Education In Higher Education

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All developing countries are facing major challenge of creating an environment conducive to the cultural, economic and social development of their people. Historically, education has been a determining factor of the progress of human civilization. The modern world is using education increasingly as an instrument for all round development. The growing realization amongst all developing countries shows that education is the key to development. Education shapes the destiny of a nation. Education, as a librating force, fosters growth, social equality and technological progress. Globalisation and the emergence of a new society have further highlighted the importance of education in pursuing development goals.
The rising demand of higher education
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Decision related to joining self-financing courses is largely governed by the socio-economic conditions of the teachers. Out of 300 respondents, majority 205 teachers were females and 95 male teachers who were working in self-financing courses in Mumbai. Working conditions represent the work environment and climate in which teachers perform their job. This includes working hours, workload, nature of appointment, income pattern, other duties apart from teaching etc. The research study showed that there were different types of appointment in self-financing courses. It showed diversity in the type of appointment of teachers like permanent and contractual appointment in self-financing courses. Appointment on contractual basis was full time, part time and clock hour basis. This study observed that majority i.e. 71% of teachers were working on contractual basis and 29% teachers were working on permanent basis. There are self-financing higher education institutions as well as self-financed courses offered in aided institutions of higher education. It was seen that 181 teachers were working in aided higher education institutions and 119 teachers were teaching in unaided higher education institutions. It was observed that in aided higher education institutions 56 teachers were working on permanent basis and 125 teachers worked on contractual basis. But situation is different in unaided institutions. There were 31 teachers who…show more content…
The teachers appointed under these courses are getting benefits and facilities from their respective institutions but they are also facing many problems at the work place. It was seen that the teachers were getting different types of leave like casual leave, medical leave and duty leave but the number of days of each type of leave varies across institutions. Majority of the teachers working as permanent and contractual - full time and part time basis were getting the facility of casual leave. But those teachers, who were working on clock hour basis, were for obvious reasons not getting the facility of casual leave. It was seen that majority i.e. 86.67% of teachers were getting the benefit of duty leave but only 27.33% of teachers reported that they were given medical leave. It was also found that only 24% of teachers were getting the benefit of traveling

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