Expanding Horizons of Visions and Missions of Leaders in Indian Universities & Colleges to Meet Local & Global Challenges
An Assessment on the Elderly Perceptions Towards the Health Care Services Provided by Health Care Centers in Malawi
Post-Independence Tourism of India
Analysis of Pedagogical Themes of Poems in Adisthana Padavali (Malayalam Foundation Textbook) at Secondary Level
The Educational History of African Americans in North Carolina from Slavery to the Achievement Gap: A Historical Review of the Literature
Importance of Universal Human Values in Education System: An Overview
Self - Esteem and Body Image: A Correlational Study
Competing Gender Discourses: A Multi-modal Analysis of Gender Representations and Femininity in a Philippine Magazine
Technology and Pottery Evolution: Pottery Practices in South Western Nigeria
Case Studies of Alternative Land Acquisition Models in India
Post-Independence Tourism of India
Competing Gender Discourses: A Multi-modal Analysis of Gender Representations and Femininity in a Philippine Magazine
Identity and Belonging in Adib Khan's Seasonal Adjustments
The Educational History of African Americans in North Carolina from Slavery to the Achievement Gap: A Historical Review of the Literature
Women in Panchayats: The History, the Perspective and the Background
The paper presents need and importance of expanding horizons, visions and missions of leaders in universities and colleges to meet local and global challenges. Strategic visions and missions from the world ranking universities like Stanford and MIT are presented in this paper for adoption and implementation by Indian universities and colleges. Today leaders of Indian universities and colleges are found to limit their visions and missions largely to teaching and do not adequately reach to research, innovation and creativity. Organizational and management strategic visions of foreign universities which are relevant to Indian situation and can make a big difference in them are also presented. New knowledge and new technology generation in Indian universities is far too low. Technology transfer from university to human society is far too weak. Marketing of new knowledge and technology from university to human society is almost absent. NEP-2020 has very ably outlined the challenges before higher and technical education in India. Now it remains for Indian universities and colleges to implement them effectively. Government is very serious about implementation, because it is the key to people's development. Indian youths in 21st century need to be nurtured to face not only local but also global challenges. Effective implementation of NEP-2020 is however not an easy job. It essentially requires modern strategic visions on the part of university leaders, governing body members of universities and colleges. Every university and college must have to cope with global winds of change, welcome them and discuss, debate and adopt them with suitable modifications, if necessary. The purpose of the paper is to develop awareness among leaders in university and colleges about experiences from world ranking universities. Capability building of human resources takes place in universities and colleges which in turn increases ability of people to see and meet challenges at local and global levels. Projects like Atna Nirbhar Bharat, Skill India, Make in India etc will stand to gain if NEP-2020 is effectively implemented. If all the leaders in universities and colleges adopt the modern visions and missions then Indian education will shoot over the world and undoubtedly India will become a hub of education.
Older persons, defined as those aged 60 and above, face declining health and complex medical needs, particularly in Malawi where poverty and poor nutrition are common. To address these challenges, the government has introduced community-based care, yet equitable access remains limited as programs often prioritize children and pregnant women. This study used a qualitative exploratory design, interviewing five medical practitioners and elderly individuals near five health centers, to examine perceptions of health services. Findings show that while centers provide general care, nutritional counseling, and outreach, barriers such as distance, transport, drug shortages, waiting times, and cultural beliefs hinder effective access. The study concludes that although primary health centers make commendable efforts, policies addressing logistical gaps, training geriatric specialists, and culturally sensitive community-based approaches are essential to improve elderly care.
This study investigates the trajectory of Indian tourism from 1947, when India achieved independence, to the present. Initially, tourism faced neglect due to post-independence challenges, with limited infrastructure and policy focus. Gradually, the sector gained momentum, transitioning from marginal attention to significant growth. Early tourism policies prioritize attracting international tourists and developing basic infrastructure, while domestic tourism emerges as a secondary focus. At the beginning of the 21st century, diversification in tourism and globalization expanded the scope and introducing innovative trends and infrastructure development, sustainably, along with preservation and conservation of culture, heritage, and wildlife. This research analyzes the evolution of Indian tourism, elaborating the challenges and the major policy measures that shaped its development. The research integrates qualitative policy analysis and quantitative data on tourist arrivals and economic factors in the transformation of India's tourism. Butler's TALC model is applied to frame the tourism trajectory of India after independence.
This study investigates the pedagogical themes in 'Adisthana Padavali' the Malayalam foundation textbook prescribed for secondary school students in Kerala, focusing on their educational significance and instructional methods. Poetry, as a literary form, plays a vital role in nurturing students' intellectual, emotional, and cultural growth. The study examines how the themes within these poems align with the curriculum's objectives, including the promotion of moral development, cultural awareness, and linguistic competence. Employing a qualitative research methodology, this study analyses the content of the poems, gathers insights from secondary school teachers, and incorporates student feedback to evaluate the effectiveness of poetry instruction. The analysis identifies prominent themes such as environmental sustainability, social equity, and personal reflection, showcasing their relevance to contemporary educational needs. The research also sheds light on challenges faced by educators, including varia-tions in students' language proficiency and a lack of innovative pedagogical resources. The findings reveal that while the poems in 'Adisthana Padavali' have significant potential to en-rich students' holistic development, their impact is often diminished by traditional teaching practices. The study emphasizes the importance of employing creative teaching techniques, such as role-playing, group activities, and technology-based tools, to make poetry more en-gaging and accessible to students. This research contributes to the broader discourse on the role of literature in education by highlighting the transformative potential of poetry when taught effectively. It provides practical recommendations for curriculum designers, teachers, and policymakers to enhance poetry pedagogy, ensuring it continues to be a meaningful and integral part of secondary education in Kerala.
This historical review explores the educational experiences of African Americans in North Carolina from slavery to the present-day achievement gap. Using a historical structural lens informed by Critical Race Theory, the study traces key periods including slavery, Reconstruction, Jim Crow segregation, desegregation following Brown v. Board of Education, the Coleman Report, and the implementation of federal education policies such as ESEA, NCLB, and ESSA. Archival sources reveal that literacy was historically a tool of liberation, criminalized during slavery but fiercely pursued within Black communities. Despite limited resources, Historically Black Colleges and Universities and segregated PK-12 schools fostered resilience and academic ambition. However, integration policies often led to the displacement of Black educators and the erosion of culturally affirming practices. Contemporary disparities in reading proficiency and school discipline, especially for African American males, underscore the enduring effects of systemic inequities. This review highlights the importance of culturally responsive teaching, community engagement, and educator diversity to improve literacy outcomes for African American students. By situating present-day challenges within a broader historical context, this study provides critical insights for transforming educational policy and practice in North Carolina and beyond.
