Student Unrest
Higher education in India has witnessed tremendous expansion since independence. The rapid advances and diversification of communication media in recent times have not only increased access to education but have also contributed to improvement in the quality of education. Education is a continuous process of imparting knowledge, developing skills, inculcating values and promoting the overall personality development of human beings. Imparting quality education is greatly influenced by different factors viz. curriculum, faculty, and information source, teaching methods, examination systems, evaluation mechanism and infrastructure. Among all the components, faculty assumes a vital role in ensuring a quality education. Continuous enhancement and up-gradation of a conceptual knowledge, practical skills and competencies of faculties in their respective specialised subjects to ensure quality education to younger generation has become the great concern of all academic institutions across the globe.
The ongoing economic policy reforms introduced from 1991, such as industrial delicensing, Foreign direct investment, revolution in the information technology, removal of quantitative restrictions and making education globally tradable commodity have posed a severe threat to all economic activities in India in particular and across the globe in general. The needs and necessities of our society are in dynamic nature and keep on changing with the passage of time and varying perception of the society. These drastic revamps undoubtedly have put the Indian business enterprises under a constant and continuous pressure in terms of providing qualitative products at competitive prices, so as to satisfy customer’s expectations. This is turn, has put a pressure on educational institutions to provide a capable and competent personnel to business enterprises. Against this background, faculty development in educational institutions has assumed greater significance to satisfy the increasing
The ongoing economic policy reforms introduced from 1991, such as industrial delicensing, Foreign direct investment, revolution in the information technology, removal of quantitative restrictions and making education globally tradable commodity have posed a severe threat to all economic activities in India in particular and across the globe in general. The needs and necessities of our society are in dynamic nature and keep on changing with the passage of time and varying perception of the society. These drastic revamps undoubtedly have put the Indian business enterprises under a constant and continuous pressure in terms of providing qualitative products at competitive prices, so as to satisfy customer’s expectations. This is turn, has put a pressure on educational institutions to provide a capable and competent personnel to business enterprises. Against this background, faculty development in educational institutions has assumed greater significance to satisfy the increasing