Ltd, Sri Lankan Journal of Management, 11: 1
2. Fisher, C. D., Schoenfeldt, L. F. & Shaw, J. B. (2004) Human Resources Management,
New Delhi: Biztantra.
3.Jovanovic, Boyan (2004), Selection and the evolution of industry. Econometrica, 50(3): 649-670
4.Wanous, J.P., and Reichers, A.E. (2000). New employee orientation Programs. Human Resource Management
Review, 10, 435-451.
5.Shikha N. Khera (2010) “Human Resource Practices and Their Impact on Employees Productivity- A
Perceptual Analysis of Private, Public and Foreign Bank Employees in India”, DSM Business Review, Vol2, No 1 (
June 2010 )
Books and websites:
C.B.Gupta- POM for Bankers, Sultan Chand &Sons 1994


Cambell J.P.- Personnel Training and Development, Annual Review of Psychology. Vol 22, No 1
Prabhu Nath Prasad N- Banking, Sultan Chand &Sons.

L.M. Prasad- Principles and Practices of Management, Sultan Chand &Sons.

Laud G. M.(1992)-“Cooperative Banking in India” Himalaya publishing House, Bombay 1992, p-B86.

www.hrmbusiness.com
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RESEARCH PAPER
Quality Improvement in Teacher
Education: A Practical Approach
DR. SUSHIL KUMAR DUBEY
SPKM Mahila College of Education, Jetpur, Rajkot, Gujarat
KEYWORDS:
SUBJECT: EDUCATION
Abstract:
st
In 21 centaury expanding of knowledge, quality improvement in education is not essential but
inevitable. We can not improve quality in education enough because quality depends upon lots of factors.
So all factors which relevant to quality play a significant role. Through the paper we want to discuss here
some points related quality improvement of education in Indian context.
Preface:
Education for all formula has been accepted by our country. Educational person easily understand the
problem of society and nation, and play important role to solve it. To develop a democratic Value, to
develop more Scientific Attitude of Society, understanding and solving problem of society and nation,
st
quality in education is required. In 21 centaury expanding of knowledge, quality improvement in
education is not essential but inevitable. Let’s us discuss about some points, they will be helpful in quality
improving in education.
Quality:

Quality has been the driving force behind all human endeavors.

Quality is a unifying force; it provides a unity of purpose in the school.

Quality generally signifies the degree of excellence.

Quality depends upon our sincerity of purposes, our vision and conviction to do our duties.

In the simplest form, quality may be defined as quest for perfection.

Quality is a multi faceted context .It encompasses how learning is organized and managed, what
the concept of learning is, what level of learning is achieved, what it leads to in term of outcomes and
what goes on in the learning environment.
Quality of Education:
Quality of education may be defined as it’s effectiveness in achieving its objectives. Some objectives are
as under:

Development of the child as a good learner.

Development of the child as a good person.

Development of the child as a good citizen.

Development of the child as a good worker.

In short objectives of education are to develop a child in to a self reliant and self dependant and
nurture him /her physically, mentally and socially.
Factor Related with Quality:

-UNESCO views quality in six dimensions that is: Learners, environment, content, processes,
outcomes and responsiveness.

-Infrastructure facilities, classroom environment, curriculum, Instructional strategies, motivation,
teaching

-learning material, evaluation, assessment, monitoring, community participation and support are
also play an important and significant role for quality.
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RESEARCH PAPER

Teacher’s and student’s actions are directly related to quality therefor we discuss only about
characteristic and skill of teachers and students as a responsible factor for quality.
Teachers:
Teachers influenced for learning of students not only through the classroom -teaching, but also through
their own personality behavior, attitude, etc. Some characteristics and skills of Teachers related to quality
are as under.
Teachers Improvement:
 New educational policy has laid adequate emphasis on need for ‘Teacher improvement’ in
educational processes. Including efficiency, knowledge, skills, competencies etc. Therefore Teachers
efficiency, teachers’ knowledge, teachers’ skill and competencies are responsible for quality.
Quality of good Teacher:
 Teaching is said to be a nation building activity and the teacher is the architect of the future. In the
present day, good teacher plays vital role in developing the personality of the child and thus expected to
possess up to date knowledge of subject and be in touch with the latest developments taking place in the
field of education.
 So we can not improve quality of education without raising the quality of the teacher with whom
they study.
 Teacher must be passionate about the subject that they are teaching.
Preparation and planning skill of Teachers:
 Preparation and careful planning of the Teacher about the subject that they are teaching is a vita l
ingredient for quality.
Professional Development:
 Professional development, continuing education and collegiality are important for quality.
Relation, Respect and expectation:

Taking the time to build relationship with students opens a door of opportunity for learning.

All children deserve respect and autonomy. Children’s thoughts and feelings are important.
 Expectations shape achievement and positive expectations give direction.
Effectiveness and Efficiency:

Effectiveness and Efficiency of Teacher for reduce a gap between expected outcome (expected
terminal behaviors) and actual outcome (actual terminal behaviors).
Skill of using aids.

Skill of using some projected and non-projected aids and computer assisted instruction of
teachers are also responsible for quality.
Role and Responsibility:

The teacher’s role is to provide a variety of learning experience which includes choices for
students and strategies to enhance learning.

The Teacher’s role to serve as facilitators’ motivator also.

Awareness about responsibility of teacher is essential for quality (why do we know ? ,why should
I be a teacher ? , why should I teach ? , why be a teacher educator ? )
Personal and Interpersonal competencies of Teacher:
Personal competencies:

Personal vision: - Personal awareness, imagination, conscience, Independent will.

Personal Leadership: - security, wisdom, power, guidance.

Personal management: - Time management, self management, and long term organizing, weekly
organizing.
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Interpersonal competencies:

Balanced self renewal: - spiritual, emotional, mental, physical, social.

Creative co-operations:- synergetic communication. Valuing the differences, force field analysis,
and all nature is synergetic.

Empathetic communication: Character & communication, Empathetic listening, Autobiographical
responses, understanding.

Inter personal leadership: Relationship, character, supportive System, agreement, processes.
Students:
Students related to quality are as underCondition of student’s live:
Students’ living conditions are also their learning conditions.
Health of students:

We can not improve quality of education if we fail to attend a medical need of students.
Poverty:

Impact of poverty on student’s lives to ensure conditions that make it possible for teacher to
teach and student to learn.

We will not be able to greatly improve quality of education until we find way to reduce family
poverty of student.
Nature of student learning:

All students can learn, but at different rate and at different levels.

Growth and development of students occur in predictable stages.
Types of students-learners:
Basically three types of learner

Visual learner

Auditory learner

Kinesthetic learner

Using appropriate instructional strategy for different types of learner is related to quality.
Student’s Need:

Students need teacher, who hold high expectation for their learning, regardless of how they are
doing now.

Students need teacher who can engage them academically by building on what they know and
what interest them.

Students need teachers who can relate to their families and communities, and read them as well
as their families in culturally accurate ways.

Students need teachers who can envision them as constructive participants in a multi cultural
democracy.
Quality learners:

Quality learners according to UNESCO are learners who are healthy and supported in learning by
their families and communities.

Poor health is one of the factors that contribute to absenteeism and irregular attendance in
schools.
st
Prepare autonomous learner for 21 century:

Five special capacities that are required to build in education system for nurturing the students,
they are research and inquiry, creativity and innovation, use of high technology, inter preneurial ability
and moral leadership.
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
If we develop these five capacities in our students we will produce ‘autonomous learner’ a self –
directed, self- controlled, lifelong learners, who will have the capacity to both, respect and at the same
time capable of questioning authority in an appropriate manner .
Conclusion:
After discussing the all above point in short we can say that if we fulfill our duty for education reforms.
Community understand problem of education and give positive support for education reform. We can not
improve quality in education enough because quality depends upon lots of factor. So all factors which
relevant to quality play a significant role. If we neglect some factors, we can not do quality improvement
in education or quality improvement at school level also. “Quality and exce llence do not happen
accidentally, hard work in right direction is needed to achieve it”.
References:
Barbara Levin. (2008). Investigating the content and sources of teacher- candidate’s personal practical
theories, Journal of teacher Education, 59 (1) 55-68.
Block, A. A. (2008). Why should I be a teacher? Journal of Teacher Education , 59(5), 416-427.
Christine, Sleeter. (2008).an invitation to support diverse students through teacher education, Journal of
Teacher Education, 59(3), 212-219
Joshi, H.O., “Learning style”, a UN published article, Rajkot: Saurashtra University, 1999.
Jyothi, T.N. (2007). Status of in-service teacher education: need for quality improvement .GYAN-The
Journal of Education. 3(2) 4(1), 42-47.
Niladri, Pradhan. (2007).Primary Education in India: The Quality Panorama in the global context. GYANThe Journal of Education, 3 (2) & 4(1), 76-79
Pandey, S. Para Teachers and Quality concern in Primary Education: the Indian Dilemma. Published
article, university news, NCERT: New Delhi, April 2005, Vol. No. 43 P.12-20
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RESEARCH PAPER
ELECTRONIC ACCOUNTING: GLOBAL
PROSPECTS
DR. SAMIR MAZIDBHAI VOHRA
Principal,HNSB College of Management Studies,College Campus, Motipura,Himatnagar
KEYWORDS: Electronic Accounting, Globalization. Accounting System, Models
SUBJECT: COMMERCE
ABSTRACT
At present due to Globalization and Competition there is constant growth in use of information and
communication technology in business to support the exchange of data information within and between
organizations. New technologies have provided new business opportunities and operations.
E-Accounting is new development in field of accounting. In an electronic accounting system, source documents
and accounting records exist in digital form instead of on paper.
It further discusses the factors influencing small and medium-sized accounting agencies to adopt E-Accounting.
The paper focuses on adoption model developed by Iacovou (1995). The model includes four factors as
determinants of adoption: perceived benefits, organizational readiness, external pressure and trust.
This paper is based on a initial review of the literature about E-Accounting and provides a brief summary of the
theoretical part of the study. It also focuses on concept, definition, uses, benefits, limitations, problems and
prospects of E-Accounting as well as E-Accounting model comprehensively. It also provides brief outline of
adoption and impact of E-Accounting.
Introduction
Accounting plays a crucial role in the success or failure of business organizations. Accounting Systems are
responsible for recording, analyzing, monitoring and evaluating the financial conditions of organizations or
companies, preparation of documents necessary for tax purposes, providing information to support the many
other organizational functions such as production, marketing, human resource management and strategic
planning.
At present due to Globalization and Competition there is constant growth in use of information and
communication technology in business to support the exchange of data information within and between
organizations.
In order to survive, organizations need updated, accurate and timely accounting information. Without such a
system it will be very difficult for organizations to determine performance, identify customer and supplier
account balances and forecast future performance of the organization.
The primary purpose of an accounting information system (AIS) is the collection and recording of data and
information regarding events that have an economic impact upon organizations and the maintenance,
processing and communication of such information to internal and external stakeholders (Stefanou, 2006).
Prior to advent of Personal Computers, business were limited to manual methods for keeping track of financial
data. According to Tavakolian (1995), the manual accounting systems consisted of paper ledgers, typewriters
and calculators. Typewriters were used to type invoices and cheques, and all calculations were performed
using calculators. However, with this system it was possible for errors to be introduced into the data since they
could go undetected for quite some time.
The Accounting Industry changed with the arrival of personal computers. New technologies, like the Internet
and Mobile Solutions, have provided new business opportunities and operations.
What is therefore E – Accounting Practice?
E- Accounting refers to Electronic Accounting, a term used to describe an accounting system that relies on
computer technology for capturing and processing financial data in organizations.
E- Accounting is new development in field of accounting. In an electronic accounting system, source
documents and accounting records exist in digital form instead of on paper.
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The idea of a “paperless accounting” has been brought forward mainly by authorized auditors during the last
decade (Vathera & Salmi 1998).
When organizations adopt E – Accounting, they usually discover that even though computerized accounting
systems handle financial data efficiently, their value is that they are able to generate immediate reports
regarding the organization (Hotch, 1992).
Although the proliferation of accounting software and PC has created an opportunity for organizations to
adopt E – Accounting. At the same time it also creates problems and risks for new innovation adoption.
Accounting is a critical application in organizations of all sizes and here they are encouraged to adopt new
technologies or face obsolescence. On the other hand experimenting with new technologies at the expense of
the accounting data can be a risky proposition (Preston, 1993).
With the adoption or implementation of E-Accounting, there are certain factors which influence computer
adoption and implementation too. Studying the factor that influence computer adoption, internet adoption
and accounting software adoption, Taragola et al (2001) concluded that the probability of computer adoption
is significantly influenced by business size, importance of creativity and innovation, educational level and
computer training of the firm manager and the partner.
However, internet adoption is positively related to computer training of the firm manager, creativity and
innovation, growth, stabilization and negatively related to intrinsic objectives (being independent).
Number of concepts used in the literature relating to the use of technology in financial accounting. Online,
Real-Time Accounting(RTA), On-Line Input Systems, On- Line Real-Time Processing and On-Line Reporting.
Meaning & Definition
In the era of Internet and Electronic Commerce, E- Accounting (Electronic Accounting or E-Accounting) is a new
information technology terminology based on the changing role of accountants, where advances in technology
have relegated the mechanical aspects of accounting to computer.
In broder sense, this new terminology means performing the accounting functions, reviewing electronically
Accounting Standards, conducting the accounting research and the accounting education through various
Computerized/Internet Accounting Tools as : digital tool kits, various internet resources, international webbased materials, institute and company database, web links, internet based accounting software, XBRL and
electronic financial spreadsheet tools (as Electronic Zakat (tax) calculations), to provide efficient decision
making.
E-Accounting is a term originally Coined by Joanie Mann at InsynQ one of the founders of the ASP industry, and
was introduced in 1998 along with InsynQ’s hosted QuickBooks offerings under the banner of InsynQ
Accounting Solutions, and later CPAASP.
The new accountants are concerned about the implications of these numbers and their effects on the decisionmaking process, both from company and individual investor perspective.
1.
According to IFAC (2002:1) E- Business is believed to have a significant impact also on accounting
systems, through changing business processes and the evidence available to support business transactions,
and leading to change in the accounting records maintained and the accounting procedures followed.
Automatic transmission of information and data on operating activities directly into the accounting system
through the use of integrated software solutions may become the result (IFAC, 2002:8).
2.
Bodnar and Hopwood (2001) use concepts like On-line input systems, On-line real-time processing’s
and On-line reporting state as follows:
“In paperless input systems transactions are input directly into the computer network, and the need for keying
in source documents is eliminated”.
3.
Rezaee et. Al. (2000 & 2001) write:
“Many economic events are now being captured, measured, recognized, and reported electronically, without
any paper documentation; and online, real-time accounting is emerging as the system of choice”.
“Under real-time accounting (RTA) systems, much of the financial information and audit evidence are available
only in electronic form. Traditional source documents such as purchase orders, invoices, and checks are
replaced with electronic messages, and underlying accounting data (e.g. journal, ledgers, and schedules are in
electronic form or files”.
4.
An E- Accounting System could be thought of as an inter organizational system because of its
capability to electronically integrate a set of firms.
E – Accounting Global Prospects
E- Accounting concept is adopted at International level. Online accounting relates to accounting that can be
done on the World Wide.
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“Online Office” suites are offered by websites in the form of software as a service. They can be accessed online
from any Internet – enabled device running and operating system. This allows people to work together
worldwide and at any time, thereby leading to international web-based collaborations and virtual teamwork.
Due to simplicity in use, easy accessibility, competitions and to provide more and easy information to the
stakeholders and other related parties large number of organizations or companies adopted E- Accounting.
The International Accounting Standards Board is developing new standards which can be utilized for EAccounting at international level. The International Federation of Accountants is searching new tools of EAccounting for quality accounting education and its development.
There are so many international accounting organizations that support E-Accounting. They are; The UK’s
Financial Reporting Review Panel, The UK and Irish Auditing Practices Board, American Accounting Association
(AAA), Association of Chartered Certified Accountants, Accounting Education Foundation of Nova Scotia etc.
Due to E-Accounting Software, life becomes extremely simple globally and it helps to eliminate the entire
accounting complexities worldwide.
E-Accounting is globally accepted and more and more innovations and research is being carried out by
researchers, experts worldwide to provide flexible and easily comprehension business solution, akin to the
manual accounting system, which mimics the human train of thought, while optimizing advances in
technology. No Wonder, it has become an indispensable tool across the world, to grow their business in a cost
effective manner.
E-Accounting Model
The original research model developed by Iacovou et al. (1995:467) was based on extensive review of the
literature on EDI (Electronic Data Interchange) adoption and small business IT. The Iacovou et. Al. (1995) model
has also been empirically tested and the determinants were found to be significant predictors of intent to
adopt EDI (Chwelos et al. 2001). The researcher identified three factors – perceived benefits of EDI,
organizational readiness, and external pressures – as the main reason that could explain the EDI adoption
behavior of small firms and the expected impact of the technology. Of these factors external pressure and
readiness were considerably more important than perceived benefits. The original model is shown in Figure 1.
Figure - 1
EDI Impact
Small Business EDI Adoption Model (Iacovou et al. 1995:467)
Perceived benefits refer to the level of recognition of the relative advantage that EDI technology can provide
the organization (Iacovou et al. 1995:468). These benefits can, according to the researchers, be grouped into
direct benefits, for example reduced transaction cost and higher information quality, and indirect benefits or
opportunities, which refer to the impact on business processes and relationships, for example increased
operational efficiency, better customer service, and increased ability to compete.
Organizational readiness refers to the level of financial and technological resources of the firm. Further,
financial readiness refers to financial resources available to pay for installation costs, implementation of any
subsequent enhancements, and ongoing expenses during the usage whereas technological readiness is
concerned with the level of sophistication of IT usage and IT management in an organization ( Iacovou et al.
1995:468-469).
External pressure to adopt refers to influences from the organizational environment. The two main source of
external pressure to adopt are competitive pressure and the imposition by trading partners. As more
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RESEARCH PAPER
competitors and trading partners become EDI- capable, small firms are more inclined to adopt EDI in order to
maintain their own competitive position (Iacovou et al. 1995:470).
EDI Adoption is the process during which the small business becomes capable of transacting via EDI. EDI
integration is the phase during which a firm alters its business practices and applications so that they interface
with its EDI applications internally with other applications and externally with other trading partners. Adoption
and integration can also be undertaken at the same time (Iacovou et al. 1995:468).
EDI impact refers to the actual benefits adopters receive from utilizing EDI. It is assumed that the level of
integration of EDI is positively related to the benefits and adopter can receive. Usually, non-integrated EDI
systems will offer adopters only direct benefits, whereas integrated systems will offer both direct and indirect
benefits (Iacovou et al. 1995:468).
The adoption of EDI requires coordination between at least two organizations, the relationship between the
organization and its prospective trading partners. A similar cooperation is assumed to be needed in an inter
organizational E-Accounting system between the accounting agency and its clients.
E-Accounting is. As such, an example of a technology with network effects. Thus, the actions of one firm will
depend on other firms. This kind of collective actions and technology have been studied within a number of
disciplines, for example the study of Bouchard (1993) about “critical mass theory”. The positive benefits of
having a critical mass of firms adopting the same technology is however only one aspect. Another significant
factor is enacted power, such as when one firm “encourages” the other one to adopt E-Accounting.
Although the Iacovou et al. (1995) model was found significant for EDI adoption, the model is slightly extended
with the fourth factor “Trust”, which is believed to be relevant in this context.
Drawn upon prior research by Hart and Saunders (1997), the extension of the model with the factor trust is
motivated by the fact that it encourages firms to make the necessary investments and discourages
opportunistic behavior. Researchers have found different dimensions of trust, such as competence, openness,
caring, and reliability. In this context trust is mainly considered as openness and reliability. Openness may, for
example, mean willingness to share rather than withhold information and thus improve the efficiency of the
partners operations. Reliability may concern transmission of accurate data and information between the
partners.
According to Hart & Saunders some managers, particularly those in smaller firms, seem to resist adoption of
EDI even while they appreciate the potential benefits of EDI. Consequently, trust may be an important factor
to consider also when studying factors influencing the adoption of E-Accounting.
Impact of EAccounting
E-
AAAAAAcc
ounting
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RESEARCH PAPER
Figure - 2
E-Accounting Adoption Model
According to the Accounting Board (2000) the use of automation will lead to a more efficient and reliable
accounting as well as reduce the costs of accounting. These are, however, only perceived benefits and the
obtained benefits might differ. As the benefits of and E-Accounting system are not widely known or visible, it
feels useful and interesting to make a further investigation on the subject. Also, the perceived benefits of nonadopters and adopters of E-Accounting may differ, as the non-adopters are expected to describe what they
think will be the future, potential benefits, but the adopters are assumed to be more precise about the actual
benefits.
E – Accounting Uses

Accounts payable

Job costing

Payroll

Accounts receivable

Facilitate future planning and growth

Financial write-up and reporting

Bank and account reconciliations

Quarterly tax reporting

Compliance reporting

Tax return preparation

Internal financial consultant

Establish the control system

Inform those concerned of financial condition

Supply the business with adequate information

Maintain contact with government agencies, bankers, etc.
E-Accounting Benefits
E-Accounting facilitates timely, accurate accounting and financial information which is crucial and very
important for the organizations in this competitive world. Through E-Accounting all the interested parties can
easily access and well equipped themselves regarding the financial position of the organizations, from any
geographical location. E-Accounting helps organizations to keep their financial data in up to date and
systematic format in a safe, secure environment, allowing real time access to authorized users, irrespective of
their location.
The main benefit of E-Accounting can be listed below:
1.
Up to date information is available to interested parties at their fingertips.
2.
Quicker business decisions can be taken due better information.
3.
No problems with employee turnover, vacations and absenteeism.
4.
In the case of critical crises only accounting function needs attention.
5.
Facilitates in future planning and growth.
6.
All the organizations are in safe mode due to back up facility and server.
7.
At most useful and very economical to provide details, data and service to large number of clients and
for Government, Income Tax, Sales Tax, Excise and Customs Departments
8.
It provides a flexible and easily comprehensible business solution, akin to the manual accounting
system, which mimics the human train of thought, while optimizing advances in technology.
9.
It benefits the businesses to grow their business in cost effective manner.
10.
No need of hiring/training expertise accounting and payroll staffs.
11.
No communication gap and difficulties between the accountant and business owner or organization.
12.
No need to upgrade software and annual updates from client side.
13.
Cost saving on office space (rent for additional offices).
14.
Helps in establishing strong control system.
15.
Internal audit can be done frequently with ease and mistakes and frauds can be detected.
16.
It is multi-user and multi-site access and has a single or multiple shared databases.
Problems of E- Accounting
1.
A network connection (usually Internet access) with computer software is required to send and
receive changes. That is, internet dependence makes it more difficult to work offline.
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RESEARCH PAPER
2.
Sometimes E-Accounting may lead to dependency, as organizations have to depend on the software’s
and electronic equipments.
3.
Those who practice and adopt E- Accounting must have sound accounting as well as computer
knowledge. Accounting transactions are classified, recorded and interpreted according to principles, so
insufficient knowledge of accounts and accounting software may lead to false or misappropriate accounts.
4.
Data security may be a problem as all the data is in a server and it is protected thorough passwords
and secret codes only and that can be changed or hacked.
5.
High speed broadband internet connections are required in E-Accounting which may increase
organizations cost.
6.
The investment and implementation costs needed to handle the accounting process electronically
may thus fell too high in small enterprises compared to the benefits achieved. This may be an important
problem in adoption of E- Accounting.
From the above limitations, it is clear that today, where information can be compromised and distributed,
assurance is needed to safeguard the information and data’s of the organizations globally. Being Professionals,
Accounting Boards and Bodies must ensure service integrity, observe professional ethics and generate trust
and confidence in the client for striking a lasting business relationship.
Future Prospects
A globally future prospect of E-Accounting is very bright. Those who teach do not know practice and those who
practice accounting do not know how to teach it. This has been the main reason responsible for slow
development of accounting education and practice. For effective and efficient adoption and implementation of
E-Accounting, accounting education and practice both are of vital importance.
The idea of “paperless accounting” is adopted worldwide. At present in world no-codes concept in accounting
software is introduce which is widely acceptable. Nowadays the mission of the software companies is to
provide a flexible and easily comprehensible business solution, akin to the manual accounting system, which
mimics the human train of thought, while optimizing advances in technology.
So, future perspective of E-Accounting is very bright and in coming year adaption and implementation of EAccounting may be statutory by the accounting bodies to make it universally acceptable.
Conclusion
E-Accounting or Online Accounting is new development in field of accounting. All the organizations attach a lot
of importance to financial information by employing well educated and professionals to handle their
accounting information. Organizations put in place accounting softwares to generate their financial
information. This has tendency to reduce cost, enhance clerical works, and provide sufficient space to store
data and process information for management decision in a timely manner. All major organizations and
institutions at national and international level are in the favour of E-Accounting.
Four main factors perceived benefits, organizational readiness, external pressure and trust that could explain
the E-Accounting adoption behavior and the expected impact of technology.
Although data security, speed of broadband, internet connection, generators, connectivity, appropriate
software’s etc. are the basic problems related with E-Accounting, National and International accounting bodies
and boards globally will ensure uniformity, service integrity, and professional ethics and generate confidence
to adopt and implement E- Accounting efficiently and smoothly.
References
Benita Gullkvist, Adoption and Impact of E-Accounting, [email protected],
pp.536-544.
Bodnar, G.H. & Hopwood, W.S. 2001. Accounting Information Systems. 8th ed. New Jersey : Prentice – Hall Inc.pp.411, 426-427.
Chwelos,P., Benbasat, I. & Dexter, A.S. 2001. Empirical Test of an EDI Adoption Model. Infornation Systems Research. Vol. 12. No. 3, 304321.
Hotch, R. (1992), Accounting: Financial Software, Nation’s Business, March 1992, pp. 46.
Iacovou, C.L., Benbasat, I. & Dexter, A.S. 1995. Electronic Data Interchange and Small Organizations: Adoption and Impact of Technology,
MIS Quarterly. Vol. 19. No. 4,
pp. 465-485.
Preston, A., (1993), Accounting Gets New Look: Vendors Cultivate Windows Packages, PC Week, May 1993, pp. 97.
Rezaee, Z., Elam, R. & Sharbatigblie, A. 2001, Continuous Auditing: The Audit of the Future Managerial Auditing Journal.Vol.16. No. 3,
150-158.
Rezaee, Z., Ford, W.F. & Elam, R. 2000. The Role of Internal Auditors in a Real-Time Accounting System: The Internal Auditor, April, vol.57,
62-67.
Stefanou,C.,(2006), The Complexity and the Research Area of AIS, Journal of Enterprise Information Management, 19(1), pp. 9-12.
Tavakolian, H, (1995), PC – Based Financial Software: Emerging Options, Industrial Management & Data Systems, 95(10), pp. 19-24.
71
RESEARCH PAPER
WinMAX Base Station Scheduling
Algorithm
RAJDEEP ASHOKBHAI JOSHI*
RAJNIKANT BHIKUBHAI MALVIYA**
SSSDIIT-JUNAGADH*
N.R.VEKARIYA INS.OF BUSINESS MANAGEMENT STUDIES-JUNAGADH**
KEYWORDS:
SUBJECT: COMPUTER SCIENCE
The basic IEEE 802.16 architecture consists of one Base Station (BS) and one (or more) Mobile Station
(MS). BS acts as a central entity to transfer all the data from MSs in a PMP (Point to Multipoint) mode.
Transmissions take place through two independent channels: Downlink Channel (from BS to MS) and
Uplink Channel (from MS to BS).
Uplink Channel is shared between all MSs while Downlink Channel is used only by BS. The standard
defines both Time Division Duplexing ( TDD) and Frequency Division Duplexing (FDD) for channel
allocation. The IEEE 802.16 is connection oriented. Each packet has to be associated with a connection
at MAC level. This provides a way for bandwidth request,association of Quality of Service (QoS) and other
traffic parameters and data transfer related actions. The standard supports five different flow classes for
QoS and the MAC supports a request-grant mechanism for data transmission in uplink direction. The
standard does not define a slot allocation criterion or scheduling architecture for any type of service. It is
necessary to provide a scheduling module.
Five types of service flows with distinct QoS requirements [1]:
Unsolicited Grant Services (UGS): designed to support Constant Bit Rate (CBR) services like voice
applications. Real-Time Polling Services (rtPS): designed to support real-time services that generate variable
size data packets on a periodic basis, such as MPEG video, but is sensitive to delay.
Extended Real-Time Polling Services (ertPS): support real-time applications with variable data-rates,
which require guaranteed data and delay, e.g. VoIP with silence suppression.
Non-Real-Time Polling Services (nrtPS): designed to support non-real-time and delay tolerant services
that require variable size data grant burst types on a regular basis such as FTP .
Best Effort (BE): designed to support data streams that do not require any guarantee in QoS such as
HTTP .
The standard provides specification for these different services, but does not specify any scheduling
architecture. A few scheduling architectures have been reported in the literature. In this paper we
discussed the different uplink and downlink scheduling algorithms.
Since the wireless networks are becoming an essential part of the Internet, multimedia communication
applications require the network to provide quality of service for packet flows. In wired networks, Fluid Fair
Queuing (FFQ) has been a popular algorithm to provide fairness among packet flows over a shared link and a
number of approximation algorithms have been proposed such as WFQ, SCFQ and WF2Q. These algorithms
are for wired networks and cannot be applied directly to wireless networks because a wireless channel
experiences location dependent and burst channel errors.
Following are some of the challenges in wireless networks:
Quality of wireless channel is typically different for different users and randomly changes with time
Wireless bandwidth is usually a scarce resource that needs to be used efficiently
Surplus amount of interference and higher error rates are typical Mobility complicates resource
allocation WiMAX Base Station Scheduling Algorithms 4 WiMAX Base Station Scheduling Algorithms
Solution Uplink Scheduling Algorithms On a per flow basis, an MS (Mobile Station) requests the BS for
bandwidth, for uplink. BS grants the total bandwidth for all the connections, belonging to that MS.
Then the MS redistributes the sum-total of the grant among its users according to the service class of the
user’ s connection and its QoS requirements. This allocation scheme is known as
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RESEARCH PAPER
Grant per MS (GPMS). By using Grant management Sub Header (GSH) and Bandwidth Request Header
(BRH), BS controls the MS’ s grant size (the amount of resources) to the size of the packet to be
transmitted.
We are discussing more about the different uplink scheduling algorithms and describing more about the
Latest Time Limit First with Reserved Bandwidth (L TL-RB).
Weighted Round Robin (WRR): It is a work-conserving algorithm in which it will continue allocating bandwidth
to the SSs as long as they have backlogged packets. The WRR algorithm assigns weight to each SS and the
bandwidth is then allocated according to the weights. Since the bandwidth is assigned according to the
weights only, the algorithm will not provide good performance in the presence of variable size packets.
Earliest deadline first (EDF): It is a work conserving algorithm originally proposed for real-time applications
in wide area networks. The algorithm assigns deadline to each packet and allocates bandwidth to the SS that
has the packet with the earliest deadline. Deadlines can be assigned to packets of a SS based on the
SS’ s maximum delay requirement. The EDF algorithm is suitable for SSs belonging to the UGS and rtPS
scheduling services, since SSs in this class have stringent delay requirements. Since SSs belonging to the
nrtPS service do not have a delay requirement, the EDF algorithm will schedule packets from these SSs
only if there are no packets from SSs of UGS or rtPS class.
Weighted Fair Queuing (WFQ): It is a packet-based approximation of the Generalized Processor Sharing
(GPS)
algorithm. GPS is an idealized algorithm that assumes a packet can be divided into bits and each bit
can be scheduled separately. The WFQ algorithm results in superior performance compared to the WRR
algorithm in the presence of variable size packets. The finish time of a packet is essentially the time the
packet would have finished service under the GPS algorithm. The disadvantage of the WFQ algorithm is that it
will service packets even if they wouldn’t have started service under the GPS algorithm. This is because the
WFQ algorithm does not consider the start time of a packet.
Bibliography :www.airspan.com
www.pwnets.com
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RESEARCH PAPER
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RESEARCH PAPER
A STUDY OF ATTITUDE TOWARD TEACHING OF
TRAINEE TEACHERS IN RELATION TO SEX,
FACULTY, CATEGORY AND TYPE OF INSTITUTE
DR. POORNIMA H.THAKER,Lecturer DIET Gandhinagar,GUJARAT
KEYWORDS:
SUBJECT: EDUCATION
ABSTRACT
In this study, conducted in the region of Saurashtra University Rajkot, Gujarat state, the
investigator tried to find out the Attitude towards Teaching of trainee teachers and found that there is
significant difference in the Attitude toward Teaching with respect to sex, faculty, category and type of
institute.
Introduction:
Herbert Spencer was one of the earliest psychologists to employ this term. Derived from the Latin
word “Aptus” it has on one hand the significance of fitness or connotes a subjective or mental state of
preparation of action. On the other hand, and attitude is an effective byproduct of an individual’s experience
and has its base in inner urges, acquired habits and environmental influences by which and individual is
surrounded. In other words the attitude is a result of personal desires and group stimulation. It is the part of
individual’s personality. But, an individual will be affected by the attitude and behavior of the groups with
which he is associated.
The attitude is concept of belief. One does or does not favor a particular object. One accepts some
path or rejects it. All these beliefs, favorableness and acceptance are the expressions of an attitude.
Definition of attitude:
Travers (1973) defined attitude, as “An attitude is a readiness to respond in such a way that behavior
is given a certain direction.”
Harriman (1950) States that “An attitude is defined as a mental set to respond to a situation with a
proper reaction where as sets may be temporary matters, attitudes are more or less stable.”
Walter (1950) “an attitude means mental or neural state of readiness organized through experience,
expecting a directive or dynamic influence upon the individual’s response to all objects and situations with
which it is treated.”
The main function of the teacher is to create learning environment in the class. An effective teacher
can create the environment that motivates the students. Also he creates proper climate of learning in the
class-room. The professional efficiency of teacher depends on many factors of which attitude are regarded as
an important one. The teacher with favorable attitude toward his profession is likely to have more professional
efficiency than that with unfavorable attitude.
Therefore the researcher wants to study attitude towards teaching profession of trainee teachers.
Research Studies related to Attitude toward Teaching Profession:
The male teacher scored significantly higher than female teacher. Wera. Chaisrisook. (1982)
concluded that that sex, experience and faculty affected the attitude. While Mathur. Sharda. (1988) found
exactly opposite results of Wera (1982). Chopra. R.K. (1984) and C. Janakavali (1999), found no significant
difference in attitude of male and female teachers. Sharma. Sunman. (1988) concluded that there was no
effect of caste and sex on the attitude of teachers. Maheshwari. P.C (1989) concluded that category affected
the attitude, while, sex did not influenced the attitude towards teaching. Gupta. Arum (1990) concluded that
there was a marked change in the attitude towards the teaching as far as female candidates were concerned.
Ramachandran. G. (1991) Concluded that female teacher-trainees had a more favorable attitude towards
teaching than male teacher-trainees. Topsham. H.N. (1991) found that sex, and caste (B.C/non-B.C.) had a
main effect on professional attitudes, Ganapathy. S. (1992) found that both male and female studentsteachers had a favorable attitude towards teaching profession.
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RESEARCH PAPER
Objectives:
(1)To Compare the Attitude towards teaching of male and female trainee teachers.
(2) To Compare the Attitude towards teaching of training of trainee teachers belonging to Arts and Science
faculty. (3) To Compare the Attitude towards teaching of trainee teacher belonging to open class category and
backward class category. (4) To compare the Attitude towards teaching of trainee teacher belonging to Aided
colleges and Non-Aided colleges.
Null Hypothesis:
(1) There is no significant mean difference in Attitude towards teaching of male and female trainee
teachers. (2) There is no significant mean difference in Attitude towards teaching of trainee teachers belonging
to Arts and Science faculty. (3) There is no significant mean difference in Attitude towards teaching of trainee
teachers belonging to open class category and backward class category. (4) There is no significant mean
difference in Attitude towards teaching of trainee teachers belonging to Aided colleges and Non-Aided
colleges.
Sample:
For the study, 878 trainee teachers were randomly selected from three aided and three non-aided
teacher training colleges, belonging to Saurashtra University Rajkot, Gujarat.
Tool:
To measure Attitude towards teaching, Teacher Attitude inventory, developed by,
Dr. S.P. Ahluwaliya was used The inventory was developed on the line of Likert, consists of 90 items. For Each
Statement five alternatives, strongly agree, agree, undecided, disagree and strong disagree, were give. The
coefficient of reliability of the inventory was 0.70.
Procedure:
Teacher Attitude Inventory was administered to the selected sample by the investigator. All the
necessary instructions were given to trainees before the administration of the scale. Trainees were asked to
responses to all the items of the scale. The responses were scored with the help of manual. The trainee
teacher were then classified into the different groups.
Result and Discussion:
The data were analyzed in term of means, standard deviation and mean difference
Table 1: Comparison between Male and Female trainee teacher with respect to the Attitude toward
teaching.
Variable
Male Trainee Teachers Female Trainee Teachers
t=Value
Level
of
(N=457)
(N=221)
significance
Attitude
Mean
S.D.
Mean
S.D
towards
11.88
Significant
273.01
25.46
289.5
10.61
teaching
From table-1, it is found that, t-value=11.88 is significant at 0.0f level. Hence the null hypothesis (1) is
rejected. It is concluded that there is significant difference in the attitude towards teaching of male and female
trainee teachers.
From table-2, it is found that , t-value=7.07 is significant at 0.05 level. Hence the null hypothesis (2) is
rejected, It is concluded that there is significant difference in the attitude toward teaching of trainee teachers
belonging to Arts and Science faculty.
Table 2 : Comparison between trainee teachers belonging to Arts and Science Faculty with respect
to Attitude Towards teaching
Trainee Teachers belonging Trainee Teachers belonging
Level
of
to Arts Faculty (N=448)
to Science Faculty(N=230)
Variable
t=Value
significance
Means
S.D
Mean
S.D
Attitude
towards
276.0
29.70
262.0
21.21
7.07
Significant
teaching
Table 3 : Comparison of the Attitude towards teaching of trainee teachers belonging to open class
category and backward class category.
Trainee Teachers belonging Trainee Teachers belonging
Level
of
Variable
t=Value
to open class category to backward class category
significance
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RESEARCH PAPER
Attitude
towards
teaching
(N=178)
Means
S.D
(N=500)
Mean
S.D
284.0
18.38
266.0
15.66
11.66
Significant
From table-3, it is found that, t-value=11.66 is significant at 0.0.5 level. Hence the null hypothesis (3)
is rejected. It is Concluded that there is significant difference in the attitude towards teaching of trainee
teachers belonging to open class category and backward class category.
Table 4 Comparison of the Attitude towards teaching of trainee teachers belonging to aided and non-aided
teacher training institutes.
Trainee Teachers of aided Trainee Teachers non-aided
Level
of
institute (N=233)
institute (N=500)
Variable
t=Value
significance
Means
S.D
Mean
S.D
Attitude
towards
282.5
19.74
265.0
14.14
12.01
Significant
teaching
From table -4, it is found that, t-values=12.08 is significant at 0.05. lever. hence the null hypothesis (4)
is rejected. It is concluded that there is significant difference in the attitude towards teaching of trainee
teachers belonging to aided and non-aided teacher training institutes.
References:
nd
(1)
Anne Anastasi (1961) Psychological Testing (2 . ed) The Macmillan Company. NewYork. (2) Arthur
Aron, Elaine N. Aron (1999). Statistics for Psychology. New Jersey: Prentice Hall. (3)Best J. W and James V. kann
th
(2004). Research in Education (7 . ed.) Prentice Hall of India New Delhi. (4) Buch, M.B. (1997). Fifth Survey of
Research In Education. New Delhi: N.C.E.R.T. (5) Evans K.M (1965) Attitudes And Interests In Education
th
Routledge and Kegan paul Limited, Landon. (6) Garret henry, E. Satistics In Psychology and Education. (10
ed.). Bombay: Vakils Feffer And Simouns Ltd. (7) Robert, L. Ebel., David, A. Frsbie. (1991). Essentials of
Educational Measurements. New Delhi: Prentice Hall of India. Pvt. Ltd.
77
RESEARCH PAPER
CURRENT TRENDS IN DIGITAL
LIBRARIES
DR. MEENA N. PANDYA
Librarian-HKM College of Management Studies, Himatnagar
KEYWORDS:
SUBJECT: LIBRARY SCIENCE
Abstract
Major INDIA’s libraries and their users are trending towards a much greater desire for metadata and content
that is nimble and agile, that can be combined with other items locally, and that can integrated with
courseware systems, desktop scholars’ toolkits, and local archives. Aggregations dictated by publishers (and
libraries) – the so-called “data silos” -- are very valuable but increasingly they are no sufficient to our needs if
that is the only context in which that content can be accessed. The realities of the local service needs and the
growing ambitions of users mean that we need more streamlined, flexible, time-saving, and interactive access
than we currently enjoy. Advances in local institutional repositories, our growing ambitions for digital curation,
and the developing dialogue between libraries and their users concerning open access scholarship, all argue
for richer aggregation, integration, and control than we now have over the bulk of our digital library holdings.
Library Trends
Over the past two years I have had the opportunity to visit many academic libraries and observe the work they
are currently doing as they integrate digital holdings, tools, and techniques into their preservation, access, and
user service activities. The trends I discuss here are neither necessarily equal in importance, nor uniform in the
attention and resources we afford them; however, they do seem to be significant enough to enumerate and
put up for general consideration, even though this means a lack of specificity in my treatment of any one of
them.
Trend 1: Courseware systems and the Library
Many universities and colleges have installed courseware systems in recent years –software packages that
help faculty manage their teaching through course-specific web pages, and which provide a suite of ancillary
functions from automatic grading to online discussion forums. The principal concern for libraries with the
recent campus deployment of courseware systems is that they are often installed and run by our IT
departments without much library involvement, and there is too often a poor interface (both human and
technical) between the library content management systems and the courseware systems. There is too little
ability to link from the webpage for a course to the digital library holdings that support it. The advent of
courseware also brings with it other library opportunities and challenges, including the wholesale archiving of
course content in institutional repository systems, the complicated management of rights to licensed content
once downloaded into a teaching software module in a courseware system, and -- in at least one case -- the
move of the courseware system itself to be under the control and support of the library. The advent of
courseware holds great promise for moving the library into the classroom in ways hitherto unimagined, but so
far the reality falls far short of this welcome opportunity to engage even more richly with the work of our
teachers and students.
Trend 2: Digital Archiving, Curation, and Preservation
Not surprisingly, preservation and archiving are among the most active areas for digital library endeavors. They
address our core competencies, and provide a fertile ground for our natural abilities as custodians of scholarly
works to think and plan over a long period of time. Major academic libraries are leading the push towards
institutional repositories that store the intellectual assets of our faculty in all its forms – databases, images,
teaching modules, computer simulations, finished scholarship– on the assumption that this is both a service to
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the individual scholar, a rich source of re-useable material for others, and a necessary part of our university
infrastructure as we transition to a generation of scholars for whom all new scholarship is digital.
Trend 3: Digital Production (and Tools for Use)
Most large academic libraries are producing digital objects locally, drawing on their physical collections for
items that are good early candidates for digitizing, and are often being driven by demand for certain works in
electronic form from their
teaching and research faculty. Indeed, in many places we are seeing a shift from a series of discrete projects
(sometime undertaken with outside grant money) to an ongoing production process, in which it is assumed
that some level of digitizing is a permanent part of the service that the library offers. Much of this activity
recognizes that a large library is particularly well-suited to digital production – it has the material, it has
existing metadata, it has an ability to raise outside funding from donors and grants, it has a high degree of
technical proficiency and often existing digital library delivery software, and – in Indians at least – it has an
inexpensive workforce in its students, who typically work a part-time job while studying. Ongoing digitizing
activities also reflect a growing sense that there simply is not enough digital content available to some of our
users. The sciences are well-served, as are some areas of law and business, but typically the humanities and
social sciences are still content-poor.
Trend 4: Service Layers/Deep Sharing
Arguably the most active and overarching trend in the libraries I see is the growing dissatisfaction with the
fragmented data landscape we have to offer our users, and the need for richer abilities (on both large and
small scales) to integrate the content we buy and license with that which we build, and to re-shape the various
commercial offerings into services and
collections that make sense in a local context. Significant work is going on in this arena, and we have some
helpful tools and protocols at our disposal: the Open Archives Initiative, Open URL, and Cross Reference all
address different parts of
the “data silo” problem. Even so, there exists a fundamental need to have content that encourages local reorganization and creation of services, and that permits individual users to progress beyond browsing and
searching on sites created by others. Libraries face a chronic inability to repackage content for local use – in
this, we are failing in our service mission to our customers. It is not dissimilar to the challenge we faced before
the web, with content on CD-ROM that was isolated one from another. We’ve moved the problem online, but
have not solved it fundamentally. Now you can suffer data isolation from the comfort of your home. As per the
researcher survey in 2012 by leading research company made clear that lack of time is a critical issue: 38.8% of
the total sample of respondents and 60.2% of the faculty reported "not having enough time" as their major
problem in using online resources, and the current isolation of data sites makes it very difficult for a library to
address this problem with customized local aggregations and services.
What do we need to move forward?
Malleability: We need the data that resides on publisher and library sites to be much easier for us to re-shape
for local customized delivery and analysis. We need to match the delivery format with the immediate needs
and location of our users.
Management: We need the ability for a library to build local services that allow users to interact richly across
vendors. Publishers could do much to help libraries be data aggregation services for the libraries’ customers.
Multiplicity: PDA, wireless, ebook, text-to-speech, and print-on-demand are all here or coming, and content
that cannot go there will increasingly underachieve.
Mixability: too often we invite our users to visit sites and watch content channels (a passive use, rather like
TV); sometimes their needs are better served by the ability to sample, re-use and re-package –perhaps to form
a personal library, or a classroom presentation (rather like the music mix that takes pieces from lots of CDs and
creates a new
compilation).
Mass: we need more content, and more innovative use will drive more creation.
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Conclusion:
The transformation from isolation to integration is our central challenge and opportunity, with some
enormous payoffs when we get it right. Innovative users and library services providers need malleable content
with which to engage and innovate; it is not sufficient simply to offer the current fragmented set of websites
defined by publishers, aggregators, or
libraries as the only way to access our rich, standardized, and re-purposeable content.
References:

Dimensions and use of the scholarly informationenvironment ,http://www.diglib.org/pubs/scholinfo/

Open Archives Initiativehttp://www.openarchives.org

METS: Metadata Encoding & Transmission Standard, http://www.loc.gov/standards/mets/

Electronic Resource Management Initiative. http://www.library.cornell.edu/cts/elicensestudy,
http://www.diglib.org/standards/dlf-erm02.htm

The Registry of Digital Masters (with OCLC), http://www.diglib.org/collections/reg/reg.htm

The Global Digital Format Registry, http://hul.harvard.edu/gdfr/

CourseWork, Stanford University http://getcoursework.stanford.edu/
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MOBILE BANKING: OPPORTUNITIES
AND CHALLENGES…
MR.DHAVALKUMAR G. THAKAR
Assi.Professor, HKM College of Management Studies, Himatnagar
KEYWORDS:
SUBJECT: MANAGEMENT
ABSTRACT
If technological revolution is at its peak, one of the notable sectors of the economy where technology is at it
helm of affairs with respect to customer service is BANKING. Over the years, banking has transcended from a
traditional brick-and mortar model of customers queuing for services in the banks to modern day banking
where banks can be reached at any point for their services. 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, to receive updates on the various marketing efforts while present at a party to provide
more personal and intimate relationships. This paper examines the various opportunities and challenges in the
India’s banking context.
Adoption of tele-banking as well as Internet banking has received research attention in recent years. Much of
the existing research in electronic banking services has adopted an organizational perspective or a distribution
channel perspective. Consumers using these services have been focus in a large body of current research,
nevertheless customer behavior in mobile banking context have remained rather uncharted territory.
According to S.K. Rogers (2000) the perceived innovation characteristics are supposed to provide the
framework how potential adopters perceive an innovation. Research that has investigated the product
characteristics of innovation has generally endorsed evaluating the innovation along the product
characteristics that involve five constructs; relative advantage, compatibility, complexity, trialability and
observability. Concept of perceived risk is often included as augmented by Bauer (1960). Particularly in banking
services the perceived risk associated with the financial product itself as well as with electronic delivery
channel is higher than in basic consumer goods, and hence increasing the importance of this attribute of
innovation. Ensuring security and confidentiality are the fundamental prerequisites before any banking activity
involving sensitive information can take place.
Objectives of the Study
The objective of the present study is to consider the concept of mobile banking, as well as examine the various
opportunities and challenges related to the same in the Indian context. In addition, the paper also examines
the
future functionalities in mobile banking.
Mobile Banking: Definition and the Concept
Mobile banking is a system that allows customers of a financial institution to conduct a number of financial
transactions through a mobile device such as a mobile phone or personal digital assistant.
Mobile banking differs from mobile payments, which involve the use of a mobile device to pay for goods or
services either at the point of sale or remotely, analogously to the use of a debit or credit card to effect an
EFTPOS payment. The earliest mobile banking services were offered over SMS, a service known as SMS
banking. With the introduction of smart phones with WAP support enabling the use of the mobile web in 1999,
the first European banks started to offer mobile banking on this platform to their customers.
Mobile banking has until recently (2010) most often been performed via SMS or the mobile web. Apple's initial
success with iPhone and the rapid growth of phones based on Google's Android (operating system) have led to
increasing use of special client programs, called apps, downloaded to the mobile device. With that said,
advancements in web technologies such as HTML5, CSS3 and JavaScript have seen more banks launching
mobile web based services to complement native applications. A recent study (May 2012) by Sdapa Research
suggests that over a third of banks have mobile device detection upon visiting the banks' main website. A
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number of things can happen on mobile detection such as redirecting to an app store, redirection to a mobile
banking specific website or providing a menu of mobile banking options for the user to choose from.
Present Status:
Mobile banking is enjoying a rapid growth in India. It has successfully crossed the introduction stage. The
service is being channelised from metropolitan cities to urban areas and semi urban areas and then to the rural
areas. About Indian banks customers a number of studies have revealed the fact that people select the banks
whose branches are near to their homes and workplaces. Further in selection of the banks behaviour of
employees has also been considered an important aspect. Both the problems can be solved with the help of
mobile banking. Now this is the time which supports smart work not hard. The growth of mobile banking in
India is primarily forced by convenience and promptness. Indian banking industry has already witnessed two
more revolutions in the improvement in the quality of services delivery as Internet banking and ATMs. If we
study all these innovations simultaneously we see that mobile banking has it own unique characteristics.
Mobile Banking: Opportunities
The Indian telecom industry is growing by leaps and bounds. According to a 2012 press release by Telecom
Regulatory Authority of India, as of 7 April 2012, the total number of wireless subscribers in India was 911.17
million; of these, urban subscribers numbered 594.11 million (65.20 per cent) and rural subscribers 317.06
million (34.80 per cent). The overall tele-density of the country had reached 75.42 per cent.
Although a number of banks have implemented mobile banking to derive strategic competitive advantage, the
penetration of mobile banking is still very low. Mobile services, such as payment of electricity and telephone
bills and funds transfer, were launched in 2010 by a few banks in south India, including public sector State
Bank of India and private sector Yes Bank, as pilot projects. ICICI Bank, which has the largest share in mobile
banking payments, makes periodic offers to its customers to encourage them in using its mobile banking
services. The bank has partnered several service providers to offer its customers discounts on their products
and services. It has also tied up with different billers to allow its customers in making utility bill payments.“The
bank has seen a 100 per cent growth in the number of people using mobile banking in the past one year.
Transactions are up by 300 per cent during the period,” ICICI Bank’s spokesperson said in an e-mailed
response. The private lender is also using its network of 10,000 ATMs and close to 3,000 branches to reach out
to customers and make them familiar with the bank’s advanced mobile application Mobile.
Mobile Banking in India: Problems in Implementation

Handset operability
There are a large number of different mobile phone devices and it is a big challenge for banks to offer mobile
banking solution on any type of device. Some of these devices support Java ME and others support SIM
Application Toolkit, a WAP browser, or only SMS.

Security
Security of financial transactions, being executed from some remote location and transmission of financial
information over the air, are the most complicated challenges that need to be addressed jointly by mobile
application developers, wireless network service providers and the banks' IT departments.
The following aspects need to be addressed to offer a secure infrastructure for financial transaction over
wireless network :

Authentication of the device with service provider before initiating a transaction. This would ensure
that unauthorized devices are not connected to perform financial transactions.

User ID / Password authentication of bank’s customer.

Encryption of the data being transmitted over the air.

Encryption of the data that will be stored in device for later / off-line analysis by the customer.

Scalability and reliability
Another challenge for the banks is to scale-up the mobile banking infrastructure to handle exponential growth
of the customer base. With mobile banking, the customer may be sitting in any part of the world (true
anytime, anywhere banking) and hence banks need to ensure that the systems are up and running in a true 24
x 7 fashion. As customers will find mobile banking more and more useful, their expectations from the solution
will increase. Banks unable to meet the performance and reliability expectations may lose customer
confidence. There are systems such as Mobile Transaction Platform which allow quick and secure mobile
enabling of various banking services. Recently in India there has been a phenomenal growth in the use of
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Mobile Banking applications, with leading banks adopting Mobile Transaction Platform and the Central Bank
publishing guidelines for mobile banking operations.

Application distribution
Due to the nature of the connectivity between bank and its customers, it would be impractical to expect
customers to regularly visit banks or connect to a web site for regular upgrade of their mobile banking
application. It will be expected that the mobile application itself check the upgrades and updates and download
necessary patches (so called "Over The Air" updates). However, there could be many issues to implement this
approach such as upgrade / synchronization of other dependent components.
Future functionalities in mobile banking
Based on the 'International Review of Business Research Papers' from World business Institute, Australia,
following are the key functional trends possible in world of Mobile Banking.
With the advent of technology and increasing use of smartphone and tablet based devices, the use of Mobile
Banking functionality would enable customer connect across entire customer life cycle much comprehensively
than before. With this scenario, current mobile banking objectives of say building relationships, reducing cost,
achieving new revenue stream will transform to enable new objectives targeting higher level goals such as
building brand of the banking organization. Emerging technology and functionalities would enable to create
new ways of lead generation, prospecting as well as developing deep customer relationship and mobile
banking world would achieve superior customer experience with bi-directional communications. Among digital
channels, mobile banking is a clear IT investment priority in 2013 as retail banks attempt to capitalise on the
features unique to mobile, such as location-based services.
Conclusion:
Overall, the positive perceptions of mobile banking in the daily lives of account holders are an encouraging sign
of the potential of mobile money for expanding the financial inclusion of large numbers of households in India.
This lack of awareness raises the need for more creative strategies for reaching out to the account holders in
India and elsewhere. This alone will ensure their financial inclusion. In line with the global industries‘ move in
acquiring the latest advanced technology to stay ahead of competitors, banks throughout the world and India
have notably been moving in the same direction. Evidently, Mobile banking is considered a new era in banking,
in which banks are spending considerable amount of money to have it available to their customers and to cut
their operations costs. Unfortunately, evidences have shown that a large number of customers do not use
Mobile banking for various reasons, despite its benefits.
References
Vaidya (2011): “Emerging Trends on Functional Utilization of Mobile Banking in Developed Markets in Next 3-4
Years”
Tiwari, Rajnish and Buse, Stephan: The Mobile Commerce Prospects: A Strategic Analysis of Opportunities in
the Banking Sector, Hamburg University Press (E-Book as PDF to be downloaded)s
Owens, John and Anna Bantug-Herrera (2012): Catching the Technology Wave: Mobile Phone Banking and
Text-A-Payment in the India.
Ovum Analyst Research, European Retail Banking Investment Strategies (2013): [3]
TheHimalayanTimes:http://www.thehimalayantimes.com/fullNews.php?headline=Dollar+at+historic+high&Ne
wsID=381744
Mohr, J. 2011. Marketing of high-technology products and innovations. Upper Saddle River: Prentice Hall.
K. Taga and J. Karlsson, Arthur D. Little Global M-Payment Report. Austria, Vienna, 2012.
Kim, Y. 2005. “Estimation of Consumer Preferences on New Telecommunications Services:IMT-2000 Service in
Korea.” Information Economics and Policy 17 (1): 73–84.
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SCOPE OF PHILOSOPHY IN EDUCATION
DR.DURGA PADHIYAR
R.H.&V.T. KOTAK KANYA VINAY MANDIR-RAJKOT
KEYWORDS:
SUBJECT: EDUCATION
The scope of philosophy of education is confined to the field of education. Thus, it is philosophy in the field of
education. The scope of philosophy of education is concerned with the problems of education.
These problems mainly include • Interpretation of human nature, the world and the universe and their relation with man,
• The relationship of various components of the system of education,
• Relationship of education and various areas of national life [economic system, political order, social progress,
cultural reconstructions etc.],
• Educational values,
• Interpretation of aims and ideals of education,
• Theory of knowledge and its relationship to education.
The above mentioned problems constitute the scope of philosophy of education and explain its nature. Thus,
the scope of philosophy of education includes following.
1) Aims and Ideals of Education Philosophy
Education critically evaluates the different aims and ideals of education. These aims and ideals have been
prorogated by various philosophers in different times. They are character building, man making,harmonious
human development, preparation for adult life, -development of citizenship, -utilization of leisure, training for
civic life, training for international living, achieving social and national integration, -scientific and technological
development, education for all, equalizing educational opportunities, strengthening democratic political order
and human source development. These and other aims of education presented by educational thinkers in
different times and climes are scrutinized and evaluated. Thus, philosophy of education critically evaluates
different aims and ideals of education to arrive at.
2) Interpretation of Human Nature:A philosophical picture of human nature is a result of the synthesis of the facts borrowed from all the human
science with the values discussed in different normative, sciences. The philosophical picture, therefore, is more
broad as compared to the picture of man drawn by biology, sociology, psychology, economics and
anthropology and other human science.
3) Relationship of education and various area of national life and various components of the system of
education:One of the most important contributions of the philosophy of education to the cause of education is the
provision of criteria for deciding the relationship of state and education, economic system and education,
curriculum, school organization and management, discipline etc. These problems have led to the evaluation of
different philosophies of education.The criteria of judgment everywhere are determined by philosophy,
therefore, philosophy of education provides the criteria for critical evaluation and judgment in these fields.
4) Educational Values:Value is typically a philosophical subject since it is more abstract,integral and universal. Philosophy-of
education not only critically evaluates the values but also systematizes them in a hierarchy. Educational values
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are' determined by philosophical values. Educational values propagated by different philosophers have been
derived from their own
world, view and their outlook on the purpose of human life. Therefore, a
scrutiny of the world views, outlook, beliefs is the specific function of
philosophy and it is necessary for the philosophical treatment of the
values.
5) Interpretation of Human Nature:A philosophical picture of human nature is a result of the synthesis of the facts borrowed from all the human
science with the values discussed in different normative, sciences. The philosophical picture, therefore, is more
broad as compared to the picture of man drawn by biology, sociology, psychology, economics and
anthropology and other human science.
6) Theory of Knowledge:Education is related to knowledge. It is determined by the source, limits, criteria and means of knowledge. The
discussion of all these falls within the jurisdiction of epistemology, one of the branches of philosophy,
therefore, an important area of the functioning of philosophy of education is related to theory of knowledge.
## Nature of Philosophy of Education ##
Philosophy of education is one of the areas of applied philosophy. Thereare three branches of philosophy
namely 'metaphysics, epistemology and axiology.
Metaphysics is a branch of philosophy that investigates principles of reality transcending those of any
particular science. It is concerned with explaining the fundamental nature of being and the world. Metaphysics
is the study of the nature of things. Metaphysicians ask what kinds of things exist, and what they are like. They
reason about such things as whether or not people have free will, in what sense abstract objects can be said to
exist, and how it is that brains are able to generate minds. Axiology: the branch of philosophical enquiry that
explores: o Aesthetics: the study of basic philosophical questions about art and beauty. Sometimes philosophy
of art is used to describe only questions about art, with "aesthetics" the more general term. Likewise
"aesthetics" sometimes applied even more broadly than to "philosophy of beauty" :to the "sublime," to
humour, to the frightening--to any of the responses we might expect works of art or entertainment to elicit. o
Ethics: the study of what makes actions right or wrong, and of how theories of right action can be applied to
special moral problems. Subdisciplines include meta-ethics, value theory, theory of conduct, and applied
ethics. Epistemology is the branch of philosophy that studies knowledge. It attempts to answer the basic
question: what distinguishes true (adequate) knowledge from false (inadequate) knowledge? Practically, this
question translates into issues of scientific methodology: how can one develop theories or models that are
better than competing theories? It also forms one of the pillars of the new sciences of cognition, which
developed from the information processing approach to psychology, and from artificial intelligence, as an
attempt to develop computer programs that mimic a human's capacity to use knowledge in an intelligent way.
When we look at the history of epistemology, we can discern a clear trend, in spite of the confusion of many
seemingly contradictory positions. The first theories of knowledge stressed its absolute, permanent character,
whereas the later theories put the emphasis on its relativity or situation-dependence, its continuous
development or evolution, and its active interference with the world and its subjects and objects. The whole
trend moves from a static, passive view of knowledge towards a more and more adaptive and active one. As
you can tell, the different branches of philosophy overlap one another. A philosopher considering whether
people ought to give excess wealth to the poor is asking an ethical question. However, his investigations might
lead him to wonder whether or not standards of right and wrong are built into the fabric of the universe,
which is a metaphysical question. If he claims that people are justified in taking a particular stance on that
question, he is making at least a tacit epistemological claim. At every step in his reasoning, he will want to
employ logic to minimize the chance of being led into error by the great complexity and obscurity of the
questions. He may very well look to some of the ethical, metaphysical,and epistemological writings of past
philosophers to see how his brightest predecessors reasoned about the matter. Aspects of each branch of
philosophy can be studied in isolation, but philosophical questions have a way of leading to other philosophical
questions, to the point that a full investigation of any particular problem is likely eventually to involve almost
the whole of the philosophical enterprise.One view on education believes or subscribes to the view that
philosophy of education comes under the umbrella of axiology. As a branch of philosophy it utilizes
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philosophical methods for the solution of philosophical problems with a philosophical attitude to arrive at
philosophical conclusion. In this comprehensive process it includes facts concerning education and synthesizes
them with values. The other school of thought believes that education as a discipline utilizes or needs to
incorporate all modes of philosophical inquiry; metaphysical, axiological and epistemological. As individuals
involved in the process of education right from the aims, purpose, functions and building theory we need to
look at any body of knowledge or generate new knowledge based on the three modes of philosophical inquiry.
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THE MOST CHALLENGING ASPECT OF
BEING AT
DR.DURGA PADHIYAR
R.H.&V.T. KOTAK KANYA VINAY MANDIR-RAJKOT
KEYWORDS:
SUBJECT: EDUCATION
The most challenging aspect of being a teacher is that there is no set mold on the types of students in a single
class. A class of twenty students will likely have twenty different personalities at twenty different places
academically. What are one student’s strengths will be another student's weakness and vise versa.
This is extremely challenging for even the most effective teachers. It is difficult to reach all students with a
single approach; thus the finest teachers are excellent at differentiating instruction. It is essential that teachers
use the beginning of the school year to figure out individual student’s strength and weaknesses. This can be
done through interest inventories, personality surveys, and benchmark assessments.
Although having an array of personalities and academic strengths and weaknesses can be challenging it is also
what keeps the profession exciting and challenging. If all students were the same it would be a terribly boring
job. Students have primary differences in several different areas in both personality and academics. There are
many combinations of two, especially in the area of personality. Here, we examine several common
personality traits that you are likely to see in just about any classroom.
Classroom Personalities
Bully – Bullies typically pick on students who either cannot or will not defend themselves. Bullies themselves
are often exceeding insecure people who prey on weaker individuals. There are physical, verbal, and cyber
bullies. Most students will not stand up for students who are being bullied for fear of repercussions.
Class Clown – Every classroom has one or several students who believe it is their job to keep the remainder of
the class entertained. These students love the attention and make it their primary goal to get laughs. This
often gets these students into trouble and they are referred to office often.
Clueless – These students do not understand social cues or sarcasm. They can be easy targets for bullies,
especially verbal bullying. They are often referred to as “blonde” or “air heads”. Their typically laid back and
easy going.
Motivated – A motivated student is often a extremely hard worker with specific goals that they are trying to
achieve. They may or may not be naturally smart, but they can typically overcome any learning issue through
hard work. Teachers love to have motivated students because they are eager to learn, asks questions, and do
anything to reach their goals.
Natural Leader – The natural leader is someone whom everyone looks up too. They are typically tremendously
enthusiastic, well liked, and well rounded individuals. They often do not even realize that other people look up
to them. Natural leaders often lead by example, but have the unique ability to get people to listen to them
when they do speak.
Nerd – Typically, nerds have above average intelligence. They are often seen as different or quirky and are
physically immature for their age. This makes them targets for bullies. They have unique interests compared to
their peers and are often fixated on those interests.
Organized – These students are almost always prepared for class. They seldom forget to complete
homework and bring what they need to class. Their locker or desk is exceptionally neat and orderly. They are
always on time and ready to learn when class begins. They do not forget deadlines, are adept at staying on
task, and managing their time.
Pot Stirrer – A pot stirrer loves to create drama without being in the center of the situation. They look for little
pieces of information that they can use to turn one student against another. These students are master
manipulators even changing up the story to ensure that there is drama. They understand what buttons to push
and are excellent at doing that.
Quiet as a Mouse – These students are often shy and/or withdrawn. They only have a few friends and those
friends are also typically quiet. They are never in trouble, but they rarely participate in classroom discussions.
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They avoid conflict and stay clear of drama. It can be extremely difficult for a teacher to gauge how well these
students are learning.
Respectful – These students never has anything unpleasant to say. They are always on task and are typically
well liked. They may not be the most popular students, but no one has anything unpleasant to say about them.
They say please, thank you, and excuse me. They respond to people in authority with yes ma’am, no ma’am,
yes sir, and no sir.
Smart Aleck- These students are extremely sarcastic, argumentative, and confrontational. They question or
comment on everything that anyone including the teacher says. They are often sharp witted and are able to
respond quickly to any situation. These students have a unique ability to get under a teacher’s skin and enjoy
doing just that.
Socialite – A socialite would talk to a wall if they thought it would talk back. They always have something to say
and find it difficult to go even a few minutes without talking. They love classroom discussions and are the first
to raise their hands when the teacher asks a question. There is no limit to the topic. They are experts at
everything and love to hear their own voice.
Unmotivated – An unmotivated student is typically labeled as lazy. They do not have the drive to succeed
academically. They are just there because they have to be. In many cases, they do not have the necessary
parental support at home to be successful. They frustrate teachers because many have tremendous potential,
but refuse to complete or turn in assignments.
Unorganized – These students genuinely frustrate a teacher. They continuously forget to take homework or
important notes home. Their locker or desk is chaotic. They often turn in crumpled papers due to being
crammed inside a locker, back pack, or book. They are often late to class/school and are terrible at managing
their time.
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LIFE CENTRE EDUCATION VIA LIFE SKILL
PARADIGM IN HIGHER EDUCATION
DR. HITESH M. SOLANKI
Assistant Professor,Smt. M. M. Shah College of Education – Wadhwancity, Dit. Surendranagar,
KEYWORDS: Cognitive Domain, Affective Domain, SWOT, Planning, Organization, Execution ,
Implementation, Evaluation, Feedback.
SUBJECT: EDUCATION
Abstract
The Higher Education System suffer from lack of capacity as well as from of quality. We have talked
about the expansion plans in the preceding paragraphs but, equally or rather more worrisome aspect is the
fast growing Institutes, Deemed to be Universities and state Universities. No Wonder there is a wide spread
concern about the employability of such highly qualified individuals who lack the required skills needs for the
Job. What has the system done? It has brought up the level of educated unemployed. This is accompanied by
social tension and disharmony due to the widening gap between the expectations and achievements of the
highly qualified but unemployed youth. They seem to be getting into crime of Civil and Criminal nature.
As the young people constitute a significant part of the population in India, there is a growing need to
integrate them with mainstream development or the nation . The picture of growing weakness of these young
people to suicides, depression, drug abuse, violence, declined value system, Stressful Competitions,
Materialism and Crimes is painful. To remove these ugly blots from the picture, the young people of today
require a special training and skills to solve the mysteries of life enthusiastically. There is also a strong need to
relate the education with the sensible aspect of life where a student can be skillfully made responsible for
his/her behavior of actions. The present study tries to awaken the educational system for Life Centered
Education so that the right type of training and Skill can be enhanced via Life Skill Paradigm. The relevance of
life skills is that it provides the ways to be used for better understanding of our self and our surrounding to
solve life’s trickiest and conflicting situations. The inclusion of life skills paradigm in educational streams has
the capability to relive the today’s youth from the clutches of negativity, which is impairing the development
of our nation.
Introduction
As the young people constitute a significant part of the population in India, there is a growing need to
integrate them with mainstream development or the nation . The picture of growing weakness of these young
people to suicides, depression, drug abuse, violence, declined value system, Stressful Competitions,
Materialism and Crimes is painful. To remove these ugly blots from the picture, the young people of today
require a special training and skills to solve the mysteries of life enthusiastically. There is also a strong need to
relate the education with the sensible aspect of life where a student can be skillfully made responsible for
his/her behavior of actions. The present study tries to awaken the educational system for Life Centered
Education so that the right type of training and Skill can be enhanced via Life Skill Paradigm. The relevance of
life skills is that it provides the ways to be used for better understanding of our self and our surrounding to
solve life’s trickiest and conflicting situations. The inclusion of life skills paradigm in educational streams has
the capability to relive the today’s youth from the clutches of negativity, which is impairing the development
of our nation.
Abraham Maslow (1970), in his discourse on a hierarchy of human – needs, stressed that belongingness is an
essential and pre-requisite human need that has to be met before one could ever achieve a sense of selfworth. The five levels of need identified by Maslow are
Physiological
Safety/Security
Belongingness/ Social Affiliation
Self Esteem
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Self Actualization
Individual do not seek the satisfaction of a need at one level until the previous level of need is met. They are
represented as a pyramid in below fig.
SELF ACTUALIZATION
Pursue Inner Talent ,
Creativity, Fulfillment
SELF-ESTEEM
Achievement, Mastery,
BELONGING –Respect
LOVE
Recognition,
Friend, Family
SAFETY
Security, Stability,
Freedom from Fear
PHYSICOLOGICAL
Food, Water, Shelter, Warmth
Fig. 1 : Maslow’s Hierarchy of Humans Needs
Maslow maintained that once the physiological needs, safety and security, belonging or love, of the
individual is assured, the need for self-esteem could be met through Mastery or achievement in a given field or
through mastery or achievement in a given field or through gaining respect or recognition has been largely met
the individual develops a new restlessness to pursuer the unique gift or talents that may be particular to
him/her. According to Maslow a musician must make music, painter must paint, a poet must write, if he is to
be at ultimate peace with himself , what a man can be he must be. He must be true to his own nature. Maslow
referred to this final level of need as Self-Actualization. So, life are nothing but help the individual to move
with right step for this self – actualization.
Walman (2001). Considers the drive for spiritual self-improvement to be the same thing as the desire
for self-actualization as opined by Maslow(1987).
Identified Life Skills
Word Health Organization (WHO) 1993, Mention that Life Skills Organization(WHO) 1993, Mentions
that life skills consists of 10 skills (5 pair) and divides the intelligence-behavior into three types as follows :
Life Skills identified by WHO
Cognitive
Domain
Creative Thinking
Critical thinking
Active
Domain
Self awareness
empathy
Psychological
Domain
interpersonal relationship
communication
Decision making
problem solving
coping with emotions
coping with stresses
Fig- 2 : Life Skills identified by WHO
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Cognitive Domain : It consists creative thinking(means the broadened thinking on original or innovative or
artistic work etc.) and critical thinking (means the deliberation thinking while analyzing any situational
problem).
Affective Domain : Two life skills important in this domain are self-awareness (means finding and
understanding good or bad points of oneself) and empathy (means imaginative and spontaneous projection of
one’s self in to an object or being leading to sympathetic understanding or vivid experience of events
witnessed).
Psychomotor Domain : It emphasizes three pairs of life skills where the first pair consist of interpersonal
relationship which means social responsibility and communication means students can talk, speak and can use
body language for communication about what one feels. The second pair consist of decision-making which
means that a final decision has been taken by the individual. So, in problem solving individual also selects
evaluates and decides suitable choice on the problem at hand. The difference between the two is that
decision-making is a process, which occurs during problem solving. But not all decision making is part of
problem solving. The third pair is concerned with coping with emotions and stress which means the student
can evaluate emotion and its influence for self-behavior. They can react suitably and know the causes of stress
and can handle emotions in a positive manner, know how to keep off problem and work constructively for
stress management.
According to UNICEF(2002) there is no definitive list of life skills. Different life skills can emerge
according to the time, situation, persons and local conditions prevalent under consideration. Ultimately, it is
the interplay between the skills that produces powerful behavioral outcomes in the individual’s personality. In
the present study we are just considering how teachers, educators, administrators and policy makers can get a
preview of what constitutes Life Skills and how they can help the youth to overcome the obstacles in life.
Life Skills Paradigm : Practical Approach
Life Skills Paradigm identifies significant life skills that can be used in a specific way to overcome the
problems of life of an individual. Various checklists, inventories, simulation exercises, training sessions or
workshope etc. based on life skills training programme can be used under life skills paradigm for enhancing the
different life skills. The fig. 2 explain the Life Skills Paradigm
Organize
R
E
V
IS
E
Plan
Execute
Implement
Evaluate
Feedback
Successful Completion
Repeat
till
the desired
outcomes
Fig. 2 Life Skills Paradigm
Planning
The planning step of life skills paradigm includes specific activities to be followed, the nature of these
activities to be observed, the space of these activities individual or group, determination of the length of each
activity period, deciding about the tools to be used in making the observation and recording etc. It involves:

Selecting a course of action

Selecting target group

Identifying their problems/issues/concerns

Setting objectives to solve these problems

Selecting programs/ activities based on life skills

SWOT (Strengths, Weaknesses, Opportunities & Threats) analysis of the programme

Selecting resources in terms of physical as well as human

Anticipating the future and discovering alternative course of action open to the programme.
Organization
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The organization step means organizing people, materials, jobs, time etc. And establishing a
framework in which responsibilities can be defined and authorities are laid down. It involves:

Training sessions/workshop/activities/programs etc. as per the need of the target group.

Working out the various training sessions or workshop or activities of programmes that consists the
requisite life skill as per the need of the selected target group.

Structuring and allocating the programme design

It involves determining activities required to achieve the established programme’s objective, grouping
of these activities logically so that these can be handled efficiently by teachers, workers, administrators etc.
Execution

It is a process by which actual working of all the persons involved in the life skills paradigm is guided
towards common goal of he programme.

Finalizing
the
most
effective
strategy
to
be
used
for
training
session/workshops/programmes/activities.

It involves issuing instructions to all the persons involved in the life skills paradigm.
Implementation

Developing the life skills of individuals to utilize the knowledge and experience for higher experience.

Maximum involvement of participants in the programmes.

Retention of participants in the programmes till the competition of the programmes/workshops etc.

It involves supervising the subordinates to make sure that they do the work as per the plan.

Directing all the persons involved in the life skills paradigm to have the qualities of leadership,
communication, motivation and supervision.
Evaluation

Critically analyzing the programmes’ positive and negative points.

Standard of performance in comparison to actual performance.
Feedback

Comparison with standards set.

Revising the whole or part of the programme till the successful completion of the programme.

Take corrective action or modify plans.

Identifying deviations, which will be followed by corrective action plan.

Successful target completion means – no corrective action required further.
Condition for the Implementation of Life Skills Paradigm
The following consideration should be kept in mind while implementing life skills paradigm in the
educational system:

Programme objectives should focus on key behaviors and the conditions that are linked to achieving
the main goal. Such objectives might include:o
Increasing self-esteem.
o
Promoting a more positive and hopeful view of the future, such as by providing employment training
or encouraging micro enterprise.
o
Increasing youth’s ability to resist pressure.
o
Define goals and objectives.
o
Create a plan.
o
Overcoming obstacles.
o
Preserve.
o
Involve other.
o
Recognize partial success.

Needs of the target group must be acknowledge by the teachers in terms of age, mental level, gender,
education, socio-economic background etc.

Respect should be given to the youth’s abilities, feelings and beliefs, as this will ensure their
successful cooperation in the life skills paradigm programme.

Both teachers and students must have a positive and constructive outlook towards the life skills
paradigm.

Work to meet the special needs of children and youth in unstable and crisis situations.

Great emphasis should be laid on addressing those issues that confront the particular age group of
the youth.
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RESEARCH PAPER

Providing a safe and supportive environment for all youth, including prents, children living with or
affected by life’s problems.

Teacher should be trained enough to conduct life skills training sessions or activities effectively
according to the age, gender, culture and community of the young people.

Teaching method should be youth centered, gender sensitive, interactive and of participatory nature.
The methods may include working in groups, brainstorming, role-playing, story telling debating, discussions
and audio-visual activities.

Teachers should be resourceful to life skills training sessions or activities or workshops as per the
special needs of the target group.

Life Skill training Programme should be interesting to the target group and it should not overload the
existing curriculum.

Allowing enough time for results to be accurately observed. Choose appropriate monitoring and
evaluation processes that will assess knowledge, attitudes, skills and behaviors.

The planning, organization, execution and implementation of the life skills training programme should
be continuously monitored and evaluated by the teachers and organizers.

The help of N.G.O.s or other government organizations can be taken by the educational institutions
for minimizing the efforts in terms of time, money and resources for organizing Life Skill training programmes.
Summary
The use of the term life skill is at the initial phase of recognition in India and needs the support of
various educationists, administrators, policy makers and non-governmental agencies. The paradox between
growing unemployment and lack of awareness about career options is the main culprit for driving young adults
towards high-risk behavior. The emergence of the borderless education will further crop up the problem in
near future. So a basic life education curriculum which along with educational/vocational training equips youth
and adolescents with the necessary skills and information to cope with the real problems they face in life. If
the educational institutions integrate the life skills paradigm in their curricula, they not only get connected
with the lives of young people but also can built healthy teacher-student relationship.
References
Brolin, D. E. (1980). Life centered career education : a competency based approach(Third edition). Reston, VA:
The Council of Exceptional Children. http://www.ericdigests.org/pre-9216/life.html
Darnee, P. W. (2003). Community abnd school cooperation for life skills training of drug addicated secondary
school student of Thailand. Ph. D. Dissertation, Panjab University, Chandigarh.
Life Skills approach in Armenia (2000). http://www.unicef.org/teachers/forum/index
Maslow, A. (1970). Motivation and personality. New York: Harper & Row.
Maslow, A. (1987). Motivation and personality. Third edition. New York, Harper Collins, pp. 293
Narayanan, S. (2003). Life Skills-Master key to employment. In Employment Newspaper, 8-14, Nov. 2003,India.
Rao, U. N. B. (2003). From Adolescents to Achievers. In Employment Newspaper,8-14, Now. 2003, India
UNICEF (2002). http://www.unicef.org/programme/lifeskills/whatwhy/define.html
Wolman, R. (2001). Thinking with your soul: Spiritual intelligence and why it matters. New York: Harmony
Books, pp.288.
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KEYWORDS:
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99

mahatma jyotirao phule and peasant`s :a historical study

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