Computer Education In India

Contributed articles.

The Sheer Population Of India Force Mammoth Phenomena. Education In India Is One Such Area That Has Naturally Grown In This Soil; Being Shaped By Multiple Deliberate And Also Unintended Choices. The Point Is That If Some Philosophy, Certain Guiding Principles Mould And Shape This Phenomenon, It May Prove More Useful To Us, The People Of India . Assessment Of Future Needs Of The Nation, Resultant Policy-Making And Keen Implementation Of Policies May Prove Helpful To Our Future Generations. These Volumes Are Being Brought Out With A Purpose To Provide The Fundamental Philosophy That Ought To Govern Education In India. Practical Suggestions Are Also Being Provided For Formation Of Policies. The Implementation Part, Of Course, Depends On The Government And Its Various Agencies.

Many experts believe that through the utilization of information technology, organizations can better manage social and economic change. This book investigates the challenges involved in the use of information technologies in managing these changes.

This Publication Discusses India`S Development And Future, Covering A Wide Range Of Issues Across Several Important Areas: Demography, Employment, Agriculture, Finance, Social Security, Health, Education, Women Empowerment , Infrastructure, It, Environment, Rural Development, Urbanisation, Governance, Defence, Global Trends And Their Implications For India, ..... And Other Interrelated Concerns That Require To Be Focused Upon To Give A Fairly Comprehensive Picture Of India Approaching 2020.

The reasons why governments of developing countries should put computer technology in their schools are highly controversial, but no less than the actual use being made of these comparatively expensive machines and their software. This book looks at experience in African, Asian and Arabic-speaking countries that already have computers in some of their schools. It is based mainly on research in China, Jordan, Kenya, Mauritius, Sri Lanka and Tunisia. The authors debate policy and practice in the light of experience to date. They identify the rationales commonly deployed by Ministries of Education and international agencies, but argue themselves for a long-term view of the potential of computers to liberalise education, and through such education to reduce dependency and inequity.