Adult education in NWFP, Pakistan

by Sultan Muhammad

Introduction:
Education is the backbone in development of a nation, With Education, nation identifies it self in the nations of the world. Education give power and respect to small countries and enables them to control over its economy, with education one can conserve it resources in a better way. Education is the tool of success and dignity in this world. Educations help in character building and improve their moral responsibilities. Educations reduce crime and poverty from the society.
Education in Pakistan:
After 1857 freedom war, Muslims were isolated in the subcontinent and derail from the path of development and education. The doors of education were closed on them. Sir Syed Ahmad khan helps Muslims in those difficult times. He established a Muslim university after 1857 for the Muslim of the subcontinent. He put them back on the track.
Due to those reason Literacy rate was very low at the time of partition, in light of these circumstances in November 1947; first educational conference was held to improve the education system of Pakistan, although many fruitful suggestions were introduced in this conference and later on they were implemented but no attention was given to adult education at that time.
In 1972, the very first comprehensive education policy was introduced after independence of Pakistan under the title of educational policy 1972-80, federal Minister Hafiz Perzada first time gave Attention to education. In this policy literary centres were established to educate Eleven million illiterate people. Also to establish an Open University that will provide education through radio and television.
In 1979 general Zia-ul-Haq held a conference on education, in which educational experts were invited to analyse the education system of Pakistan and presented their precious suggestion to improve the quality of education of Pakistan and prepare a educational policy that suit Pakistan. This conference identifies some problems and put emphasis on the following points to increase the literacy in Pakistan.
· The establishment of Mosque and Mohalla schools to educate the people
· Establish a counsel for Adult Education to increase the literacy rate, attached to AIOU.
In 1992 Nawaz Sharif government announced a policy which had positive suggestions of all policies since 1947 and onward. It was the most comprehensive policy of Pakistan education history, although it was not executed at that time but later on some suggestions were implemented like the establishment of NTS system.
Adult Education: adult education was defined by experts,
1. “It is a process, through which the grownups of a common acquire modern ideas. Awareness of the present issue of the society and to some extent critical thinking is developed”
2. Bryson. Define adult education as “ all activities with an educational purpose carried on by people in the ordinary business life”
It means all those adults people who misfit in society due to lack of education, an educational programme will be planed for them, to educate them up to the level and requirement of the society. So they could be useful for the well being of the society.
Developed countries had already passed through this phase. Still they have adult education programme for those who left behind in the race of education or dropout for some reason from the school.
Education in NWFP
According 1998 census, NWFP population is around 18 million and the literacy rate of NWFP is 34.41%, men 51.39% and women 18.82 %. 2.35 million Children are enrolled in schools and 2.14 million are out of school due to different reason.
In the field of education NWFP is for behind with respect to other provinces, only Balochistan is lacking behind us. That why these two provinces required special attention, which they never get.
According to Population Census Organization 1998
EDUCATION IN NWFP AGE GROUP WISE
LITERACY RATE 1997-98
Province/Area
Population of Age Group 15-24 Year
literates 15-24 years
Literacy rate
NWFP
3.36 (million)
1.62 (million)
48%
EDUCATION IN NWFP GENDER GROUP WISE
LITERACY RATE 1997-98
Province
Male Population Age Group 15-24 Year
literate Male 15-24 years
Male Literacy Rate
NWFP
1.71 (in million)
1.16 (in million)
68%
Province
Female Population Age Group 15-24 Year
Literate Females !5-24 years
Female Literacy Rate
NWFP
1.6 (in million)
0.5 (in million)
31%
According to Population and Housing Census Report 1998, NWFP is the second lowest province in Pakistan in literacy rate. But still no serious attention is given to improve adult education. Some half hearted plans are in progress but those are not enough to eradicate the problem
Adult education in NWFP:
According to 1972-80 education policy, first time few literacy centres were established in NWFP for the purpose of adult education, but it would not achieve its goals.
In 1979 general Zia-ul-Haq era, he put stress on education and on the recommendation of education conference government establish Mosque and Mohalla schools for adult education and actively used media for adult education. For this purpose Open University started educational courses on PTV and radio on daily bases. Media improved the education quality in adults in cities. For the first time in Pakistan and in NWFP Adult education made real progress.
In 1992 policy, government improved adult education and suggested the promotion of education of females through the combination of non-formal and distance education. Opening of distance educational colleges/institutes and establishing a second TV Channel for education purpose.
Public Sector Literacy Programmes
In public sector, first time literacy centres were established in 1972, the target was to literate Eleven million people across Pakistan. Allama Iqbal Open University was establish in 1974 as a language institute, later on it was given the status of university, it is the first open university in Asia. AIOU play a vital role in education in Pakistan. Later on it starts courses on PTV and radio to cure illiteracy problem in Pakistan.
IN 1979 general Zia-ul-Haq improved adult education and gave real attention to adult education. He established Mosque and Mohalla schools to eradicate illiteracy from Pakistan. With the establishment of these schools the literacy rate increased in adult to some extent.
Zia-ul-Haq increased the role of media in education; he opened new channels and started new courses with the help of Allama Iqbal Open Univesity on television and radio. Education courses were provided to People at their door step.
After 1992 Nawaz Sharif government gave attention to the education. They prepared a new education policy to improve overall education system of Pakistan; they brought major changes in education policy and take new initiatives for this purpose. Although the policy was not implemented at that time but later on it was implemented.
Government announced a policy which had the positive suggestion of all policies since 1947 and onward. Which was not executed for some reason at that time, but later on some suggestions were implemented like the establishment of NTS system. Some other programme which were implemented:
Eradication of illiteracy from selected areas of NWFP
This project was launched by Literacy Commission and it opened face to face literacy centre and TV literacy centre in Tehkal Bala, Peshawar. This project was implemented through NGOs and local community. 87% adult were made literate against the target.
Quran literacy project
This project was planed with the consideration of great respect of the people of NWFP towards Islam. It was understood that the people will have more attraction to religious type of education and in this way they will come in to the main stream of learning. This project was specially designed for the females because they have no access to education. Experts believe that with this type of education they would involve female in the education process and make them better persons of the society, with the help of Quran education they will easily learn Urdu as well. As a whole it was very difficult project to organise. Due to that it was not successful as it was thought initially. Time table was very difficult for teacher, with no incentives; in some areas people were still not ready to send their girls to schools.
Non Formal Basic Education Schools
In 1995 Prime Ministers Literacy Commission implemented a project called \”Establishment of 10000 Non-formal Basic Education Schools\” with the total sum of Rs.1263.375 million for a period of five year. This project was implemented on the national level.
This project was based on the idea of united state of America home school that will be run through local community with the help of NGOs. Thousand (7117) of schools were opened under this project. But in 1997 government reduced the budget due to which the student could not received books and teachers could not received salaries.
In the education policy 1998-2010 on further recommendations, the project was expanded on the condition of evaluation of existent schools. Recommendations were given for the opening of another 75000 NFBE community schools during the next three years.
Elementary education:
A Semi-Government Institution of NWFP for promotion of literacy through Community participation. Established in 2002, after the establishment of elementary education foundation, it establishes 36 EEF Model Community Schools for girls in backward districts, and started teacher training programme.
Currently 486 adult schools are running under the supervision of elementary education, funds are provided after the evaluation of the three month progress report. Target 86% adult literacy rate by the year 2015
Dasthkari Schools:
Dasthkari schools were opened all over Pakistan included NWFP to train women to earn livelihood, Pakistan bait-ul-mal also started courses for needed persons to help them to earn livelihood with dignity. Courses of sewing and cutting etc were started.
Pakistan Bait-ul-Mal:
Pakistan Bait-ul-Mal with the help of Allama Iqbal Open University started vocational training and workshops to train the people and improve their technical skills.
PRIVATE SECTOR LITERACY PROGRAMME
Role of NGOS in adult education in NWFP
NGOs stand for Non governmental organisation:, after the invasion of Afghanistan by Russia, a flood of refuges rush to NWFP, Pakistan. To help those refuges, international organisation came to Pakistan and set their offices. Some were taking care of there foods while some providing them shelter. Some organisation took responsibilities of their education. Schools were established in camps and teachers were trained to teach them. This new trend, effected Pakistani society too and the concept of local NGOs developed. With these international NGOs local community started their own NGOs to help their country in different sector. Education and skill development is one of them. Non governmental organisations played a vital role in adult education and skill development in NWFP. List of NGOs, which are involved in the education and skill development programme in NWFP:
1. Khyber Welfare Association
A Non-Governmental Organizations in NWFP was involved Literacy Projects (Pilot) of 1992.
1. Aahung (registered in 1995 – Health) Aahung
Working all over Pakistan, adult education and skill development is one of its components.
2. Association for Creation of Employment (est. registered 1997) (Economic Welfare, Micro Credit)
It mainly works on the skill development but also have adult education programme from time to time.
3. Caritas (est. 1965, registered 1980) (Education, Vocational Training) www.brain.net.pk/~caritas
Registered in 1980 work for education, vocational training in NWFP
4. De Laas Gul Welfare Program (est in 1976, registered in 1988) (Vocational Training) delaasgul@hotmail.com
Da Laas Gul organises vocational training
5. Health Education and Literacy Trust (est. 1987 registered in 1994) (Education and Health)
6. Khwendo Kor – Women and Children Development Program
khanendo kor major components are, working for education, skill development and micro credit programme of women of NWFP.
7. National Research and Development Foundation (est. and registered 1993) tahseen@nrdf-t.pwr.sdnpk.undp.org
8. Lasoona. “LASOONA – Society for Human and Natural Resource Development”
9. CMDO: Community Motivation and Development Organization
CMDO is Community Motivation and Development Organization which is deeply involved in education programme in NWFP. Some of the components of CMDO are:
Community Based Formal Education
Five community base Model school were opened in FATA
Infrastructure Improvement
Improve the infrastructure and rehabilitation of schools in backwards areas, to improve the education.
Non-Formal Education (Transitional Schools)
Schools were opened for working children above the age of 7.
Adult Literacy
20 adult literacy centres were established in FATA and in Kurram Agency and 1500 adult female were educated.
Youth Literacy and Vocation literacy/Trainings
Youth literacy and vocational training programme was started for young adults. 6 months literacy programme followed by 6-months practical/vocational training programme were organised for the ages between 13 -17. Training was provided to 1250 adults under this programme.

Resource centres
Library and computer labs were established in different parts to help the students.
Capacity Building – Teacher Training
Teacher training programme were arranged from time to time, to enhance the ability of teachers to educate adults in there villages.
10. National Commission for Human Development (NCHD)
NCHD is a Pakistan based NGO. It is working in many districts of NWFP
1. Kohat
2. Malakand
3. Abbotabad
4. Swabi
5. Laki Marwat
6. Batgram
7. Shangla
8. Swat
9. HaripurNWFP (3)
10. Mardan
11. Mansehra
12. Karak
NHCD have adult literacy Programme, in 58 Districts of Pakistan and it opened thousand of literacy centre all over Pakistan.
Adult Literacy Programme in 58 districts
Adult Literacy centres opened 5,391
Adult Literacy centres completed 3,874
83,549 non-literates made literate aged 15-39 years (80% women)
11. AKESP Aga Khan Education Services of Pakistan has a major share in private sector education. AKESP specially arranged education programme for women of Chitral and northern area.
In education budget, Less than one 1% was allocated for Adult literacy programme, which is nothing when comparing to problem we are facing in Pakistan, allocated funds were not used in proper way. Funds were spent on ghost schools and ghost teachers. Monitoring of the schools and resources were not up to the standard, due to these loop holes adult education lacks efficiency and effectiveness. The required targets were not achieved up to the expectations of the programme.
Problems and issues to Adult education:
Teacher’s problem
The biggest problem of adult education in NWFP is teacher involvement in the education process. Teacher motivation is required to achieve the goals and objectives. The best way for the motivation of teacher is to increase salaries and give extra befit to those teacher who show commitment to achieve adult literacy target and goals. It will motivate other teacher to follow so.
Political Instability
Political instability is another major problem, when ever new government take over control in Pakistan. It stops old education programmes, no matter how much they are important and effective, and how much many are spent on those projects. They will start their own programme so later on they could tell the people that it was their initiated programme
Coordination
Lack of coordination is also a major problem in the line agencies, sister organisations are unaware what other organisation are doing. What are their programmes? And what are advantages and disadvantages of that programme?
PUBLIC AWARENESS
Public Awareness is very necessary for adult education. The people should know, what are the benefits of education for them and for the society? What are the advantages and what are disadvantages of an illiterate person to society, an educated society would be more helpful. With the awareness in the public, the participation in the adult education will improve. It will also help to reduce the dropout rate from the school at different level of education.
Financial Problem
Financial support is other major problem to adult education of NWFP. Little financial support is available for adult education from federal government when compare to other provinces. In Punjab to improve the participation of adults especially female in classes Rs.20 were paid per class. Later on it was increase to Rs.30 per class
Conclusion/Recommendations:
Keeping in view the above facts and figures; the adult education in NWFP is not enough to cure education problems. Some serious steps need to be taken to improve the education in NWFP. Extra benefit and increment should be given to those teachers, who involved in the process of adult education. Extra funds should be allocated for establishments of new adult centres. The existing schools should be used in evening shift for adult education.
Female education need special attention in the villages and towns, new girls schools should be established in their door step, so the parent could sent their girls with out hesitation to those schools. Like Punjab Rs.40 should be paid per day to girls in those areas were parents are not ready to send their daughters to schools. A realistic monitoring and evaluation system should be designed to achieve the target goals. A communication wing should be established among the educations departments. So that they will be aware of the progress and the areas where the sister organisations are working. Province should be divided in different zones and it should be allocated to them so every area take benefit from adult education Programme equally.
BIBLIOGRAPHY
Afridi, Arbab K. Educational Administration & School Organization. 2nd ed. Vol. 1. Peshawar: The Printman, 1998. 1-235.
Dr. Muhammad S. Education for All the Year 2000-Assessment PAKISTAN COUNTRY REPORT. Ministry of Education Islamabad. Islamabad, 1999. .
AEPAM Ministry of Education. .
SAGE Journal Online. .
Wikipedia Encyclopedia. .
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Floral Diversity

Preliminary Results on the Impact of the Nomadic Grazing on Floral Diversity in Miandam, Swat-Pakistan
Ashiq Ahmad Khan and Syed Kamran Hussain


1. Introduction
Miandam is located in the north east of district Swat, lies between 34o 34′ to 35o – 07′ N latitudes and 72o – 36′ to 73o – 35′ E longitudes in the Hindu Kush mountain range. Miandam valley is a summer resort about 56 km from Saidu Sharif, the capital of Swat. The elevation of the valley ranges from 1200 m to 3660 m. The valley comprises of 11 big villages and 15 small hamlets with a population of about 20,000. The forest of the Miandam valley is a fundamental and potentially sustainable source of many services including economically important medicinal plants. One of the studies reveals that there are 190 plant species, identified so far in Miandam. Out of these 179 are used for the treatment of various health problems [1]. As else where in the forest area, Miandam is also facing the problem of overgrazing and deforestation. The basic reason of deforestation is commercial harvesting. This year 2.6 million cft timber has been extracted from the forest while the illegal and unrecorded extraction is much more.
Due to low level of education and life standard combined with lack of information regarding health and hygiene, people of the valley are suffering from different diseases especially women and children. They depend only on one primary Health center, which is not sufficient for a total of 150 sq km area. Required equipments and medicines are also not available in the said center. The nearest hospital is situated 56 km away, and not in the access of poor local people. Previously people of the valley were relying on herbal remedies as a principal means of preventing and curing illnesses. Beside this collection of medicinal plants from the forest area provides employment and fetches earnings to the poor local people. It has been estimated that almost 3000 people are earning 25% of their total income from the collection and sale of the plants [1]. However, these resources, and local knowledge of these, are being threatened by nomadic grazers. Each year nomads carry more than 40,000 goats to the high altitude of pastures passing and browsing through the young forest crop and shrubs throughout. As per the existing traditions, they have to pay a tax (sum of US $ 85 to 120) to the owners, called \”Qalang” for their stay in the pastures. During their stay, in addition to grazing their animals, each nomad collect enormous amount of medicinal plants worth of US $ 450, but the owners of the pastures are not aware of such losses. Since 2000, some of the forest owners put a ban on the nomadic grazers on their land. It has been observed that the area where the nomadic grazing has stopped, showing better vegetation cover, improvement in medicinal plants diversity and good regeneration of pine species.
Thus, first there is an urgent need to study the difference between vegetation cover, plant diversity and regeneration status under grazing and controlled grazing lands. The concluded results will be a good tool for an extension worker to provide awareness to the forest owners about economic importance of their Pastures and adverse effect of nomadic grazing on it.
.
2. Review of Literature
Grazing in the grasslands has played a key role in changing the botanical composition, which, however, varies with the type of grass cover, its palatability etc. Overgrazing represent the most obvious impact on the native biodiversity of grasslands. As overgrazing causes retrogression, stimulates growth of weeds and loss of diversity. In Assam overgrazing reduces the tall grass cover to tufted grass type to Chrysopogon aciculatus and Imperata cyclindrica [4].
Livestock impact on biodiversity through trampling and removal of biomass, alteration of species composition through selective consumption and changed inter-plant competition. Changes in grazing intensity and selectivity will inevitably change biodiversity; under grazing and overgrazing can both have negative effects, but overgrazing by livestock is increasingly problematic [9].
Over-grazing has resulted in land erosion, formation of boggy areas and reduction in plant diversity. The area of natural pasture land has declined from 1.4 million ha in 1940 to 808,000 ha today, and remaining areas have been degraded and have become dominated by rocks (87%), scrub (25%), and inedible (74%) or poisonous plants (47%), while diversity has declined. For example, while between 70 and 80 plant species are normally supported by steppe systems, the number of species found after intensive over-grazing drops to around 15 [10].
Grazing animal may exert beneficial or mutual influences on the vegetations for their own good but on the other hand, large concentration of them often have harmful effects on the plants because of selectivity and over grazing. Quantifying the impact of livestock grazing on natural communities (forages) has become a major issue in the management of rangelands especially where the grazing is very widespread and its impacts may be in conflict with conserving biodiversity [5].
According to Lamprey (1979) Grazing is among the important agents, which influence the distribution of some vegetation types. In most rangeland ecosystems, grazing, browsing and other factors such as fire and climate contribute to vegetation change. Grazing animals influence species composition, change in biomass and distribution of biodiversity [8].
According to Pratt and Gwynne, (1997) Overgrazing reduces the ground cover vegetation, plant diversity and productivity. The impact of grazing on rangeland vegetation depends on three factors: (a) the type of herbivores (grazers and browsers) (b) Number and type of animals utilizing an area (c) Distribution of use in time and space
3. Methodology
A line transect survey technique was adopted in accordance with the popular and locality specific procedures of Akbar (2000), Kent and Coker (1995) and Cox (1967). For comparative assessment, data were collected from 2 sites, one; that is protected by the locals from nomadic grazing, while, other that is open to grazing.
Before data collection, a reconnaissance survey was conducted to make sure that all other factors like Aspect, Altitude and Slope remain constant in both the sites; the only variable is grazing pressure. Data were collected from two different sites through different techniques:
ransect walk to ascertain total number of plant species available in each site along the transect
Sample Plot (Quadrate of 5 X 5 M) to collect detailed information about the 10 selected species, which are economically important.
Sample plots (Quadrate of 5x5m size) in each site were taken at uniform intervals along continuous transects. The plots were taken on main transect and on rows laid in four directions from a systematically selected point. In general, the plots were approached along the transect walking upstream on a track and from their lower positions, across the slopes on rows.
The first plot was fixed in the start of the track. From the fixed point on the transect, after every 200 meters (300 steps), to both right and left ridges on the determined angles, quadrates or sample plots of 5x5m were laid. Proceedings ahead on transect upstream another quadrate after 300m was taken. The same process was repeated for taking sample plots on the rows on left and right. In this way the whole site was sampled.
The number of plants of each species, average phenological stage of the plants, general habitat, altitude and aspect of the plot were recorded on a Performa. This was decided well before starting the counting of plants, and practiced throughout, that all those individual plants whose roots were inside or beneath the quadrate line, irrespective of the place of their shoots, were counted. Similarly, in certain species with rhizomes and bunches, forming compact inseparable clusters having difficulty in defining a single individual, the entire bunch or patch was counted as one individual.
4. Results and Discussions
4.1. Topography of the Area
The topography of both sites i.e. protected and unprotected from grazing, is rugged with slopes very steep to precipitous, between 60 to 80 %. Both sites occupy predominantly the northern aspect of the main mountain ridge running in north-east direction. The altitude varies between 1,850 to 2200 m in both the sites. All the three main factors including aspect, slope and altitude that influence the vegetation pattern in an area are (more or less) the same. It could be infer that any change in the vegetation density/diversity will be the impact of different grazing pressure in both the sites.
4.2. Floral Diversity
The study revealed that 37 and 23 medicinal plants species were found in the protected and unprotected site respectively, during the month of April, 2007. In August, 2007 after the monsoon, 33 MP’s species were found in unprotected site, while 78 species were recorded from the site that has been banned for nomadic grazing since 2000. Table 1 & 2 showing name of species, recorded from both the sites.
Table-1 Protected from Nomadic Grazing
S. No
Scientific Name
S. No
Scientific Name
S. No
Scientific Name
1
Acorus calamus
27
Cynodon dactylon
53
Paeonia emodi Wall.
2
Aconitum violaceum
28
Cynoglossum lanceolatum
54
Plantago lanceolata L.
3
Adiantum capillus-veneris L.
29
Dryopteris jaxtaposta christ.
55
Plantago major
4
Adiantum venustum
30
Diospyros lotus
56
Podophyllum emodi Wall.
5
Aesculus indica Coleb. ex Wall.
31
Elaegnus umbellate
57
Podophyllum hexandrum Royle,
6
Allium sativum
32
Fagonia arabica Linn.
58
Primula denticulata Sm.
7
Ajuga bracteosa Benth.
33
Ficus palmate
59
Rubia cordifolia Hochst. ex A. Rich.
8
Amaranthus viridis
34
Fragaria vesica
60
Rumax hastatus
9
Arisaema flavum ( Forssk.) Schott
35
Fumaria indica Pugsley
61
Ricinus communis
10
Arisaema jacquemontii Blume,
36
Geranium wallichianum D. Don,
62
Skimmia laureola Sieb. & Zucc. ex Walp.
11
Artemisia scoparia Waldst. & Kit.
37
Hedera nepalensis K. Koch,
63
Solanum nigrum L.
12
Artimisia brevifolia Wall.
38
Hypericum heterantha
64
Stachyus parviflora Benth.
13
Artimisia vulgaris L.
39
Hypericum perforatum Linn.
65
Salvia moorcorftiana
14
Asparagus adsendens
40
Indegofera trifoliata
66
Swartia elata
15
Avena sativa
41
Isodon rugosus
67
Silene uugaris
16
Berberis lycium Royle.
42
Lanthyrus aphaca
68
Sonchus asper
17
Bergenia ciliata (Haw.) Sternb.
43
Launea procumbens
69
Sambacus wightina
18
Bistorta ampilexicaulis (D. Don) Greene
44
Male fern
70
Taxus buccata
19
Bunium persicum
45
Mentha longifolia
71
Taraxcicum officinale weber
20
Caltha alba Jacquem.
46
Mentha spicata L.
72
Trachysepermum ammi
21
Celtis australis
47
Micromeria biflora
73
Urtica diotica
22
Caralluma edulis Benth. ex Hook. f.
48
Myrsine africana L
74
Valeriana jatamansi Jones.
23
Chenopodium album
49
Nepta govantiana
75
Valeriana wallichii DC.
24
Chamomilla recutita Rauschert.
50
Onosma hispidium
76
Verbena offcinalis L.
25
Chenopodium botrys L.
51
Otostagia limbata
77
Viola biflora L.
26
Corydalis govaniana Wall.
52
Oxalis corniculata
78
Viola serpens Wall.
Table-2 Open to Nomadic Grazing
S. No
Scientific Name
S. No
Scientific Name
S. No
Scientific Name
1
Acorus calamus
12
Corydalis govaniana Wall.
23
Corydalis govaniana Wall.
2
Adiantum venustum
13
Cynodon dactylon
24
Cynodon dactylon
3
Ajuga bracteosa Benth.
14
Cynoglossum lanceolatum
25
Cynoglossum lanceolatum
4
Arisaema jacquemontii Blume,
15
Fragaria vesica
26
Fragaria vesica
5
Artimisia vulgaris L.
16
Geranium wallichianum D. Don,
27
Geranium wallichianum D. Don,
6
Berberis lycium Royle.
17
Hedera nepalensis K. Koch,
28
Hedera nepalensis K. Koch,
7
Bergenia ciliata (Haw.) Sternb.
18
Hypericum heterantha
29
Hypericum heterantha
8
Bistorta ampilexicaulis (D. Don) Greene
19
Indegofera trifoliata
30
Indegofera trifoliata
9
Caltha alba Jacquem.
20
Isodon rugosus
31
Isodon rugosus
10
Cannabis sativa
21
Male fern
32
Male fern
11
Chenopodium album
22
Mentha spicata L.
33
Mentha spicata L.
4.3. Economically Important/Target species
One of the study revealed that there are 190 plant species, identified so far in Miandam, of which 179 are used for the treatment of various health problems [1]. But some are economically very important because pharmaceutical industries need those herbs in an abundant. Grater demand of herbal industries for those species has threatened their occurrence and abundance. Species that have greater values include Bistorta ampilexicaulis, Morchella esculenta, Valeriana wallichii, Adiantum venustum, Viola biflora, Bergenia ciliata, Geranium wallichianum, Berberis lycium, Podophyllum emodi, and Paeonia emodi. Out of the 10 plant species, 4 are nationally endangered, (Red Data Book of IUCN threatened species 1998).Table 3 showing economic importance of those 10 selected species.
Table-3. Medicinal Plants of Miandam Valley: Prices & Quantities harvested
Botanical Name
Prices (Rs/kg) for:
Qty Extracted (kg/yr)
Collector
Retailer
Customer
Bistorta ampilexicaulis
10
12
15
15,000
Morchella esculenta
7,000
10,000
14,000
300
Valeriana wallichii
60
100
130
20,000
Adiantum venustum
16
20
30
12,000
Viola biflora
180
280
450
10,000
Bergenia ciliata
10
20
30
1,000
Geranium wallichianum
40
60
100
1,000
Berberis lycium
80
150
300
100
Podophyllum emodi
75
100
170
100
Paeonia emodi
10
18
30
800
4.4. Density of the Target species
Density, which is the number of plants of particular specie per unit area, is essential to determine the population density. Hence total number of plants of individual specie in the quadrate was counted and extrapolation for the area of the site was applied. The study revealed that the average population density of the target species decreases upto 90% due to nomadic grazing, while two species, Paeonia emodi and Podophyllum emodi were completely vanished due to overgrazing. Table-4 shows density (# of plants/ha) of the target species in both sites.
Table-4 Density of the Target species in both sites
Species
Density (#/ha)
Reduce in %age
Protected
Unprotected
Bistorta ampilexicaulis
53200
3900
92
Valeriana wallichii
2900
533
81
Adiantum venustum
37200
800
79
Viola biflora
13560
1100
91
Bergenia ciliata
240
133
45
Geranium wallichianum
12340
800
93
Berberis lycium
1000
300
70
Paeonia emodi Wall
920
0
No Found
Podophyllum emodi Wall.
320
0
No Found
Test the hypothesis that there is no statistically significant difference in the population density of the target species in both the sites.
X1 (A) Density in protected site
X2 (B) Density in Unprotected Site
d = (A – B)
d2
53200
3900
49300
2.43E+09
2900
533
2367
5602689
37200
800
36400
1.32E+09
13560
1100
12460
1.55E+08
240
133
107
11449
12340
800
11540
1.33E+08
1000
300
700
490000
920
0
920
846400
320
0
320
102400
Total
∑d = 114114
∑d2 = 4.05E+09
N = 9
D = ∑d /N= 114114/9= 12679.3
S2 = {∑ d2 – (∑ d) 2 / N} / N – 1
= 1/8 {4.05E+09 – (114114)2 / 9} = 3.26E+08
S = 19026
t = (D – 0) / S/ √N = 6337.3
The tabulated value of ‘t’ for 8 degree of freedom (df) is 2.306 at significance level 0.05 while the calculated value of ‘t’ is 6337.3, which are much more than 2.306. Therefore null hypothesis of no difference is rejected. We infer that the density of target species in both the sites is differing significantly from one another.
4.5. Frequency of the Target species
Frequency is the occurrence and distribution of a particular plant in a particular site. A plant may have high density with low frequency when the plants generally occur in patches. This will indicate non uniform distribution on the site and any indiscriminate harvest can endanger the species on the site. The plant will also be vulnerable to the local adverse biotic and ecological collapses. Frequency of all the target species from grazed and no grazed land is given in Table-5.
Table-5 Frequency of the Target species in both sites
Species
Frequency in %
Protected
Unprotected
Bistorta ampilexicaulis
100
75
Valeriana wallichii
70
30
Adiantum venustum
90
40
Viola biflora
100
50
Bergenia ciliata
20
10
Geranium wallichianum
80
40
Berberis lycium
50
40
Paeonia emodi Wall
50
0
Podophyllum emodi Wall.
30
0
Comparing the plants frequency of both, protected and unprotected sites shows that there is a clear relation between frequency and overgrazing. The study revealed that the sites banned for nomadic grazing showing uniform distribution of all the target species on the site. On the other hand in unprotected site, frequency occurrence of some of target species was restricted to the steep slops only. Maximum decrease in frequency was recorder in Valeriana wallichii followed by Viola biflora while Paeonia emodi and Podophyllum emodi were completely disappeared from the overgrazed site. The adverse impacts of overgrazing are severe more in terms of frequency than on density. Some plants may have low density with high frequency where the plants will have uniform distribution in a particular site. The harvest of such plants could be safe because of its occurrence throughout the site and the plant will not be threatened if some limits of harvest are imposed. Form the above one can infer that the impact of overgrazing on Valeriana wallichii is more severe as compare to Bistorta ampilexicaulis.
4.6. Overgrazing and Natural Regeneration of Pine Trees
During the survey, sapling of Pine trees was also counted in the quadrate while mother trees were calculated through full enumeration. It has been observed that overgrazing had negative impact on the natural regeneration of pine trees. Total number of plants recorded from protected site were 840 while those from unprotected were 66 saplings/ha. This could jointly be attributed to the presence of low number of mother trees, but this could not be regarded that much significant. According to Khattak et al, 1965, 24 mature trees/ha is required to established good regeneration in the moist temperate zone[3], while during survey 27 mother trees/ha has been recorded from the unprotected site. From the above one can infer that the major contributing factor that signifies is the over grazing resulting in much reduced regeneration capability of the forest.
5. Conclusion
There is grate scope of utilizing medicinal plants for improving the livelihood of rural poor especially in the northern parts of Pakistan. Miandam is rich in floral diversity, particularly in medicinal plants. So far 190 plant species were recorded from the area in out of these 179 have medicinal value. However, these precious resources are facing a tremendous danger due to the nomadic grazing thus threatening their occurrence and abundance in its natural habitat.
Results of the study indicate that overgrazing represent the most obvious impact on the floral diversity. The areas which were opened to nomadic grazing shows a massive decline in their density, frequency and specie diversity. 33 species were only found in the unprotected site making a huge difference of 78 species in the site banned for nomadic grazing. Similarly 90 % decline is observed in the population density of MP’s from the area open to nomadic grazing. The effect of the nomadic grazing in term of the occurrence and distribution of the plants are more severe as it effects the uniform distribution of the plant species and any indiscriminate harvest can endanger the species like Paeonia emodi and Podophyllum emodi were completely disappeared from the overgrazed site.
The study concludes that nomadic grazing has resulted in the reduction of the floral diversity and this issue must be addressed on the priority bases. The areas which have diverse species of medicinal plants must be banned for the nomadic grazers.
References
  1. Adnan, S.M. 2002, Assessment and Documentation of the “non timber forest flora” as livelihood source for the local community in swat, NWFP–Pakistan (case study of Miandam valley). WWF- Pakistan
  1. Akber, K.F. 2000. Urban corridors: the ecology of road side vegetation of Sahiwal city. Lead Pakistan Occasional paper No. 7. http://www.pakistan.lead.org/
  1. Champion, H. G., K. Seth and G. M. Khattak. 1965. Forest types of Pakistan. PFI Peshawar.
  1. Cox, W.G.1997. ; Laboratory manual of general ecology. WMC Brown Co. Dubuque, Iowa USA.
  1. Landsbery J; James, C.D; Maconochie, J. and Nicholls, A.O.(2002). The relationship between species density and community biomass in grazed and ungrazed coastal meadows. Journal of applied ecology, 39: 427-444
  1. Kent, M. and P. Coker. 1995. Vegetation description and analysis. John Wily and Sons
  1. Shankarnarayan, K.A. 1977. Impact of overgrazing on the grassland. Annals of Arid Zone. 16: 349 – 359.
  1. Oba, G., Vetaas, O.R. and Stenseth, N.C. (2001). Relationship between biomass and plant species richness in arid-zone grazing lands. Journal of applied ecology, 38: 836-845

  1. http://www.nature/ ic.am/biodiv/eng/national_report/first/6/index-2.html
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

IIT Bhubaneswar opens Faculty Recruitment Window; First IIT to adopt Tenure Track system

Bhubaneswar: Indian Institute of Technology (IIT) Bhubaneswar invites applications for faculty positions from Indian nationals including Persons of Indian Origin (PIO) and Overseas Citizen of India (OCI).  Faculty posts are available at the following levels: Professor; Associate Professor;  Assistant Professor Grade-I; Assistant Professor Grade-II; and Visiting Faculty Position.

As per the recruitment notification, the recruitment of Assistant Professor Grade-II position will be based on tenure track basis as per the decision of the 53rd IIT Council in its meeting held on 27th September, 2019 for implementation in all IITs.  As per tenure track system, the performance of such faculty members will be reviewed by an Internal Review Committee after three years, and by an External Review Committee after fifth year based on which the decision for their retention or promotion to the next higher grade will be decided.

Photo by Pressmaster on Pexels.com

Departments where vacant posts exist:

Computer Science and Engineering

Electronics and Communication Engineering

Electrical Engineering

Civil Engineering

Mechanical Engineering

Metallurgical and Materials Engineering

Chemistry

Physics

Mathematics

Geology and Geophysics

Atmosphere and Ocean Sciences

Humanities, Social Sciences and Management: (Economics, English, Psychology, Management, Philosophy).

Minimum Qualification:

PhD with first class or equivalent in the preceding degree in appropriate branch, with a consistently very good academic record and evidence of ability to pursue independent high quality research. University toppers at Bachelors and Masters Level are encouraged to apply.

Experience:

Professor:

A minimum of 10 years teaching/research/industrial/professional experience of which at least 4 years should be at the level of Associate Professor in IITs, IISc Bangalore, IIMs, IISERs or at an equivalent level in any such Indian or foreign institutions of comparable standards.

The candidate should have demonstrated leadership in research in a specific area of specialization in terms of guidance of Masters and Ph.D. students, strong record of sponsored research, publications in reputed journals and referred conferences, patents, laboratory/course development and/or other recognized relevant professional activities.

Associate Professor:

At least 6 years teaching/research/industrial/professional experience of which at least 3 years should be at the level of Assistant Professor in IITs, IISc Bangalore, IIMs and IISERs or at an equivalent level in any such Indian or foreign institutions of comparable standards OR Senior Scientific Officer/Senior Design Engineer in a research organization or industrial enterprise.

The candidate should have demonstrated capability and adequate experience of independent research in terms of guidance of Masters and Ph.D. students, sponsored research, publications in reputed journals and referred conferences, patents, laboratory/course development and/or other recognized relevant professional activities.

Assistant Professor Grade-I:

Eligible candidates with at least 3 years teaching/research/industrial/professional experience preferably in IITs, IISc Bangalore, IIMs and IISERs or at an equivalent level in any such Indian or foreign institutions of comparable standards excluding the experience gained while pursuing Ph.D, may be considered for the position of Assistant Professor Grade-I*. Candidates should be highly motivated towards teaching and research and should have demonstrated research capabilities in terms of publications in reputed journals and referred conferences.

Assistant Professor Grade-II:

Eligible candidates with less than 3 years of relevant experience (as described for Assistant Professor Grade-I), may be considered for the position of Assistant Professor Grade-II* with appropriate starting pay. Once selected in this position, the candidate will be considered for the post of Assistant Professor Grade-I upon gaining the required experience.

Visiting Faculty Position

Depending on the immediate teaching requirement of the Schools/discipline, an applicant called for interview for regular position may be offered Visiting Faculty position for a period not exceeding 3-years with annual review. For such positions, select candidates will be offered consolidated monthly remuneration and other benefits as per Institute rule.

This recruitment notification is based on rolling advertisement.  For further details, and online submission of application against this rolling advertisement, the candidates should visit http://www.iitbbs.ac.in/faculty-advt-02/2019.php

The notification informed that those who had applied against the advertisement no. Rectt/01/Acad/2017-18 & Rectt/01/ 2019 are requested to update their biodata available in the new portal.

Sexual Harassment At Workplace Is An Affront To Women’s Fundamental Rights: SC

While displaying zero tolerance for sexual harassment of women at workplace, the Supreme Court Bench comprising of Justice Dr DY Chandrachud and Justice Ajay Rastogi have just recently on February 25, 2020 in a notable judgment titled Punjab and Sind Bank and Others Vs Mrs Durgesh Kuwar in Civil Appeal No. 1809 of 2020 have minced no words to make it abundantly clear that sexual harassment at the workplace is an affront to the fundamental rights of a woman. This was so remarked while upholding a Madhya Pradesh High Court judgment that had quashed a transfer of a woman bank employee! Very rightly so! There must be no tolerance for sexual harassment at any workplace and those indulging in it must be made to face the music of law!

Sexual Harassment At Workplace

To start with, the ball is set rolling in para 2 of this noteworthy judgment authored by Justice Dr Dhananjaya Y Chandrachud for himself and Justice Ajay Rastogi wherein it is observed that, “A senior officer of a public sector banking institution complains that her reports about irregularities and corruption at her branch and her complaints against an officer who sexually harassed her met with an order of transfer. The case involves the intersection of service law with fundamental constitutional precepts about the dignity of a woman at her workplace.”

Be it noted, para 3 then discloses that, “This appeal arises from a judgment of a Division Bench of the Indore Bench of the High Court of Madhya Pradesh dated 18 March 2019 in a Writ Appeal arising out of an order of the learned Single Judge dated 11 February 2019.”

To recapitulate, it is then remarkably laid bare in para 4 that, “The respondent was appointed as a Probationary Officer of the Punjab and Sind Bank, the first appellant, on 8 October 1998 in Junior Management Grade Scale 1. She was promoted to the post of Chief Manager in Scale IV. On 2 September 2011, the respondent was transferred to the Zonal Office at Mumbai. On 7 October 2011, she was transferred to the Branch Office at Indore. In September 2016, the first respondent was promoted to the post of Chief Manager in Scale IV. On 23 September 2016, the competent authority of the bank decided to continue her at the branch in Indore upon promotion. On 11 December 2017, the respondent was transferred from the Branch Office at Indore to the Branch Office at Saraswa in the district of Jabalpur. Intimation of the transfer was furnished to her on 14 December 2017. On 31 January 2018, the respondent submitted a representation to the Zonal Manager, recording a reference to the circulars of the bank governing the posting of women officers. She made a request for being retained at Indore. Following the earlier representation, she submitted a reminder on 15 February 2018 and a representation on 19 February 2018 to the Executive Director of the Bank.”

Women’s Fundamental Rights

After hearing both sides, the Bench then observes in para 17 that, “We must begin our analysis of the rival submissions by adverting to the settled principle that transfer is an exigency of service. An employee cannot have a choice of postings. Administrative circulars and guidelines are indicators of the manner in which the transfer policy has to be implemented. However, an administrative circular may not in itself confer a vested right which can be enforceable by a writ of mandamus. Unless an order of transfer is established to be malafide or contrary to a statutory provision or has been issued by an authority not competent to order transfer, the Court in exercise of judicial review would not be inclined to interfere. These principles emerge from the judgments which have been relied upon by the appellants in support of their submissions and to which we have already made a reference above. There can be no dispute about the position in law.”

women sexual harashment
women sexual harashment

For the sake of brevity, the key issue in real terms that is raised in para 18 is as stated that, “The real issue which the Court needs to enquire into in the present case is as to whether the order of the High Court quashing the order of transfer can be sustained, having regard to the above principles of law. The material on record would indicate that commencing from 31 December 2016 and going up to 15 November 2017, the respondent, who was posted as Chief Manager in her capacity as a Scale IV officer at Indore branch, submitted as many as six communications drawing attention to the serious irregularities which she had noticed in the maintenance of bank accounts of and transactions by liquor contractors. The contents of the complaints raised serious issues. The order of transfer was served on the respondent within a month of the last of the above representations, on 14 December 2017. On 19 February 2018, the respondent levelled allegations specifically of sexual harassment against the Zonal Manager. The bank initially constituted an ICC. The respondent raised an objection to the presence of some of the members of the Committee.”

Going forward, para 19 then stipulates that, “The report of the ICC contains a reference to the objections which the respondent raised to the members at serial numbers (ii), (iv) and (vi) above. These objections were noted in the course of the report of the ICC dated 26 February 2019. The respondent drew the attention of the Presiding Officer of the ICC to the fact that Ms Rashmita Kwatra, AGM is the spouse of a retired General Manager, who was part of the process of the transfer of the respondent. As against Ms Seema Gupta, who was nominated as an independent member, the respondent noted that she was a panel advocate of the bank and was regularly contesting cases in court involving the bank. The respondent also raised an objection in regard to the presence of Mr Vimal Kumar Attrey as a member of the Committee. The report of the Committee contains a reference to the fact that following the objections which were raised by the respondent, the Committee was reconstituted, as a result of which Ms Rashmita Kwatra and Mr Vimal Kumar Attrey were substituted by two other officers of the bank. However, Ms Seema Gupta, Advocate continue to be a member of the ICC.”

Most significantly, it is then elegantly postulated in para 20 that, “The Act was enacted to provide protection against sexual harassment of women at the workplace as well as for the prevention and redressal of complaints of sexual harassment. Sexual harassment at the workplace is an affront to the fundamental rights of a woman to equality under Articles 14 and 15 and her right to live with dignity under Article 21 of the Constitution as well as her right to practice any profession or to carry on any occupation, trade or business.”

What’s more, it is then rightly brought out in para 22 that, “Clause (c) of Section 4(2) indicates that one member of the ICC has to be drawn from amongst a non-governmental organization or association committed to the cause of women or a person familiar with issues relating to sexual harassment. The purpose of having such a member is to ensure the presence of an independent person who can aid, advise and assist the Committee. It obviates  an institutional bias. During the course of hearing, we have received a confirmation from the learned senior counsel appearing on behalf of the bank that Ms Seema Gupta was, in fact, a panel lawyer of the bank at the material time. This being the position, we see no reason or justification on the part of the bank not to accede to the request of the respondent for replacing Ms Seema Gupta with a truly independent third party having regard to the provisions of Section 4(2)(c) of the Act. This is a significant facet which goes to the root of the constitution of the ICC which was set up to enquire into the allegations which were levelled by the respondent.”

Simply put, the Bench then goes on to add in para 24 that, “The material which has been placed on record indicates that the respondent had written repeated communications to the authorities drawing their attention to the serious irregularities in the course of the maintenance of accounts of liquor contractors and in that context had levelled specific allegations of corruption. The respondent was posted on 14 December 2017 to a branch, which even according to the bank, was not meant for the posting of a Scale IV officer. The sanctity which the bank attaches to posting officers of the appropriate scale to a branch commensurate with their position is evident from the Board’s Resolution to which we have adverted earlier. Admittedly, the branch to which the respondent was posted was not commensurate to her position as a Scale IV officer. There can be no manner of doubt that the respondent has been victimized. Her reports of irregularities in the Branch met with a reprisal. She was transferred out and sent to a branch which was expected to be occupied by a Scale I officer. This is symptomatic of a carrot and stick policy adopted to suborn the dignity of a woman who is aggrieved by unfair treatment at her workplace. The law cannot countenance this. The order of transfer was an act of unfair treatment and is vitiated by malafides.”

To put it succinctly, it is then observed in para 25 that, “In view of the above analysis, we are of the view that the High Court cannot be faulted in coming to the conclusion that the transfer of the respondent, who was holding the office of Chief Manager in the Scale IV in Indore branch to the branch at Saraswa in the district of Jabalpur was required to be interfered with. At the same time, a period of nearly four years has since elapsed. Despite the order of stay, the respondent was not assigned an office at Indore and had to suffer the indignity of being asked to sit away from the place assigned to a Branch Manager. Considering the period which has elapsed, it would be necessary for the Court to issue a direction, which, while sub-serving the interest of the bank, is also consistent with the need to reserve the dignity of a woman employee who, we hold, has been unfairly treated.”

Now coming to the concluding paras, para 26 holds that, “We accordingly direct that Ms Durgesh Kuwar, the respondent officer, shall be reposted at the Indore branch as a scale IV officer for a period of one year from today. Upon the expiry of the period of one year, if any administrative exigency arises the competent authority of the bank would be at liberty to take an appropriate decision in regard to her place of posting independently in accordance with law keeping in view the relevant rules and regulations of the bank, in the interest of fair treatment to the officer.”

Lastly, it is then held in para 27 that, “While affirming the decision of the High Court, the appeal is disposed of in terms of the above directions. The respondent would be entitled to costs quantified at Rs 50,000 which shall be paid over within one month.”

Summing Up the Discussion

To sum up, the crux of this latest, landmark and extremely laudable judgment is that there has to be zero tolerance for sexual offences directed against women . Those men who dare to still indulge in it have to be made to suffer most swiftly the penal consequences of their reprehensible actions! The sum and substance of this noteworthy judgment is that sexual harassment of women at workplace is an affront to the fundamental rights of a woman to equality under Articles 14 and 15 and her right to live with dignity under Article 21 of the Constitution as well as her right to practice any profession or to carry on any occupation, trade or business. The provisions of the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013 must be strictly and swiftly implemented so that the woman victim gets the due relief at the earliest! There can be no denying or disputing it!

Sanjeev Sirohi, Advocate,

s/o Col BPS Sirohi,

A 82, Defence Enclave,

Sardhana Road, Kankerkhera,

Meerut – 250001, Uttar Pradesh

Make paper airplanes that fly far, really far

Atria University offers free online workshop with Guinness World Record holder, John Collins

Bengaluru May 3, 2020:  Give flight to your learning capability, while in COVID-19 lockdown.  Atria University is offering students various free online opportunities to learn, explore, and interact with experts to help them with academic and career decisions.

Atria University will host a free online Paper Plane Workshop with John Collins, Guinness World Record Holder on Sunday, 5 April at 7 PM.

Paper plane making workshop
Paper plane making workshop

Collins holds the World Record for designing and folding the world’s farthest flying paper airplane. He will be hosting the online workshop with high-school students where they learn how to make the farthest flying paper airplane.

Collins has spent decades mastering the art of origami and aerodynamics. He has also published books on how to make paper airplanes and sees paper airplanes as an educational tool that helps one study aerodynamics and geometry. He has spent many years creating and improving flying wonders made of paper.

Speaking about the workshop, Collins said, “The series of online engagement efforts for students by Atria University is a great way to keep the learning going especially in such fearful times when most students worry about what the future holds. It is a great initiative. These online workshops and events give students a chance to learn, discover, and explore various facets of their personalities.”

“The online workshop will help students learn how to make my world record paper airplane. We’ll also adjust the airplane to do something a bit crazy, so students can experiment in real-time and get feedback,” he added.

Shaheem Rahiman, Chief Executive Officer of Atria University said “Learning should not be confined in the four walls of a classroom. At Atria University, the closest form of a classroom is a workshop. We believe project based learning is the most effective way of learning, I am glad to see COVID-19 lockdown is helping a lot of people realize effective learning can happen in the comfort of one’s home. We have lined up several free online student engagement activities for students, such as the paper plane workshop with John Collins. I personally am amazed how John is able to help me appreciate complex science and math concepts while making paper planes. I want students to understand learning can be a lot of fun, when taught like the way John does.  We are certain our series of online workshops will help students make more well-informed undergrad choices.”

Those interested in learning how to make a paper airplane can register for the workshop here:  https://bit.ly/2JypIc4

Day Three – Panel

The last part of the panel session was about the Future of learning 2027:
Generic off-the-shelf products are no longer in vogue and businesses have moved out of the tertiary organisations. “The only sure thing is that things will change”. There may be holographs accessed via smart cards as learner needs them.
Also the 4 Rs – “Right information to the right person at the right time and in the right way”. Situated learning in the workplace.

“Not everything is possible” and “we’re just all going to be lazy” or “work too hard” – we already do. what can we do that computers can’t – creative stuff. Skill sets instead of knowledge because information is doubling constantly – need to know how to handle all the information. We will be moving between careers more rapidly. ‘Don’t afraid to jump on the technology train. We’re not and it is going to be exciting!” (Miria Royal, 2007.)

The workplace will be the new university. “The illiterate of 21st century will not be those who cannot read or write but those who cannot learn, unlearn or relearn” (Rachel Skudder, 2007).

The law of more! More bandwidth, web 2.0, 3.0, 4.0. More creating content. speed – faster, faster. Just-in-time products. Pull vs push, m-Learning. Open education resources. Content rich courses will not longer be norm. Push rather than pull…RSS. Power shift to the learner.

Day Three – Panel

The last part of the panel session was about the Future of learning 2027:
Generic off-the-shelf products are no longer in vogue and businesses have moved out of the tertiary organisations. \”The only sure thing is that things will change\”. There may be holographs accessed via smart cards as learner needs them.
Also the 4 Rs – \”Right information to the right person at the right time and in the right way\”. Situated learning in the workplace.

\”Not everything is possible\” and \”we\’re just all going to be lazy\” or \”work too hard\” – we already do. what can we do that computers can\’t – creative stuff. Skill sets instead of knowledge because information is doubling constantly – need to know how to handle all the information. We will be moving between careers more rapidly. \’Don\’t afraid to jump on the technology train. We\’re not and it is going to be exciting!\” (Miria Royal, 2007.)

The workplace will be the new university. \”The illiterate of 21st century will not be those who cannot read or write but those who cannot learn, unlearn or relearn\” (Rachel Skudder, 2007).

The law of more! More bandwidth, web 2.0, 3.0, 4.0. More creating content. speed – faster, faster. Just-in-time products. Pull vs push, m-Learning. Open education resources. Content rich courses will not longer be norm. Push rather than pull…RSS. Power shift to the learner.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Demise of Indian Football and Cricket Icon Chuni Goswami

On 30 April 2020 within few hours, two famous Indian personalities who entertained us – one through football and cricket and another one through film passed away.  Since I have already paid my tribute through my publication to Rishi Kapoor so in this article few lines about great footballer, who was one of the architects to take Indian football at the zenith, is presented. He was also a well-known cricketer and popularly known as ‘Chuni’ Goswami. Although his birth name was Subimal Goswami (15 January 1938 – 30 April 2020), but commonly Indians know him as ‘Chuni’ Goswami. As a footballer he played in the forward position as we know goalkeeper, defence and forward are normally three positions played in football and all are having equal importance in the game.  Chuni captained both the Mohun Bagan Football club and the Indian National Team. He was an Olympian, representing India national team at the 1960 Summer Olympics. He also led Indian team to attain gold medal in 1962 Asian Games and in 1964 Indian team was the runners-up at AFC Asian Cup. It is worthy to mention that great football icons P.K. Banerjee, Chuni Goswami and Tulsidas Balaram were part of famous Indian forward line which scored nine out of 11 goals in the Asian Games that fetched gold medal to us. Anyway, it is sad to mention that P.K. Banerjee passed away one month before Goswami’s death.

Cricket Icon Chuni Goswami
Cricket Icon Chuni Goswami

A Brief History of Cricket Icon Chuni Goswami

Chuni Goswami as footballer joined the Mohun Bagan Junior Team in 1946 at the age of 8 years. He was a part of the junior squad up to 1954 and then graduated to the Mohun Bagan senior team.

According to frontline.thehindu.com, Chuni made his debut in the national side “at the age of 19, when he was selected for India’s tour to the Far East. In 1958, he played in the Tokyo Asian Games, and in 1959, in the Merdeka Tournament”. He was last seen for the national team in 1984 at the age of only 27 years.  He was brilliant cricketer also. In 1971-72, Goswami led Bengal team to the Ranji Trophy (in Ranji cricket, Bengal is mentioned not West Bengal) and reached in the final but lost against Bombay.

Chuni Goswami was awarded with many laurels, inter alia of which are – 1962 Best Striker of Asia Award, 1963 Arjuna award, 1983 Padma Shri and in 2005 Mohun Bagan Ratna. He enthralled spectators through his football skill. Indian football expert and commentator Novy Kapadia wrote in his book “Barefoot to Boots: The Many Lives of Indian Football”, “Goswami belonged to a golden period for the Mariners (a fond nickname for the club given by the fans) in the 1960s, where he was part of a squad that also included the likes of Jarnail Singh and T.A Rahman in defence, centre-forward Ashok Chatterjee and goalkeeper Peter Thangaraj”. But what made Goswami different? As a player he was renowned for his entertaining football. “His superb speed with the ball, excellent trapping and shrewd passing had made him a household name, but it was his dazzling dribbling and body swerves that ultimately set him apart from the other greats of his era,” as mentioned by Kapadia (www.livemint.com).

Chuni Goswami was popular among all sections of people because of his amicable nature. Plethora of condolences was poured after his death. The Chief Minister of West Bengal Mamata Banerjee expressed her condolences; State Sports Minister Arup Biswas visited the hospital and paid his last respect to the departed soul.  The many leading personalities sent condolence messages and few are –    the Indian football icons Sunil Chhetri and Bhaichung, Bhutia, boxer Vijender Singh,   Indian news anchor Rajdeep Sardesai, cine personality Boney Kapoor, cine artiste Rituparna Sengupta and many others. BCCI in their condolence message, mentioned “Subimal ‘Chuni’ Goswami, an all-rounder in the truest sense. He captained the Indian national football team & led to them to gold in the 1962 Asian Games. He later played first-class cricket for Bengal & guided them to the final of Ranji Trophy in 1971-72”

Chuni Goswami is survived by his wife Basanti and son Sudipto. And millions of sports lover will remember him for his splendid performance in football and cricket.

I am as a sportsperson is deeply saddened for his death and pray almighty May His Soul of Rest in Peace

Dr. Shankar Chatterjee

Former Professor& Head (CPME)

NIRD &PR (Govt. of India),

Hyderabad-500 030

Telangana, India

Email <shankarjagu@gmail.com>

 

The following websites were consulted for writing the article.

eLearning guidelines project day

All the project leaders involved in the eLearning guidelines project gathered today at the Wellington airport conference centre. The steering committee meeting held yesterday was used to plan today’s event.

The main aim for today was to introduce project leaders to each other and to discuss items around managing the projects. There were some group activities around finding common ground, sharing ideas and resources, and risk factors. The risk analysis brainstorm session highlighted a lot of concerns. or example, staff turnover, keeping to milestones, budgets, project management skills. It was a very useful exercise. The show and tell after lunch was an excellent way to keep everyone awake and informed about who was doing what. The short snappy explanations about the projects were just the right length (two minutes) to inform. Also the session where we had to migrate into groups of similarity was also very useful.

I joined the design group and it became apparent that everyone was keen to keep the discussion going around best practice in design, and also to share resources developed for the projects. For example, several people are gathering material for a literature review. The Otago Polytechnic project is called: The power of design on flexible learning and digital network literacy

The eLearning guidelines that the project will use are listed below:
  • TD11 Should staff use a team approach to develop and teach the course?
  • TD12 Is the design of learning informed by research on effective eLearning?
  • TO9 Are staff encouraged to participate in networks and learning communities involved in reviewing, developing or sharing good practice in the use of e-learning?

For the demo session today , I added some information about the project to the Otago Polytechnic project space on WikiEducator. This was essentially the project application. The plan is to have a meeting as soon as possible with Leigh and Terry to discuss the way forward for the project and who will be involved.

It was very good to meet most people involved in the projects, and people seemed keen to keep the contact going on group email and to support each other. Motivation and pastoral care from John, the project manager will be very important in keeping us all on track. And I hope people will take the time to log what they are doing regularly and share their progress in an open manner and support each other.

eLearning guidelines project day

All the project leaders involved in the eLearning guidelines project gathered today at the Wellington airport conference centre. The steering committee meeting held yesterday was used to plan today’s event.

The main aim for today was to introduce project leaders to each other and to discuss items around managing the projects. There were some group activities around finding common ground, sharing ideas and resources, and risk factors. The risk analysis brainstorm session highlighted a lot of concerns. or example, staff turnover, keeping to milestones, budgets, project management skills. It was a very useful exercise. The show and tell after lunch was an excellent way to keep everyone awake and informed about who was doing what. The short snappy explanations about the projects were just the right length (two minutes) to inform. Also the session where we had to migrate into groups of similarity was also very useful.

I joined the design group and it became apparent that everyone was keen to keep the discussion going around best practice in design, and also to share resources developed for the projects. For example, several people are gathering material for a literature review. The Otago Polytechnic project is called: The power of design on flexible learning and digital network literacy

The eLearning guidelines that the project will use are listed below:
  • TD11 Should staff use a team approach to develop and teach the course?
  • TD12 Is the design of learning informed by research on effective eLearning?
  • TO9 Are staff encouraged to participate in networks and learning communities involved in reviewing, developing or sharing good practice in the use of e-learning?

For the demo session today , I added some information about the project to the Otago Polytechnic project space on WikiEducator. This was essentially the project application. The plan is to have a meeting as soon as possible with Leigh and Terry to discuss the way forward for the project and who will be involved.

It was very good to meet most people involved in the projects, and people seemed keen to keep the contact going on group email and to support each other. Motivation and pastoral care from John, the project manager will be very important in keeping us all on track. And I hope people will take the time to log what they are doing regularly and share their progress in an open manner and support each other.

Higher Education Leadership Development programme

UK-India Education and Research Initiative (UKIERI) is a bilateral partnership between UK and India which aims to promote institutional excellence through academic/research linkages and leadership development programme.

University Grants Commission (UGC) and British Council under the auspices of UKIERI is going to deliver a Higher Education Leadership Development programme focusing on training of mid and senior level educational administrators in Universities in India.

In addition to leadership training being provided to top level leaders like Vice-chancellors and academic faculty, higher education sector also needs leadership development for mid and senior levels functionaries so as to bring about a professional transformation of our Universities.

British Council has identified Advanced HE, a UK based not-for-profit institution, specializing in governance and leadership development of higher education for delivering the programme. The programme will be jointly funded under UKIERI.

ugc - University Grants Commission
ugc – University Grants Commission

OBJECTIVES

  • Ø  Train the academic administrators so as to enable them to bring about systemic changes with renewed approaches, capacity, tools and skills in the higher education institutions
  • Ø  Identify and train potential future leadership development programme trainers in order to provide a framework for dissemination and cascading of leadership training to other HEIsØCreate and Strengthen sustainable relationship between UK and Indian Higher Education Institutions and utilize UK’s expertise in the field of Higher Education Administration and leadership

WHO CAN APPLY

  • Central Universities funded by University Grants Commission
  • State Public Universities included under section 2(f) & 12B of the UGC ActTARGET GROUP• Administrative functionaries at the level of Registrar and Joint/Deputy/Assistant Registrar of the eligible Universities

    HOW TO APPLY

    • Eligible Universities shall apply in the prescribed format (Annexure I)
    • Universities shall nominate 3-5 functionaries in order of preference at the level ofRegistrar and Joint/Deputy/Assistant Registrar of the eligible Universities
    • To ensure gender diversity on the programme, at least one of the top three nomineesshould be a female.
    • The application may be duly forwarded and signed by the Vice Chancellor/authorisedsignatory of the university.
    • The filled in application in the form of .pdf file should be sent to heldpa.ugc@gmail.com
    • The last date for receipt of application is 16th March 2020.GUIDELINES FOR FILLING IN THE APPLICATION
  • Section A: Provide basic information like Name, Address, Contact Person, Contact details of your institutions
  • Section B: Provide details of 3-5 programme nominees at the level of Registrar and Joint/Deputy/Assistant Registrar. Please provide information about their designation, department, role, strength etc.
  • Section C: Statement of support from Vice Chancellor duly signed and stamped and the preference of the nominees must be mentioned. Out of the first three nominees, one nominee should preferably be a female.
  • Section D: A brief proposal identifying a real time change project which are strategically improtant to your university. Some of the project theme are mentioned, but are not in any way limited to the same. In case a change project is Not Yet Known please insert “NYK”
  • Section E: Please indicate who according to you, among your nominees can be the potential leadership developer. If this is not yet known, please insert “NYK”

page2image2546770672

PROCEDURE FOR SELECTION

  • The application shall be assessed on the basis of criteria such as Participating Institution’s commitment to the programme; Experience, achievements and potential of the participants; Clarity of programme goals; Potential impact of the programme; and Sustainability and transferability beyond the programme.
  • The names of the selected universities and participants along with the schedule of training shall be announced by the end of March 2020.PROGRAMME DELIVERY
    • Participants will attend two 5-day blocks of development workshops to be held between April and December 2020 in various locations in India. The dates and venues of workshops shall be communicated later on.
    • 30 potential future leadership development programme trainers will be selected amongst the participants.
    • The expenditure related to the travel, boarding and lodging of the Indian participants shall be borne by UGC.

eLearning guidelines project day

All the project leaders involved in the eLearning guidelines project gathered today at the Wellington airport conference centre. The steering committee meeting held yesterday was used to plan today\’s event.

The main aim for today was to introduce project leaders to each other and to discuss items around managing the projects. There were some group activities around finding common ground, sharing ideas and resources, and risk factors. The risk analysis brainstorm session highlighted a lot of concerns. or example, staff turnover, keeping to milestones, budgets, project management skills. It was a very useful exercise. The show and tell after lunch was an excellent way to keep everyone awake and informed about who was doing what. The short snappy explanations about the projects were just the right length (two minutes) to inform. Also the session where we had to migrate into groups of similarity was also very useful.

I joined the design group and it became apparent that everyone was keen to keep the discussion going around best practice in design, and also to share resources developed for the projects. For example, several people are gathering material for a literature review. The Otago Polytechnic project is called: The power of design on flexible learning and digital network literacy

The eLearning guidelines that the project will use are listed below:
  • TD11 Should staff use a team approach to develop and teach the course?
  • TD12 Is the design of learning informed by research on effective eLearning?
  • TO9 Are staff encouraged to participate in networks and learning communities involved in reviewing, developing or sharing good practice in the use of e-learning?

For the demo session today , I added some information about the project to the Otago Polytechnic project space on WikiEducator. This was essentially the project application. The plan is to have a meeting as soon as possible with Leigh and Terry to discuss the way forward for the project and who will be involved.

It was very good to meet most people involved in the projects, and people seemed keen to keep the contact going on group email and to support each other. Motivation and pastoral care from John, the project manager will be very important in keeping us all on track. And I hope people will take the time to log what they are doing regularly and share their progress in an open manner and support each other.

eLearning guidelines project day

All the project leaders involved in the eLearning guidelines project gathered today at the Wellington airport conference centre. The steering committee meeting held yesterday was used to plan today\’s event.

The main aim for today was to introduce project leaders to each other and to discuss items around managing the projects. There were some group activities around finding common ground, sharing ideas and resources, and risk factors. The risk analysis brainstorm session highlighted a lot of concerns. or example, staff turnover, keeping to milestones, budgets, project management skills. It was a very useful exercise. The show and tell after lunch was an excellent way to keep everyone awake and informed about who was doing what. The short snappy explanations about the projects were just the right length (two minutes) to inform. Also the session where we had to migrate into groups of similarity was also very useful.

I joined the design group and it became apparent that everyone was keen to keep the discussion going around best practice in design, and also to share resources developed for the projects. For example, several people are gathering material for a literature review. The Otago Polytechnic project is called: The power of design on flexible learning and digital network literacy

The eLearning guidelines that the project will use are listed below:
  • TD11 Should staff use a team approach to develop and teach the course?
  • TD12 Is the design of learning informed by research on effective eLearning?
  • TO9 Are staff encouraged to participate in networks and learning communities involved in reviewing, developing or sharing good practice in the use of e-learning?

For the demo session today , I added some information about the project to the Otago Polytechnic project space on WikiEducator. This was essentially the project application. The plan is to have a meeting as soon as possible with Leigh and Terry to discuss the way forward for the project and who will be involved.

It was very good to meet most people involved in the projects, and people seemed keen to keep the contact going on group email and to support each other. Motivation and pastoral care from John, the project manager will be very important in keeping us all on track. And I hope people will take the time to log what they are doing regularly and share their progress in an open manner and support each other.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

A time for transformational Change


 The ‘New Normal’ – Post COVID 19

‘Where have come from? where are we now?
and where are we going?’
This is the title of a painting by Paul Gauguin when he was feeling depressed and suicidal. Which when he completed it he felt better illustrating the power of creativity in moments of despair?
In the midst of the pandemic Covid 19 it seems relevant.
We cannot go back to the ‘old normal’!

The question is where are we going in the futures because it seems we cannot go back to ‘normal’ because the normal it no answer to challenges that lie ahead, most of all Global Warming, which requires a real change in values, behaviors and creative action.

We can learn from the past, where we have come from, because there are obviously lessons to be learnt. Mark Twain was said to have said that ‘history doesn’t repeat itself but it sure rhymes’.
The Black Death
If we go back to the Black Plague, which killed a third of Europe’s population, this plague created a change of attitude towards authority and led to new ideas, and with the invention of printing now called the Reformation.

Covid 19 provides such an opportunity for new ideas.

I am aware that Twain also said that ‘prediction if difficult now even if we have no real idea of what will unfold; if direction is important –means will be found

The world goes to big epochs of change each one requiring different behaviors, values and most important of actions

  First we were hunters and gatherers, then humans developed a more settled Agricultural Age, followed by an Industrial Age marked by mass production – now, it seems, we are moving into an Information Age (based on the disruptive power of modern information technology) or even a Creative Age – a Second Renaissance.
Cycles of change in recent history
Franklin Delano Roosevelt

The above are rather big changes but recent times political thinking seems to go in smaller cycles lasting three or four decades.

The ‘Roaring Twenties’ – ‘free market’ capitalism
In the 1920s, often called the ‘roaring twenties’, free market politics was the thing until in 1929 when it came to a sudden end – the Great Depression A depression leading to unheard of unemployment and extreme poverty. Maybe this is the’ rhyming’ Twain talked about.
The rise of the New Deal
The world struggled along until new thinking evolved (not really new but up until then largely ignored) resulting in the election in America of Democrat Franklin Delano Roosevelt. Roosevelt developed an unheard of programme of government assistance called the New Deal. Sounds familiar?
The Welfare State of Michael Joseph Savage

In New Zealand the Great Depression equally caused great dislocation and as a result voters elected the First Labour Government led by Michael Joseph Savage. Savage introduced extensive life saving welfare provisions.  In the UK Clement Atlee was elected to replace war leader Winston Churchill and introduced similar reforms.

The importance of the State to protect all citizens
The importance of the state, or central government, worldwide was made more pertinent by World War Two by returning troops who, along with their families, felt the need to develop a better fairer world.
Years of rebuilding and prosperity
The years following the War lead to decades of prosperity, led by the state, that all provided social security for all.

Up until the 1970s all went well but with the expensive oils shocks, and with an economy felt by many to be dictated by union power, and added to this, the increasing costs of the welfare state, new ideas were in the air (ideas not seen since the twenties).
The rise of Neo Liberal politics
Reagan and Thatcher

There were those who believed ‘big’ government was limiting enterprise and creativity. This was best expressed by Republican President Ronald Reagan whose stated ‘the government is no longer the solution, it is the problem’. Social welfare politics worldwide were demonized as being a ‘nanny state’ and worse still ‘socialism’ – one step, for many, away from communism.

The rise of the self-interested individual
In the UK Conservative Margaret Thatcher was elected saying, ‘there is no such thing as community only self-interned individuals and their families’. Ironically, in New Zealand, it was a Labour Government, under Prime Minister David Lange and Finance Minister Roger Douglas, who introduced privatization politics known as ‘Rogernomics’
And so began the introduction in Western countries of ‘market knows best ‘politics and that brings us up to present day
  •        State assets were sold off, often at low prices, to private enterprise to be made more         efficient and profitable.
  •    The power of unions limited and the idea of personal contracted workers introduced.
  •    The cult of privatization was introduced and loosening up on regulations
  •     And the ‘big sell’, wealth created by privatization would ‘trickle down ‘and benefit all.
  •      All of this was based on a disdain for the public sector and a reduced role for the state

The promise of ‘trickle down ‘economics

The key phrase of ‘trickle down’ used by the supports of ‘market force’s,’ has resulted today’s troubling list of social problems along with housing problems and growth in personal debt
Beyond Covid 19 – Climate Change
The focus on economic growth at all costs has contributed to the biggest issue facing us today – beyond the challenge of Virod 19 – –  that of global warming and sustainability of the environment and human civilization as we know it.

Apposing politician views

The National Party is still wedded to Market Force ‘free market’ politics (sometimes called neo –liberal politics) if somewhat watered down over the years.

  As yet the Labour Coalition Government has not made a dramatic shift from neo liberal politics, no doubt because to voting public still support the previous conservative government. Up until now there has been no real anger about the inequality – it has become ‘normal’.
This brings up to ‘where we are now’ – and the challenge of the current pandemic or more to the point, ‘where to from here’.
Returning to the old ‘normal’ no longer seems an alternative except for hard line neo conservatives. Private enterprise word wide has had to be supported by central governments – this is a return to social welfare on a large scale. Some might call this state assistance socialism!


Beyond Covid 19
The Covid 19 Crisis provides an opportunity to face up to the challenge of climate change and to develop push new ideas to encourage new ideas of responsible regenerative systems of production and consumption. Ideas that bring together the ‘well-being’ of people and our planet as we face a bigger challenge of climate warming.
Where to from here? What sort of country do we want to become?
To ensure transformation requires anger to be expressed at the inequality and environmental despoliation that has been created by the past three decades of growth at all costs – the basis of the market forces and privatization policies implemented, with the false promise of wealth ‘trickling down’ since the 1980s
There is now an alternative.


Those who implemented market policies convinced all that ‘there was no alternative (TINA) and demonized the ‘nanny state’, believing in less government, and to achieve privatization they demonized the union movement.
A reason for anger and need for change.
Up until this day all governments have implemented ‘market force’s policies including Helen Clark, Bill Clinton and Tony Blair. In New Zealand Helen Clark’s Labour Governments did their best ameliorate the worst aspects by introducing policies like ‘working for families’ to assist those most affected. Never the less inequality and despoliation of the environment has been the result; the rich have got richer and the poor poorer.

For thirty-five years the corporate world has ruled supreme. Particularly in the USA, but now ironically they are being rescued by the state that they have seen as ineffective.  Neo liberalism was all about individuals deciding for themselves, based on self-interest, and by competing with each other. Such an approach did not tap the power of community energy, communal collaboration and cooperation and this is where we now need to turn.

The need for change in a few dramatic weeks

Who would’ve thought in a few short weeks, as a result of Covoid 19, the world would change so dramatically providing challenges well beyond self-interested private enterprises – all a sudden only the state can assist in such dire situations. Greater social welfare and assistance is now essential.

So time to demonize and discredit the ‘trickle down’ market forces politics to change the consciousness of people to be able to envisage a better world. In times of crisis impossible ideas become possible. We cannot go back to the ‘normal’ destructive road of market forces politics.
The Challenge for the Coalition Government.
The challenge for the Labour Coalition Government, as we move out of the Covid 19 crisis and under the leadership of Jacinda Ardern, is develop a new vision or direction for our future based on the ideas of ‘well-being’ of all citizens and the sustainability of the environment.
Labour is well placed to articulate such a people centred community and environmentally sustainable vision. A government led by Jacinda Ardern could see New Zealand being a world leader, something we could all be proud of.
Need to rebalance state and private enterprise
What is required is to rebalance the influences of state direction and private enterprise; to focus and reward private enterprises who focus on developing a sustainable New Zealand.’ Let the market decide’ is now a failed dogma.
There are a number of ideas to consider, none original:
·         To introduce a ‘Green New Deal; for state agencies to implement and for private enterprises to be rewarded for positive actions. To encourage investment in productive areas of the economy and not just for individual reward This relates to the ideas introduced by Franklyn Delano Roosevelt following the Great Depression as well as the policies of the First Labour Government in New Zealand.
·       

  t      To  build on the ‘well-being’ philosophy underpinning the Coalition Government and to move away from a narrow misleading emphasis on GDP. A focus on GDP emphasizes the idea of infinite growth serving, first and foremost, the richest 10% and says little about non material well-being such as mental health and capturing the fullness of human flourishing.

·         To upgrade infrastructure needs – the ‘shovel ready ‘projects. Consider the possibility of the government buying into firms currently struggling and to develop a Ministry of Works to coordinate projects.
·       To continue developing a range of state innovative low cost housing and accommodation including communal concepts.
·         To build on the regional development being led by Minister Shane Jones.
·          It might be time to consider rebalancing the central and local Government.  There is a need to provide greater finance and flexibility for local government making local government more attractive for voters to be involved.  This could also more power sharing with local organizations and identifying steps to be taken to build community and strengthen the local community.
·         As part of the Green New Deal to encourage and assist land owners to develop regenerative agricultural approaches.
·         To come to terms with the possibility that unemployment (and under employment) will become endemic with the continued application of automation and to introduce a Universal Basic

Income. Not only would this simplify the plethora of welfare benefits but it would remove any stigma that people currently feel as well as providing a much needed sense of security.  There are numerous article outlining benefits and problematic issues to be taken into consideration. I believe a UBI would encourage innovative creative activities for many creative individuals. An extra payment could be given to people working as teacher aides or similar worthwhile occupation such as working in rest homes or working with adults with special needs

·         Even with a UBI progressive tax required rising to a higher percentage of income earned over a generous certain amount.
·         A reconsideration of a Capital Gains Tax (needing cross party agreement) as a lack of a Capital Gains Tax is a major factor in driving up house prices Wealth Tax is another option although I’m not sure what this involves. Plus, raising taxes on fossil fuel fertilizer to encourage regenerative agriculture.
·         Encouraging renewable clean energy projects   and to reduce extractive industries to move New Zealand to a post carbon economy. Further subsidizing house insulation and including solar panels.
·         A greater focus on protecting New Zealand’s natural environment – investment in preserving the environment would provide much needed jobs. A New Green Deal workforce. There is a need to encourage ‘degrowth’ – a deliberate downscaling of segments of the economy harmful to the ecosystem such as the fossil industry while at the same time valuing people such as those working in the care industry.
·         Providing greater Research and Development finance to encourage an environment of innovation and to share and upscale successful projects.
·      

   Consider the circular regenerative economy outlined by economist Kate Raworth in her book The Doughnut Economy. The book sets out the minimum we need to lead a good life and sustain the environment. It highlights boundaries across which human kind should not go in contrast to current greed based economics.

With Covid 19 and the Climate Change challenge provides motivation for transformational change.
The free market promised to liberate the individual from the supposedly restrictions of the ‘nanny state’ but instead it has weakened safety nets, increased insecurity for far too many and put the entire planet at risk
Covid 19 and the Climate Warming crisis has given us an opportunity and the resolve to move away from self-interested capitalism to a kinder, fairer and more creative world – one we have a chance to hand on to future generations.
 It is possible to imagine a new world and a different type of society with new values and behaviours. – where human values of fairness, mutual aid and compassion are paramount.  It Hs happened before after the Great Depression and we can do it.
 It must have looked equally challenging in the days after WW2 when social democratic governments, including our own led by Michael Joseph Savage and Peter Fraser developed socially secure states leading to an era of unparalleled prosperity.


Keep your soul diligently

We’ve all seen those memes on Facebook and other places where the letters of each word are scrambled, but the first and last letters are kept unchanged. Sometimes these memes are accompanied by statements such as, “Only intelligent people are able to understand this message.” Actually, most adept readers are able to read them; as we learned to read, our brains developed shortcuts that recognize words even when the internal parts of the words have been changed.

But, by the same token, sometimes we mistake one word for another. The slip-up can be amusing, such as confusing “immorality” and “immortality.” Usually a second glance fixes the misreading. But this morning in my Bible reading, I faced a misreading that indicates just how overwhelming our current virus crisis has become.

I was reading Deuteronomy chapter four. I got to verse nine, which says, “Only take care, and keep your soul diligently, lest you forget the things that your eyes have seen, and lest they depart from your hearts all the days of your life. Make them known to your children and to your children’s children.” This is a trustworthy saying. But when my eyes first scanned the verse, my brain changed the beginning to, “Only take care, and keep your social distancing.”

Of course a second glance fixed the misreading. I suppose the words “take care” only added to the tendency to expect s…l d……..y to be “social distancing.” But my mildly amusing experience only shows how overwhelming this virus crisis has become, that I even expect the holy Word of God to command social distancing.

My experiences with the virus crisis are like those of most people. As an introvert, I don’t mind keeping my distance from other people. Three times a week I take a two-mile walk through the neighborhood. I do what I was taught as a child: I walk on the left-hand side of the road, facing the traffic. But now, with social distancing, if someone is coming toward me on the same side of the road, I cross to the other side to avoid that person. I’ve always wanted to do that. Now, not is it not rude to cross the road to avoid people—it’s recommended.

I’m very much blessed to have three jobs that all paid me my regular salary while I worked from home. Every week I write a sermon, and every Saturday I email it to the members of the congregation. Our church musician presents a concert of church music on Facebook every Sunday. We mail in our offerings, and my check comes in the mail. My history class was changed from classroom to online. Some students dropped out, and a couple have fallen behind on the work, but several are faithfully taking their quizzes (open book, since we don’t have the classroom discussion before the quiz) and—I expect—writing their essays that are due next week. But my full time job at the library raised the biggest concerns. How can a library function when the doors are locked and the workers are told to stay home?

The first week the library was closed, we were told that it was like snow days—we would stay home and be paid. The second week, they began encouraging us to do tasks at home that were somehow job related. Since I am an archivist, I began sorting and arranging the family pictures I brought from my father’s house several years ago. After they were arranged, I even started putting them on Facebook and tagging family members. I also explored the family genealogy. More than half the people who visit our research room in the library are doing genealogy—some in great depth, others just getting started. I’ve always been able to guide people to resources, but now I have much more experience in genealogical research and will be more helpful.

By the third week, we had a process of reporting how we were spending our time “on the clock.” But after that, the library decided that 75% of our hours had to be of direct benefit to the library system; the other 25% could be for learning and wellness activities. Some library branches began experimenting with curb-side services. Four branches are providing free meals to neighborhood children who usually get fed at school. My department remains locked up; but we are taking turns being in the building to answer the phone and help patrons.

Last week, with the phone-answering system in place, I was invited to return to my desk and continue processing archival materials. I must wear a mask everywhere in the building except at my desk; I must wash my hands frequently and wipe down surfaces often. This procedure might last for the rest of the summer.

Since it is losing some money—parking and meeting room fees, and overdue fines—the library director decided that he would reduce or eliminate some positions temporarily to save the library money. All positions will be restored when the crisis is over. People in eliminated positions retain their health insurance and other benefits but must apply for unemployment. Those who are reduced will—if the state government allows—work only part-time and receive unemployment money for the hours lost. I have been placed in the second category.

I do not feel comfortable with the likelihood that I will be receiving unemployment compensation for ten weeks or so. It’s not that I don’t need the money. It’s that every person thrown into the unemployment system is added to the financial burden that taxpayers like me and my children will be reimbursing for years to come. I disagree with the library’s decision to lower its costs by putting its workers temporarily into unemployment. In fact, I cannot help but view this as a cynical political ploy to deepen the crisis (and the feeling of crisis) at the expense of the current administration.

We will all get through this together. Stress and anxiety are high right now. (I spend little time on social media precisely because I rapidly tire of all the talk of virus and quarantine. It makes me shaky and queasy.) Meanwhile it’s important for each of us to take care, and keep our social distancing… I mean, keep our souls diligently. J.

Part Two: Open Pedagogy – What is web-based Open Education Practice, really?

A study in organizational openness by Opensourceway

What is web-based Open Education Practice?
Open Educational Practices (OEP) constitute the range of practices around the creation, use and management of open educational resources with the intent to improve quality and innovate education (OPAL, 2011).

This definition is simple, yet the concept is more complex than realised at first. What are these open education resources (OER) and how did they come about? What is their potential for learning and teaching? How can they be created, used and managed in our educational organisations? Why could they potentially improve quality and innovation in education? What are the benefits and what are the barriers? Who should be doing this? This series will hopefully assist you to identify the meaning of open education practices and find answers to these questions.

A history
To understand what the terms Open Education Resource (OER) and Open Education Practice (OEP) mean, it is necessary to look back at how the concepts has arisen. The arrival of the Internet probably triggered the widespread use of this term because it was considered a disruptive technology when it landed on our educational doorstep many years ago. This “global platform” disrupted or changed how learners and teachers could access and share information and materials, and encouraged a new culture of learning.  A culture where learners could access any materials they needed with or without the help of a teacher, and share anything and everything (Thomas & Seely Brown, 2011).

Disruptive technology 
A term attributed to electronic tools that change the way we think, act and work. The Internet has led to significant changes in society and is therefore regarded as disruptive as are many technologies associated with it.   

In the mid-2000s, when Web 2.0 tools and approaches emerged as a phenomenon, they enabled global sharing of information, knowledge, ideas and also the materials that educators created (Brake, 2013). According to Conole, de Laat, Dillon and Darby (2008) the arrival of “new forms of mobile, internet and social software technologies” enabled “distributed collaboration” and a new direction for learning and the way we could  “consume and produce new artefacts’ (p. 511).  This changed the status quo. Teachers and learners could now interact more easily, share their work and collaborate in the learning environment. This disruption, or as some practitioners believe, innovation, led to the Open Education Resource (OER) movement and the Cape Town Open Education Declaration inviting managers and practitioners to engage with open educational resources (Open Society Institute & Shuttleworth Foundation, 2007 –  http://www.capetowndeclaration.org/). Presently, 2712 signatories have contributed to the Declaration.

Otago Polytechnic signing the Cape Town Open Education Declaration by Leigh Blackall

Otago Polytechnic signed the declaration in 2008 when educational development work at the organization was foremost in international efforts for Open Education (Blackall & Hegarty, 2011).
In the declaration, open education is described as more than open educational resources and is regarded as a mechanism that makes use of open technologies to “facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues” (para 4). It also has the potential to change not only how we teach and learn but also how we assess.

How has history changed Open Education Practices?
Disruptive technologies are the foundation of open education resources and practices. They can be a good thing for pedagogical innovation and act as a catalyst to transform practice (Conole, de Laat, Dillon & Darby, 2008). However, the changes may occur too fast and exceed the rate at which teachers can adopt them confidently or before the infrastructure of an organization is prepared enough to manage them.  Ruth Jelly has compiled an overview of the literature and therein presents a number of case studies describing the evolution of the open education movement in Open Education Practices: A User Guide for Organisations and Individuals written by Leigh Blackall and edited by Bronwyn Hegarty (2011).

Out of the disruption caused by open education resources, web-based social learning and informal learning was born. Participation is the core component of social learning. Knowledge and understanding is constructed through the conversations and interactions learners have with others, generally about issues and actions (Brown & Adler, 2008). The focus shifts from what is learned to how people learn, and the connectivity amongst learners is enhanced.

In the new culture of learning, the “stable infrastructure of the twenty-first century” has become a more dynamic infrastructure where technologies are changing constantly (Thomas & Seely Brown, 2011, p. 17). Even so, learning environments in this new culture do need boundaries and structure. These need to be designed to inspire the learner to move freely within the educative opportunities provided, regardless of whether this occurs in formal education or in everyday life (Thomas & Seely Brown, 2011).

This new wave of learning is considered by Thomas and Seely Brown (2011) to be “arc-of-life learning”, where play, questioning and imagination are pivotal to the continual quest for knowledge (p. 19).  The key is that learning occurs seamlessly between the classroom and everyday activities. Most importantly the concepts of ‘play’ and ‘tinkering’ are encouraged so that learning throughout life becomes more like a game; it is fun. This new culture of learning requires two things, according to Thomas and Seely Brown (2011), firstly, ready access to a network of information and secondly a “bounded and structured environment” with unlimited scope to experiment (p. 19).  To facilitate this, open and collaborative networks and communities and openly shared repositories of information that are readily accessible and in which anyone can participate are essential. In the new culture of learning, engagement in the process is key (Thomas & Seely Brown, 2011).

Having “time and permission to play, openness and learning from play” were key themes that emerged from case study research conducted into digital information literacy by Jeffrey, Hegarty, Kelly, Penman, Coburn and McDonald in 2011 (p. 394). For participants, engagement in accessing open digital web-based networks and platforms led to a transformation in how they learned and in their personal development.

Keeping openness in mind when designing learning is also discussed by Conole (2013) and she acknowledges several challenges associated with this, for example, the varying definitions and lack of agreement on what the term means. Some aspects of openness were explained in part one of this series using a model for Open Education Practices.

How do you currently use web-based Open Education Resources in your context?

Coming up next –  Part Three: Why should we share and be open? 

References
Blackall, L., Hegarty, B. (2011).  Open education practices: a user guide for organisations/models of open education. Retrieved from http://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-southern-hub/resources/pages/blackall_oep_wiki

Brown, J., Adler, R. (2008). Minds on fire: open education, the Long Tail, and Learning 2.0. Educause Review, 43(1), 16-32. Retrieved from http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20

Conole, G. (2013). Designing for learning in an open world. Springer: New York.

Conole, G., de Laat, M., Dillon, T. & Darby, J. (2008). Disruptive technologies, pedagogical innovation: What’s new? Findings from an in-depth study of students’ use and perception of technology. Journal of Computers & Education, 50, 511–524. doi:10.1016/j.compedu.2007.09.009

Jeffrey, L. & Hegarty, B., Kelly, O., Penman, M., Coburn, D., & McDonald, J.  (2011). Developing Digital Information Literacy in Higher Education: Obstacles and Supports. Journal of Information Technology Education, 10, 383 – 413. Retrieved from http://www.jite.org/documents/Vol10/JITEv10p383-413Jeffrey1019.pdf

OPAL.  (2011). Beyond OER. Shifting focus to open educational practises. Opal report 2011. Essen, Germany: Open Education Quality Initiative. Retrieved from https://oerknowledgecloud.org/content/beyond-oer-shifting-focus-open-educational-practices

IUT conference

The last few days have been spent attending the IUT conference (Improving University Teaching). Yes university teachers do care about good teaching! I went as a Doctorate in Education student and because it was nearby at the University of Otago. There were some interesting sessions on offer, and it was a different conference to the ones I normally go to – not eLearning but education.

The highlights were hearing Tom Angelo (University of Victoria) speak again and seeing him in action using interactive methods in a big lecture theatre. The man is magic…and he gets the audience to think and do!

Kathleen Weigert, Georgetown University USA was intriguing when speaking about justice. She asked us to define justice and then talked about three kinds of justice – commutative (fairness in exchange), distributive (allocation and how things are shared), social (contributive – contribute to common good and remove barriers e.g. education).

My definition was: “Doing the right thing to serve the needs of people”. She mentioned the importance of policies in institutions matching their practices, and whether the mission statements in our organisations had included statements about justice. I was interested in the Community-Based Learning programme she teaches in where students undertake community-based work to complement their academic learning. For example, students taking courses about homelessness actually work in the community with people experiencing homelessness.

Another speaker, Bland Tomkinson, spoke about the integration of interdisciplinary topics, sustainable development and global citizenship. Although he wasn’t a particularly receptive speaker when I approached him afterwards, and and there wasn’t any discussion about his topic, he had some good ideas. I will have to read his conference paper.

The first workshop on Teaching Philosophy (Elaine Laflamme) was partially useful in that it made me think about to which category of teacher I belong – my result from the inventory is that I am a humanist, progressive teacher.

I also found Robert Aitken’s presentation about using audio journaling techniques with students very relevant – he believes that people think while they talk so the audio recordings demonstrate more thinking about the process whereas written journals tend to be censored and the actual process is rarely documented. The session I was particularly interested on metacognition was presented by someone who didn’t know the subject very well, a co-author, so I will have to read the paper.

It was also good to meet up with friends and colleagues from my past biology life, and find out about Rob Wass and his research topic of looking at the Zone of current development (ZCD) and how it moves to the zone of proximal development (ZPD) during study in Zoology.

The podcasting and vodcasting workshop was okay, particularly because I was able to promote Leigh’s courses. A little bit was covered on good practice so this was good. A bit gobsmacked to talk to someone who was planning to record biology lectures and put them up on Blackboard. Good for review I suppose. but the idea of taking them down if people stop coming to lectures is ludicrous. surely the measure would be if students liked them and actually learned better.

And the worst presentation by far had to be Gerrie Jacobs and his Powerpoint Karaoke. some good messages about integrity and credibility but too many flashy bits and not enough substance. good lessons for what not to do to an audience.

There were some very good posters – eportfolio at Massey university in an engineering programme, Rob’s research study about Learning in the Zone and another one about pharmacy and experiential learning in the curriculum. I also got a couple of free books – one on Curriculum transformation and disability: Implementing universal design in HE and effective tutorial teaching. The former book also had a poster about their work. Oh yes the workshop where L Meyer used a questioning instrument to stimulate self-questioning was very useful. Qs such as how, why etc matched with other words which could be attached to a statement about a topic to get a class to generate their own questions to go away and research and think about. we had to throw a dice and choose the words which matched each number. The game aspect instilled a bit of fun, and the class shared the questions they came up with.

The next step is to look at some of the conference papers, especially the sessions I missed because of the flexible delivery operations committee inaugural meeting – papers on transformative learning – a subject close to my heart.