ZHCES organises a seminar on "Student Diversity and Learning Crisis in Indian Higher Education" by Dr. C. M. Malish

Event From Date: 
Wednesday, 28 August 2019
Event End Date: 
Wednesday, 28 August 2019
Event Title: 
ZHCES organises a seminar on "Student Diversity and Learning Crisis in Indian Higher Education" by Dr. C. M. Malish
Event Details: 

Zakir Husain Centre for Educational Studies

School of Social Sciences

 

Student Diversity and Learning Crisis in Indian Higher Education

 

Dr. C. M. Malish

Centre for Policy Research in Higher Education (CPRHE), National Institute of Educational Planning and Administration (NIEPA), New Delhi

  

DATE: 28th August, 2019 (Wednesday)
TIME: 3:30 pm
Room No. 207, SCHOOL OF SOCIAL SCIENCES II

 

About the Speaker: C. M. Malish is an Assistant Professor at the Centre for Policy Research in Higher Education (CPRHE), National Institute of Educational Planning and Administration (NIEPA), New Delhi.  He holds a PhD in Sociology from Indian Institute of Technology (IIT) Delhi.  He has recently completed a large scale national level study on “Diversity and Discrimination in Higher Education in India”. He is currently leading a national level study on “Student Success and Social Mobility”. He is the co-editor of the Book titled “India Higher Education Report 2016: Equity” published by Sage in 2018. His teaching and research interest includes issues of access, equity, student diversity, student success and institutional culture in higher education and qualitative and mixed method research. He is a member of editorial board of Journal of Educational Planning and Administration (JEPA) and co-editor of CPRHE Research Paper Series.

 

Abstract:  Massified higher education system in India is associated with increasing student diversity in campuses. Increasing number of non-traditional learners such as students from lower socio-economic backgrounds, government schools and schools located in remote regions and schools following regional language as the medium of instruction and first generation learners are enrolled in higher education.  This paper is based on large scale study carried out in 12 higher education institutions located in six states in India. Empirical evidences from the study suggest that there are variations in academic competencies and competency in the language used as medium of instruction among student body and current class rooms and teaching learning practices are unable to address learning requirements of diverse student body. Therefore larger share of non-traditional learners are deprived of opportunities to succeed in studies and develop necessary competencies to compete in labour market. This scenario leads to a learning crisis in Indian higher education. In order to overcome emerging learning crisis, attention is required to develop and promote inclusive class room and teaching learning practices and empathetic teaching community. This necessitates a revisit and revision of the ongoing pedagogical methods and tools and proper orientation of teachers to the changing class room environment.   

 

(All are Welcome)