Cover Page January 2024

 

SHODH GURU International Research Journal of Education

वर्ष – 1 | अंक 1 | जनवरी ,2024

Contents/ विषय सूची

Overview Abstract Keywords Reference

चीन में हिंदी का विकास

डॉ.विवेक मणि त्रिपाठी

सारांश

चीन में भारतीय भाषाओँ के अध्ययन का लम्बा इतिहास रहा है I प्राचीन काल में भारत से हिन्दू धर्म ,बौद्ध धर्म, योग ,आयुर्वेद का ज्ञान चीन गया जिसने चीनी संस्कृति को समृद्ध किया I अभी चीन के 17 विश्वविद्यालयों में हिंदी भाषा एवं साहित्य में पाठ्यक्रम हैं I लगभग 15 विश्वविद्यालयों में भारत अध्ययन केंद्र हैं जहाँ चीनी भाषा के माध्यम से भारतीय संस्कृति एवं समाज पर शोध होता है , इसके अलावा 50 से अधिक विश्वविद्यालयों में बौद्ध  अध्ययन केंद्र हैं जो परोक्ष – अपरोक्ष रूप से भारत से जुड़ा हुआ है I इसके अलावा चीनी विद्वान भारतीय संस्कृति एवं समाज को समझने के लिए अन्य भारतीय भाषाओँ का भी अध्ययन कर रहे हैं जिसमें संस्कृत ,पाली, हिंदी ,तमिल, पंजाबी, गुजराती , बंगाली, उर्दू आदि भाषाएँ शामिल हैं, बंगाली और उर्दू में स्नातक पाठ्यक्रम भी संचालित है , अन्य भाषाओँ में १-२ वर्षीय डिप्लोमा पाठ्यक्रम है I

कुंजी शब्द : हिंदी भाषा एवं साहित्य, भारत – चीन सांस्कृतिक सम्बन्ध I

प्रथम  चरण  -  पहला वर्ष १९४२ से वर्ष १९४८ तक , यह समय हिंदी शिक्षण का प्रारंभिक काल था, उस समय चीन राजनितिक रूप से बहुत ही उथल –पुथल से गुजर रहा था,परिणामतः इस काल में हिंदी भाषा शिक्षण में ज्यादा प्रगति नहीं हुई I

द्वितीय चरण - चीन में हिंदी शिक्षण का दूसरा काल वर्ष १९४९ से १९६८ तक था, यह काल चीन में हिंदी शिक्षण के लिए बहुत ही अच्छा रहा , इसी समय नए भारत और नए चीन की स्थापना हुई , दोनों देशों के मित्रता की नई कहानी शुरू हुई , तत्कालीन चीनी प्रधानमंत्री चऊ एन लाय ने चीनी विद्यार्थियों को हिंदी पढ़ने  लिए प्रेरित किया , उस समय के भारतीय राजदूत महोदय की पत्नी को पेइचिंग विश्वविद्यालय में हिंदी पढ़ाने के निमंत्रित किया गया , फलतः हिंदी का भी विकास द्रुतगति से हुआ,इस काल के हिंदी विद्वानों ने चीन के हिंदी शिक्षण की मजबूत नीवं रखी, लेकिन १९६२ में हुए भारत – चीन युद्ध ने हिंदी की विकास यात्रा पर विराम लगा दिया I 

तृतीय चरण  - तीसरा काल वर्ष १९६६ से १९७६ तक था, यह काल चीन में सांस्कृतिक क्रांति का काल था, सांस्कृतिक क्रांति के समय चीन में बहुत असमान्य काल था, विश्वविद्यालयों में प्रवेश परीक्षा की प्रणाली को बंद कर दिया गया था, विद्यार्थियों को अनुशंसा के आधार पर प्रवेश मिलने लगा, जिसके कारण शैक्षिक रूप से असामान्य लोग विश्वविद्यालय में प्रवेश करने लगे जिसका प्रभाव हिंदी शिक्षण पर भी पड़ा, प्रवेश लेने वाले विद्यार्थी मुख्यतः किसान और सैनिक होते थे, जिनकी अकादमिक क्षेत्र में कोई विशेष रूचि नहीं थी,फलतः उनका चीन के हिंदी अध्ययन – शोध में कोई विशेष योगदान नहीं रहा I 

चतुर्थ चरण - चौथा काल १९७६ से २००५  और पांचवां काल २००५ से वर्तमान समय तक I  यह समय चीन के आर्थिक विकास के प्रारंभ का समय था , अस्सी के अंत का दशक चीन के आधुनिकतावाद और आर्थिक सुधारवाद में प्रवेश का समय था , चीन में चतुर्दिक सकारात्मक परिवर्तन का समय था ,  आर्थिक प्रगति के साथ चीन के कई नए विश्वविद्यालयों में हिंदी भाषा की पढ़ाई शुरू हुई I

पंचम चरण  - पांचवां काल २००५ से वर्तमान समय तक I  वर्ष २००५ में चीनी राष्ट्रपति का भारत आगमन हुआ,  दोनों देशों के मध्य द्विपक्षीय व्यापार बढ़ने लगा , व्यापार के साथ - साथ भाषाई सम्बन्ध भी प्रगाढ़ करने की आवश्यकता को दोनों देशों के नेताओं ने समझा और इस काल में चीन में सबसे ज्यादा विश्वविद्यालयों में हिंदी की पढाई शुरू हुई , और लगभग १० नए  विश्वविद्यालयों में हिंदी पाठ्यक्रम में स्नातक एवं स्नातकोत्तर पाठयक्रम शुरू की गई I

Read More
Overview Abstract Keywords Reference

Integration of Information and Communication Technology Into Education Under the National Education Policy-2020

 

Dr. Amit Kumar

The integration of ICTs into the educational system necessitates a comprehensive and multi-layered strategy. Education policy, infrastructure, capacity development, language, content, and financial assistance all fall under the umbrella here. When instructors are no longer lecturers, they become facilitators in student-centered learning environments, and ICT education speeds the teaching/learning process. We may now reconsider the attributes we look for in India's future leaders in light of current information and communication technologies. It was former ISRO Director-General Krishnaswamy Kasturirangan's task to lead an expert panel that proposed a plan to enhance India’s education and focu on technology-oriented training. New instructional methods will help students develop their creative thinking, higher-order reasoning , strong reasoning, effective communication, and high productivity. All levels of education in a nation must have a well-defined education policy that is forward-thinking and comprehensive. The history and traditions of many nations' educational systems must be considered before substantial changes are implemented at the elementary, secondary, or university levels. After the Union Cabinet ratified the National Education Policy (NEP) 2020, India's educational system would undergo a major overhaul. The 1986 National Policy on Education was replaced by this new policy. By providing an outline for K-12 and post-secondary education, this strategy would benefit both rural and urban areas of India. As a result of this new policy, India's educational landscape would undergo a major shift by the year 2021. When this initiative was made public, government authorities were keen to explain that no one would be forced to learn a given language or have their medium of teaching changed from English to a regional dialect. In addition, the government has said that English will remain the primary language of instruction in the schools. The implementation of NEP's language policy has a number of aspects to examine, including how governments, institutions, and schools apply the policy. Education in India is on the Concurrent List.

NEP 2020 Overview & Analysis, Implementation Strategies, Approaches, Challenges, Opportunities.

  1. Adams, C. (2019). TPACK Model: The Ideal Modern Classroom. Technology and the Curriculum: Summer 2019.
  2. Adams, C. (2019). TPACK Model: The Ideal Modern Classroom. Technology and the Curriculum: Summer. https://techandcurr2019.pressbooks.com/chapter/tpa ck-modern-classroom/.
  3. Aldunate, R., & Nussbaum. (2013). Teacher adoption of technology. Computers in Human Behavior. 29(3), 519-524.https://www.sciencedirect.com/science/article/abs/pi i/S074756321200297X.
  4. Chigona, A. (2015). Pedagogical shift in the twenty-first century: Preparing teachers to teach with new technologies. . Africa Education Review, https://www.tandfonline.com/doi/abs/10.1080/1814 6627.2015.1110912, 12(3), 478-492.
  5. (2021). Digital,India. https://datareportal.com/reports/digital-2021-india.
  6. Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS quarterly , 319-340.
  7. Kundu, A. (2018). A Study on Indian Teachers’ Roles and Willingness to Accept Education Technology. International Journal of Innovative Studies in Sociology and Humanities. https://doi.org/10.13140/RG.2.2.24762.31687, 3(9).
  8. Kundu, A., & Bej, T. (2021). COVID-19 response: students’ readiness for shifting classes online. Corporate Governance: The International Journal of Business in Society. https://www.emerald.com/insight/content/doi/10.1 108/CG-09-2020-0377/full/html.
  9. Mukhopadhyay, M. (2020). Total Quality Management in Education(3rd Edition. New Delhi: Sage Publications. https://in.sagepub.com/en-in/sas/total- quality-management-in- education/book274122#preview.
  10. (1986). National Education Policy 1986 National Informatics Centre. http://mhrd.gov.in/sites/upload_files/mhrd/files/NPE.
  11. (2020). National Education Policy 2020. Ministry of Education. Government of India. New Delhi, India: https://www.education.gov.in/sites/upload_files/mhr d/files/NEP_Final_English_0.pdf.
Read More
Overview Abstract Keywords Reference

राष्ट्रीय शिक्षा नीति 2020 और उच्चतर शिक्षा में नया आयाम

डॉ.एस.पी. यादव

सारांश

उच्चतर शिक्षा सामाजिक कल्याण के साथ-साथ मनुष्य के विकास में महत्वपूर्ण भूमिका निभाने का कार्य करती हैं। भारत जिस प्रकार ज्ञान आधारित अर्थव्यवस्था और समाज की ओर बढ़ रहा है, ठीक उसी प्रकार भारतीय युवा भी उच्चतर शिक्षा की ओर बढ़ रहे है। वैश्विक प्रतिस्पर्धा और देश की बढ़ती हुई आवश्यकताओं को देखते हुए उच्च्तर शिक्षा का उद्देश्य उच्च कोटि के चिन्तनशील एवं बहुमुखी प्रतिभा वाले रचनात्मक व्यक्ति का विकास और निर्माण ही होना चाहिए, जिससे कि प्रत्येक छात्र व्यक्तिगत जीवन के साथ-साथ पारिवारिक एवं सामाजिक सहभागिता के लिए तैयार हो सके साथ ही आर्थिक रूप से अधिक स्वतन्त्र और सक्षम बन सके। प्रस्तुत शोधालेख उच्चतर शिक्षा के व्यापक बदलाव हेतु राष्ट्रीय शिक्षा नीति 2020 के नए आयामों और सुधारों पर केंद्रित है।

विशिष्ट शब्द: राष्ट्रीय शिक्षा नीति 2020,उच्चतर शिक्षा, ज्ञान आधारित अर्थव्यवस्था, संस्थागत पुनगर्ठन और समेकन, बहुविषयक उच्चतर शिक्षा सस्थान,बहु-विषयक स्नातक शिक्षा ।

  1. रहमान, सफी (2008) : राष्ट्रीय ज्ञान आयोग, इंडिया टुडे, जून2008, पृष्ठ सं 11-13.
  2. अग्रवाल, पवन (2009) : श्रम बाजार के अनुरूप उच्च शिक्षा योजना, अंक - 9, सितंबर 2009, पेज न - 11-13.
  3. चन्सौरिया, मुकेश (2009) : भारत में उच्च शिक्षा : समस्याएं एवं समाधान, योजना, अंक: 09, सितम्बर, 2009 पृष्ठ सं. 27-30.
  4.  शिक्षा मंत्रालय, नई दिल्ली (2020) : राष्ट्रीय शिक्षा नीति 2020, मानव संसाधन विकास मंत्रालय भारत सरकार।
  5. अग्रवाल, नागेश्वर एवं सतनामी मोनिका (2023) : नईं राष्ट्रीय शिक्षा नीति का प्रभाव (उच्च शिक्षा के विशेष संदर्भ में), इंटरनेशनल जर्नल ऑफ एडवांसेस इन सोशल साइंसेज, वाल्युम -11, इश्यूज - 4, वर्ष - 2023,पेज न - 246- 253.
Read More
Overview Abstract Keywords Reference

Comparison of Educational Practices between India and Greece

Prakash Chandra Kasera


The Indian educational system is one of the world’s oldest. By formalising the educational system, both secular and spiritual instruction were passed over in a systematic manner. Since ancient times, we have seen great progress in our country’s educational system. Greeks and Romans made significant contributions to the formation and development of the western educational system during the ancient period. In terms of educational underpinnings, we can draw as many parallels as feasible between Indian and Greeko-Roman systems of education. A comparison of some of the elements has been attempted by the scholar. A prospective teacher cannot fulfil his or her responsibilities as a responsible educator unless he or she understands the philosophical foundations of education. All aspiring teachers and teacher educators must be well-versed in the educational foundations handed down in ancient India and the West. This would broaden the mental horizons of all education students.

Key words : Indian Educational System, Greeko-Roman, Prospective Teacher

References :
1. Acharya, S. 2022. How National Education Policy 2020 is transforming the vision for education in India. Retrieved on January 2,2021 from https://indianexpress.com/article/opinion/columns/national- education-policy-nep-2020-transforming-india-7429011/
2. Adhikari, Lokesh &Mona Semalty, & Ajay Semalty. 2021. A critical study of SWAYAM MOOCs: Increasing reach and expansion. University News (0566-2257).59.9-18. Retrieved from file:///C:/Users/ dsgvd/Downloads/UNswayampaper2021.pdf.
3. Agarwal A, Sharma., V. Kumar, et al. 2021.Effect of E-Learning on Public Health and Environment During COVID-19 Lockdown. Big Data Mining and Analytics. 2021, 4 (2): 104-115. https://doi. org/10.26599/BDMA.2020.9020014.
4. Agustini, K, IW. Santyasa, NM.Ratminingsih.2019. Analysis of Competence on TPACK; 21stcentury Teacher Professional Development. Journal of Physics Conference Series 1387 (1):012035. http:// dx.doi.org/10.1088/1742-6596/1387/1/012035
5. Banvari, V. 2018. Role of MOOCs in Indian Higher Education. Journal of Emerging Technologies and Innovative Research, 5 (12), 402-408. Retrieved from https://www.jetir.org/papers/JETIR1812A54. pdf.
6. Becker, H.J. 2000. Finding from the Teaching, Learning and Computing survey: Is Larry Cuban right? Education Policy Analysis Archives, 8 (51), 31p.https://doi.org/10.14507/epaa.v8n51.2000
7. Bordoloi, R., P. Das, K. Das. 2020. Life long learning opportunities through MOOCs in India. Asian Association of Open Universities Journal. http://dx.doi.org/10.1108/AAOUJ-09-2019-0042
8. Bozkurt, A, E. Ozbek, O. Ritcher. 2017. Trends and Patterns in Massive Open Online Courses: Review and Content analysis of Research on MOOCs (2008-2015). International Review of Research in Open and Distributed Learning, 18-5,118-147. Retrieved from https://files.eric.ed.gov/fulltext/ EJ1152040.pdf.
9. Chahal, M. 2015. Higher Education in India: Emerging Issues Challenges and Suggestions. International Journal of Business Quantitative Economics and Applied Management Research, 1 (11), 67-74. Retrieved on April, 3, 2023 from http://ijbemr.com/wpcontent/uploads/2015/05/Higher_ Education_in_India_Emerging_Issues_Challenges_and_Suggestions.pdf
10. Chauhan, J. & A. Goel. 2017. An Overview of MOOC in India. International Journal of Computer Trends and Technology, 49, 111-120. http://dx.doi.org/10.14445/22312803/IJCTT-V49P117.
11. Das, M. 2018. Massive Open Online Courses (MOOCs): A New Era of Higher Learning. International Journal of Research in Social Sciences, 8-4, 295-311. Retrieved from https://www.ijmra.us/ project%20doc/2018/IJRSS_APRIL2018/IJMRA-13567.pdf
12. Harris, J. 2005. Our agenda for technology integration: It is time to choose. Contemporary Issues in Technology and Teacher Education (Online Serial), 5(2). Retrieved on January 4, 2021 from https://citejournal.org/volume-5/issue-2-05/editorial/our-agenda-for-technology-integration-its-time-to-choose/
13. Harris, J. B. 2008. TPACK in in-service education: Assisting experienced teacher’s planned improvisations. In AACTE Committee on Innovation and Technology (Eds), Handbook of technological pedagogical content knowledge for educators (pp.251-271). Routledge. New York. Retrieved from https://core. ac.uk/download/pdf/235401647.pdf.
14. UNESCO. 2020. Retrieved January 05, 2021 from https://en.unesco.org/sites/default/files/ education_in_a_post-covid_world-nine_ideas_for_public_action.pdf.
15. Jena, P.K. 2020, Online Learning During Lockdown Period for Covid-19 in India. International Journal of Multidisciplinary Educational Research, Volume 9, Issue 5 (8). Jordan, K. 2014. Initial trends in enrollment and completion of massive open online courses. The International Review of Research in Open and Distance Learning, 15(1). Retrieved from http:// www.irrodl.org/index.php/irrodl/article/view/1651/2774
16. Joshi, A, M. Vinay, P. Bhaskar (2020). Impact of Corona virus pandemic on the Indian education sector: Perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, Volume 18, No. 2, pp. 205-226. https://doi.org/10.1108/ITSE-06-2020-0087
17. Kaurav, R.P.S., S. Rajput, & R. Baber. 2019. Factors affecting the acceptance of e- learning by students: A Study of e-learning programs in Gwalior, India. South Asian Journal of Management, 26 (1), 76- 95. Retrieved from https://www.proquest.com/scholarly-journals/factors-affecting-acceptance-e- learning-students/docview/2251594754/se-2
18. Kop, R. 2011. The Challenge to Connectivist Learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning. DOI- https://doi.org/10.19173/irrodl.v12i3.882
19. Kumar, D. 2020. A Critical analysis and a Glimpse of New Education Policy-2020, International Journal of Scientific and Engineering Research. Vol 11, Issue 10. Retrieved from https://www.ijser.org/ researchpaper/A-Critical-Analysis-and-a-Glimpse-of-New-Education-Policy--2020.pdf
20. Kumar, A. 2020, New Education Policy (NEP) 2020: A Roadmap for India 2.0. https://digitalcommons. usf.edu/m3publishing/vol3/iss2021/36. https://www.doi.org/10.5038/9781955833042
21. Kurien, A. Chandramana, S. 2020, Impact of New Education Policy 2020 on Higher Education, Conference: Atma Nirbhar Bharat: A Roadmap to Self-reliant India, at Thiruvalla, November 2020, DOI: 10.6084/m9.figshare.13332413.v1
22. Levy, D. 2011. Lessons learned from Participating in a Connectivist Massive online open course (MOOC), Paper presented at $thAnnual SLOAN international Symposium: Emerging Technologies for Online Learning (ET4OL), San Jose, CA, July 2011. Retrieved from https://www.researchgate.net/profile/ Dalit-Levy/publication/275653698_Lessons_Learned_from_Participating_in_a_Connectivist_ Massive_Online_Open_Course_MOOC_-_San_Jose_Ca_2011/links/554333680cf23ff716837e5b/ Lessons-Learned-from-Participating-in-a-Connectivist-Massive-Online-Open-Course-MOOC-San- Jose-Ca-2011.pdf
23. Manak, G. 2020. Issues and Challenges in Higher Education in India. International Journal of Research in Economics and Social sciences, 10 (6), 112-119. Retrieved from file:///C:/Users/dsgvd/ Downloads/ISSUESANDCHALLENGESINHIGHEREDUCATIONININDIA.pdf.
24. Ministry of Education. Government of India. 2021-22. Department of School Education and Literacy. A Report on Unified District Information System for Education Plus (UDISE+). Flash Statistics. Retrieved from https://www.education.gov.in/sites/upload_files/mhrd/files/statistics-new/ udise_21_22.pdf
25. Ministry of Labour and Employment 2014. Education, Skill Development and Labour Force, 3, 2013- 14. Government of India. Labour Bureau, Chandigarh. Retrieved from https://labour.gov.in/sites/ default/files/Report%20Vol%203%20final.pdf.
26. Minstry of Youth Affairs and Sports. 2014. National Youth Policy. Government of India. Retrieved from https://www.rgniyd.gov.in/sites/default/files/pdfs/scheme/nyp_2014.pdf.
27. National Policy on Education. 2020. Ministry of Human Resource Development. Government of India. New Delhi. Retrieved on December 2, 2021 from https://www.education.gov.in/sites/upload_files/ mhrd/files/NEP_Final_English_0.pdf.
28. Nayak, S. 2019. Massive Open Online Courses (MOOC) in India: Higher Education towards Sustainable Digital Revolution, conference: national seminar Volume entitled Redefining Higher Education: Techniques, Thought and Impact, Saligram At: 978-81-939820-6-8. Retrieved on January 4, 2022 from https://www.researchgate.net/publication/354858967_Massive_Open_Online_Courses_ MOOC_in_India_Higher_Education_towards_Sustainable_Digital_Revolution_Savita_N_Nayak
29. NIEPA, 2020. NEP 2020: Implementation Strategies. http://www.niepa.ac.in/download/NEP%20 2020%20Implementation%20Strategy_W.pdf
30. Neiss, M.L., 2005. Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education. 21(5), 509-523. doi:10.1016/j.tate
31. OECD, 2020.The impact of Covid-19 on education: insights from Education at a Glance 2020, A Report Published Paris, France: Retrieved on January 4, 2022 from https://www.oecd.org/education/the- impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
32. Panditrao MM, Pandit rao MM.2020. National Education Policy 2020: What is in it for a student, a parent, a teacher, or us, as a Higher Education Institution/University? Adesh University Journal of Medical Science & Research;2(2):70-9. doi:10.25259/AUJMSR_32_2020
33. Pant, H.V., M.C. Lohani, & J. Pande.2021. MOOCs in Higher education: Current Trends in India and developed countries. https://orcid.org/0000-0002-3017-164X
34. Patil,M., R.B.Ghadge, S.Dhas,A.Moholkar.2021. Impact of Covid-19 on Education in India. Lab: Thin Film Nanomaterials Laboratory. DOI: http://dx.doi.org/10.51397/OAIJSE05.2021.0006
35. Pouezevara, S.R. and L.J. Horn. 2016. MOOCs and Online Education: Exploring the Potential for International Educational Development. RTI Press Publication No. OP-0029-1603. Research Triangle Park, NC: RTI Press. http://dx.doi.org/10.3768/ rtipress.2016.op.0029.1603 QS World University Ranking. 2021. Retrieved on December 1, 2021 from https://www.topuniversities. com/university-rankings/world-university-rankings/2021.
36. Rolfre, V. 2015. A systematic review of the socio- ethical aspects of massive open online courses. European Journal of Open, Distance, and E- learning, 18(1), 53-72. Retrieved from https://files. eric.ed.gov/full text/EJ1065118.pdf
37. Al-Samarrai, Samer; Gangwar, Maulshree; Gala, Priyal. 2020. The Impact of the COVID-19 Pandemic on Education Financing. Economic Impact of COVID-19. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/33739 License: CC BY 3.0 IGO.
38. Sandeen, C. 2013. Integrating MOOCs into Traditional Higher Education: The Emerging “MOOC 3.0” Era. Change: The magazine of Higher Learning, Volume 45, No. 6, p.p 34-39, https://doi.org/10 .1080/00091383.2013.842103
39. Saxena, S &A. Khandelwal.2021. Covid-19 and NEP 2020 Impact on Indian Education System, Conference: Role of Technological Disruption in Management, science and Humanities in Emerging World Order, Amity University, December 2020.ISBN#9789390835201. Retrieved on January 4, 2022 from https://www.researchgate.net/publication/352091533_COVID-19_and_NEP_2020_ Impact_on_Indian_Education_System
40. Shah, D., 2019. By The Numbers: MOOCs in 2019, The Report by Class Central. Retrieved on January4, 2022 from https://www.classcentral.com/report/mooc-stats-2019/.
41. Sheikh, Y. 2017. Higher Education in India: Challenges and Opportunities. Journal of Education and Practice, 8(1), 39-42. Retrieved from https://files.eric.ed.gov/fulltext/EJ1131773.pdf.
42. Sreeramana, A. &A. Shubhrajyotsna.2020. Analysis of the Indian National Education Policy 2020 towards achieving its objectives. MPRA, Munich Personal RePEc Archive. Retrieved on January2,2021 from https://mpra.ub.uni-muenchen.de/102549/
43. Statisa. 2020. Twenty countries with the largest population in mid 2021. Retrieved on 6 December 2021. https://www.statista.com/statistics/262879/countries-with-the-largest-population/
44. Swayam, Ministry of Education, Government of India. https://swayam.gov.in/
45. Tari, S and G. Amonkar. 2021. Impact of Covid on Higher Education in India, Educational Resurgence Journal Volume 2, Issue 5, January 2021, ISSN 2581-9100. Retrieved on January5,2022 from https://coed.dypvp.edu.in/educational-resurgence-journal/documents/jan-2021/22-27.pdf
46. Tilak J. 2010. Higher Education in India: Emerging Challenges and Evolving Strategies. In: Ka- Ho M.(eds) The Search for New Governance of Higher Education in Asia. International and Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230111554_11.
47. UNESCO 2020. Education in a post – COVID world: Nine ideas for public auction, International Commission on the Futures of Education. Retrieved on December 3, 2021 from file:///C:/Users/ hp/Desktop/education_in_a_post-covid_world-nine_ideas_for_public_action.pdf
48. UNICEF & UNESCO, 2021. India case study, Retrieved on January 1, 2022 from https://www.unicef. org/rosa/media/16511/file/India%20Case%20Study.pdf
49. University Grants Commission. Government of India. New Delhi. https://www.ugc.ac.in/
50. Venkateshwarlu, B 2021. A Critical Study of NEP 2020: Issues, Approaches, Challenges, Opportunities and Criticism, International Journal of Multidisciplinary Educational Research. 10, 2(5). 191- 196. Retrieved on january5, 2022 from http://s3-ap-southeast-1.amazonaws.com/ijmer/pdf/ volume10/volume10-issue2(5)/33.pdf
51. Varghese, N., Sabharwal, N., Malish, C. 2019. Equity and Inclusion in Higher Education in India. Centre for Policy Research in Higher Education. National Institute of Educational Planning and Administration. New Delhi, India. http://cprhe.niepa.ac.in/sites/default/files/Report-Files/ CPRHE-Research%20Paper-12_Equity%20and%20Inclusion%20in%20Higher%20Education.pdf.
52. Yuan, L.& Powell, S.2013. MOOCs and Online Education: Implications for Higher Education. Centre for Educational Technology interoperability standards. http://dx.doi.org/10.13140/2.1.5072.8320.

Read More