Future Education: The Pedagogical Challenges For Indian Universities

Future Education: The Pedagogical Challenges For Indian Universities
Future Education: The Pedagogical Challenges For Indian Universities

  Introduction

Pandit Jawaharlal Nehru, the first Prime minister of India envisaged the setting up of higher education outside the university model. So, management education is not very old in India. 


The idea of the Indian Institute of management was conceived after 1959, based on the recommendations of Professor George Robbins from the University of California. Later, the government of India established IIM in Calcutta and Ahmedabad in collaboration with Sloan School of Management and Harvard Business School.

But the current scenario is very pathetic because many B schools are closing down in major cities such as Kolkata, Lucknow, Mumbai and Delhi. There are many reasons for it. The prime reason behind this is lack of quality job opportunity in Indian Market. On the other hand, they cannot give placement assurance so they are suddenly closing down for competition.

An article of NDTV profit states that in last couple of years the numbers of management and marketing schools and private universities have been doubled, but job opportunity has been a daunting task for them; the same proportion has not grown even this.

Future Education: The Pedagogical Challenges For Indian Universities
Future Education: The Pedagogical Challenges For Indian Universities


•    The institutes do not have proper source materials to study. There need more grants to support individual projects and research.

•    The faculty members are not good enough in many management schools as well as universities, the faculty has been selected based on the certificate, not talent. If you have a certificate, you can be a faculty member though you do not have much experience of practical industry-related works and efficiencies.

•    Faculty should be rated based on case studies, research projects, assignments and many other ways that reveal individual practical experience. Having a certificate is not enough.

•    As a result, an article on Bloomberg Business Week shows that ethics have not been maintained well by present mangers and students.

•    There is a huge gap between recruiter’s expectations and ethics of graduates. No recruiters compromise their business and industry ethics because it is the fast and foremost part of a long-term business. The producers and recruiters who invested a huge amount in that industry they do not want those graduates who do not have good work ethics on business management and marketing. This is the scenario in university education also.

•    A report from Times of India shows apart from the top 10 business schools, only a few per cent of graduates get a placement. It reveals the loopholes of the education system in India. Though they have shown the linkage between business and industry it is much less than necessary for a student to get practical experience of the market.



Future Education: The Pedagogical Challenges For Indian Universities
Future Education: The Pedagogical Challenges For Indian Universities




Artificial Intelligence, Machine Learning, Data Management


We are not at where humanoid robot instructors remain at the front of the class. 


The utilization of artificial intelligence in training and machine learning are not part of the syllabus in Indian Universities. 

It might have physical segments, similar to the web of things visual or sound sensors that can gather tactile information.

Principally, nonetheless, artificial intelligence is set in two-dimensional programming handling frameworks. This is maybe somewhat less energizing, yet it is limitlessly more reasonable than the issues that emerge with 3-D robots.
 

In January 2019, the Wall Street Journal distributed an article with an extremely provocative title: "Schools Mine Data on Their Applicants." The article talked about how a few universities and colleges are utilizing AI to gather imminent undergraduate degree.

Machine learning concerns instructing machines to find out about something. At the centre of AI is displaying and extricating helpful data out of information. 


Schools and colleges are as of now swimming in information, and there is substantially more in transit. Envision a future where PCs are all over the place and interconnected including garments to fridges, telephones, candy machines, and that is only the tip of the iceberg.

A few people have even proposed furnishing toilets with sensors that gather data. Storing that information will be very cheap.

Institutions that adjust and receive AI will have a brilliant future. Embracing an AI-driven information technology as an instrument for heads and personnel could be a distinct advantage for advanced education.

Even though the investigation is moderately far-reaching, we accept advanced education has scarcely started to expose the potential for AI. 


Simultaneously, we do not intend to recommend that nobody is doing this sort of work. Maybe, we accept there is space to develop here.

From college enrollment and accomplishment to curricular activities to workforce management, enormous amounts of information go unused. 


Each graduating secondary school manager has various information focuses to evaluate, including area, evaluations, and parent salary. AI can survey information for every part of education and decide the probability that the institution will select.

 

 Ethical Questions


Revealing what is happening inside AI frameworks is exceptionally troublesome because they are managing such a large number of factors. The general purpose is to have PCs do things that are unrealistic for human cognizance.
 

The software doing information management is a privately owned business. That organization is in this way responsible for some choices that will have a significant effect. 

These privately owned businesses might be responsible to partners of the instructive organization. It is significant for us to consider this move when utilizing these advances.

Devices that gather data, especially dependent on online communications, do not generally get a handle on the subtleties that instructors may find face to face.

The most imaginative AI leaps forward and the organizations that advance them. For example,- DeepMind, Magic Pony, Aysadi, Wolfram Alpha and Improbable – have their inceptions in colleges. Presently AI will change colleges.

We should trust AI is another logical foundation for research and discovering that colleges should grasp and lead, else they will turn out to be progressively superfluous and in the end repetitive. 


Through their very own disclosures, colleges have planted the seeds of their disruption. How they react to this AI upset will significantly reshape science, advancement, instruction – and society itself.

Deep Mind was made by three researchers, two of whom met while working at University College London. Demis Hassabis, one of Deep Mind's authors, who has a PhD in subjective neuroscience from UCL and has embraced postdoctoral examinations at MIT and Harvard, is one of the numerous researchers persuaded that AI and AI will improve the procedure of logical disclosure.


 Short Views On The New Education Policy of 2019:


The school training will cover children of 3-18 years, rather than the present 6-14 years under the RTE Act. It covers three years under early youth care and instruction (ECCE) and four years under optional training. 


ECCE would encourage play and revelation based learning for offspring of that age gathering the accentuation on primary language-based instruction and oral language advancement are basic.

The approach centres on web-based learning as an option in contrast to normal study hall cooperation among educators and understudies. It helps in accomplishing the twin targets of reducing expenses and expanding recruitments.

• It intends to secure and advance our way of life through the investigation of old-style dialects, primary languages, and local dialects.

• The instructor-training framework will be changed, with thorough planning through a four-year coordinated stage and subject-explicit projects offered in multi-disciplinary organizations.

• The draft discusses the better commitment of the private segment and provisioning for government financing for R&D work through proposed national research finance.

• Professional training will turn into an indispensable piece of the advanced education system in India.

 

Conclusion and Recommendations


We are currently witnessing the fourth industrial revolution with the help of artificial intelligence and other technological updates.


The World Economic Forum on IFIM NHRDN indicates a gap in the learning and expectations in 2019.

Beside all common knowledge now fresher need talents like self-management and development, analytical mindset and innovation, uncertainty and change, integration of technology and communication models and above all globalization. 


The universities and business schools need to adapt those innovations as soon as possible and evolve their methods and teaching curriculums to avoid the shortage of skills in the future graduates and managers.

They need to develop few skills like courses on cross-cultural communication that helps the graduates to adapt the portal and virtual methods of communication especially the emerging technology like chatbots, which is important in all businesses to maintain a bridge between sellers and customers.

Need to introduce courses on digital marketing and strategy to build brand awareness among all. Besides that, they need to adapt to the course of business science and economics.

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