thw latest tranformation from aristotle-marxist tradition to amartya
sen-martha.n -capability /capacity politics is getting a new space in hstorical
materialism groups.
i like to give attention into these new realities(.neo-liberal individual
formation and homo-economicus-an absolute relation)
--- On Thu, 2/7/09, damodar prasad <damodar.pra...@gmail.com> wrote:
> From: damodar prasad <damodar.pra...@gmail.com>
> Subject: [GreenYouth] Re: Capacity Building Programme under Human Development
> in Higher Education
> To: greenyouth@googlegroups.com
> Date: Thursday, 2 July, 2009, 10:37 AM
> Capacity buliding- is this term
> still in use? the next one is Human Development? who is
> forwarding this here: a senior research scholar belonging to
> SS, MGU, (as I understand).
> dear maya,
> when has our ciritcal social science faculty taken to
> recourse to the language of project management. Is ss
> Plainning some MBA/MHRM programme.
> I just askd.. some of our new higher-education
> thinkers, owing to their deeply
> "Painkalikkal" (
> പൈങ്കളിക്കല്) mind has been
> inducing the idea that SS and Humanities curriculum
> compabiltity with the changing times is to deflect from the
> prupose of education and make it more sklli-based,
> job-generating kind of excercise.
>
> Instead of asking for IITs and Central Universities,
> we should be fighting for more no: of POLYTECHINCS!!
>
>
> On Wed, Jul 1, 2009 at 11:16 PM,
> Maya <maya.sssmgu2...@gmail.com>
> wrote:
>
>
> A Five Day Workshop on
> Capacity Building
> Programme under Human Development in Higher
> Education
>
>
>
> 7-11 July 2009
> School of Social
> Sciences
> Mahatma Gandhi
> University
>
> Concept
> Human development is a
> process of enlarging people’s choices achieved by
> expanding human capabilities. In the case of the community
> of teachers and researchers, it would mean development of
> capabilities for being accomplished in one’s area of
> specialization. To be accomplished through human development
> in higher education means to be professional in the
> production and transmission of specialized new knowledge
> with a holistic comprehension providing clarity about the
> relation of one’s specialization to national development
> strategies, i.e., the relation to politics. It is the state
> of being deeply knowledgeable in one’s field with critical
> insights into its relation to social development. This level
> of human development is engendered by the politics of
> knowledge that facilitates creative intervention in national
> policy formulations. Such accomplished academicians of
> critical consciousness, social justice, political
> self-respect, sense of belonging to the society and
> intellectual productivity empower the people with necessary
> insights enabling informed participation in public policy
> debates. Though there is no dearth of academicians in the
> country, accomplished among them are very few.
>
>
> From the lack of academically
> accomplished human resources has followed severe incapacity
> to conduct people-centred and empowerment oriented research
> adapting scientific findings available at the global level.
> A national research capacity enabling the country to share
> and contribute to the stock of global public goods is
> wanted. Scientific
>
> Communication
> facilitating tests, confirmation and sharing research
> results with the global scientific community for providing
> credible advice to national policy makers is not at a
> desirable height. Research based curriculum percolating
> relevant international domains of knowledge in a perspective
> of national as well as local developments are long way off.
> This is not to mean that number of higher education
> institutions and the extent of facilities of teaching and
> research in the country is inadequate. Nevertheless, there
> is a widespread backwardness with a trend of exponential
> decay in the domain of higher education. A sense of
> alienation affects most of the youth and impedes appropriate
> learning even after specialization that is supposed to make
> them accomplished. An explanation to this lack of qualified
> knowledge is the past inability to construct a coherent
> education system appropriate to the national social
> development. There are many constraints to the higher
> education systems in the country, but generally speaking,
> quality could have been improved with a more holistic
> approach to the different levels of education. Instead
> skewed education efforts have led into vicious circles:
> without Quality Teacher Education, primary education became
> poor, leading to low standard at secondary schools, leaving
> college education deplorable and Universities filled with
> substandard students. This has created a deficit of skilled
> human resources in the country. Many national and state
> level programmes of quality enhancement are in progress. It
> is the context of the present workshop on capacity building
> under human development in higher education.
>
>
>
> The concept of human
> development capacity is the essential lubricant of
> development, more important even than finance. The UN
> Development Programme has defined "capacity" as
> "the ability of individuals, institutions and societies
> to perform functions, solve problems, and set and achieve
> objectives in a sustainable manner". The terms
> "capacity building" or "capacity
> development" describe the task of developing levels of
> human and institutional capacity.
> Building institutional and organisational capacity
> through human resource management has been widely attended
> to in the country. However, capacity building for knowledge
> management as a part of human development has not been
> getting that much attention. The report prepared by the
> Millennium Project for the 2005 UN "Millennium+5"
> summit in New York pointed to the need for a wide range of
> capacity building interventions. It called in particular for
> "massive" human resource training programmes for
> community-based and local government workers involved in
> areas such as water, agriculture, nutrition and health.
> Nevertheless, human resource development initiatives for
> improving knowledge production and effective transmission
> are not given any specific focus. The National Knowledge
> Commission of India constituted with the objective of
> transforming India into a knowledge society emphasises the
> need for strengthening Universities as
> the hub of research capturing synergies between teaching and
> research that enrich each other. It is widely recognized
> today that human development depends on human
> capacity - the knowledge, skills, energy and commitment of
> individuals and communities, and the strength of the
> institutions they create and manage.
>
>
> Information and
> communications technologies (ICTs) have become an integral
> component of capacity building at all levels. To support
> advances in ICTs, impart instruction and transact curriculum
> meaningfully, it is absolutely necessary not only to possess
> a critical mass of highly motivated and trained human
> capital, but also to continuously upgrade their
> skills.
>
>
> The key objectives of the
> Workshop are:
>
>
> To underline the need for increasing the
> pool of serious researchers by up-skilling early career
> researchers, and supporting the advancement of their
> research careers
>
> To facilitate
> development of teaching, learning and research capacities
> among early career faculty members and research students in
> their respective areas of knowledge
>
> To empower early career researchers to
> undertake more high quality research and ensure its
> relevance to policy and practice by aligning it with
> identified needs and priorities of people
>
> In order to realize the
> above objectives the workshop is proposed to be structured
> into three constituents: a) Methodological Up-skilling, b)
> Communicative Up-skilling, and c) Practices. Methodological
> up-skilling will involve up-dated lectures in theory of
> knowledge and knowledge production. Some of the
> sophisticated analytical tools and interpretational
> strategies essential for enhancing high quality research
> would be introduced. Communicative up-skilling would include
> familiarisation of the most relevant techniques of
> communication in writing research expositions and their oral
> presentations. Demonstration of potentials of ICT will form
> a major component there. Practices will comprise exercises
> for learning how to practise. This constituent will
> familiarise the participants with the praxis dimension of
> theoretical lectures under the first constituent, and
> exercises relating to the application of communicative
> tools.
>
> Composition of the
> Workshop
>
> The workshop is to
> have a composition of 30 participants drawn from among
> teachers and research students. Of them half will be
> selected by the State Planning Board and the other half by
> Mahatma Gandhi University. It would be ideal to pick the
> beginners. The Workshop is conceived to be residential
> because the five day workshop seeking to realise the central
> objective of up-skilling as noted above will require 60
> work-hours. We conceive three sessions: The morning session
> of four hours (9 am to 1 pm with a break of fifteen
> minutes), The afternoon session of four hours (2 pm to 6 pm
> with a break of fifteen minutes) and a night session of two
> hours (7 pm to 9 pm without break). The workshop will have
> ten resource persons in all including the
> co-ordinator.
>
>
>
>
>
> Contact for registration:
> Radhika teacher (ph: 9447015664)
>
>
> Dr. Sanal Mohan (sanal.mo...@gmail.com)
>
>
> Note: There is no
> registration fee. The registration form would be available
> from the contact persons.
>
>
>
>
>
>
> --
> Maya S.
>
>
> >
>
>
>
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