NEW POLICY ON DISTANCE LEARNING IN HIGHER EDUCATION SECTOR
In pursurance to the nnouncement of 100 days agenda of HRD of ministry by Hon’ble Human Recourses development Minister ,New Policy on Distance LearningIn Higher Education Sector was drafted
BACKGROUND
In terms of Entry 66 of List 1 of the Seventh Schedule to the Constitution of India,Parliament is competent to make laws for the coordination and determination of standards ininstitutions for higher education for research, and scientific and technical institutions.Parliament has enacted laws for discharging this responsibility through : the University GrantsCommission (UGC) for general Higher Education, the All India Council for Technical Education(AICTE) for Technical Education ; and other Statutory bodies for other disciplines. As regards higher education, through the distance mode, Indira Gandhi National Open University (IGNOU) Act, 1985 was enacted with the following two prime objectives, among others:
(a)to provide opportunities for higher education to a large segment of population,especially disadvantaged groups living in remote and rural areas, adults, housewivesand working people; and
(b)to encourage Open University and Distance Education Systems in the educational
pattern of the country and to coordinate and determine the standards in such systems.
2. The history of distance learning or education through distance mode in India, goes
way back when the universities started offering education through distance mode in the name
of Correspondence Courses through their Directorate/School of Correspondence Education.
In those days, the courses in humanities and/or in commerce were offered through
correspondence and taken by those, who, owing to various reasons, including limited number of seats in regular courses, employability, problems of access to the institutions of
higher learning etc., could not get themselves enrolled in the conventional `face-to-face’
mode `in-class’ programmes.
3. In the recent past, the demand for higher education has increased enormously
throughout the country because of awareness about the significance of higher education,
whereas the system of higher education could not accommodate this ever increasing demand.
4. Under the circumstances, a number of institutions including deemed universities,
private universities, public (Government) universities and even other institutions, which are
not empowered to award degrees, have started cashing on the situation by offering distance
education programmes in a large number of disciplines, ranging from humanities to
engineering and management etc., and at different levels (certificate to under-graduate and
post-graduate degrees). There is always a danger that some of these institutions may become
`degree mills’ offering sub- standard/poor quality education, consequently eroding the
credibility of degrees and other qualifications awarded through the distance mode. This calls
for a far higher degree of coordination among the concerned statutory authorities, primarily,
UGC, AICTE and IGNOU and its authority – the Distance Education Council (DEC).
5. Government of India had clarified its position in respect of recognition of degrees,
earned through the distance mode, for employment under it vide Gazette Notification No. 44
dated 1.3.1995.
6. Despite the risks referred to in para 4 above, the significance of distance education in
providing quality education and training cannot be ignored. Distance Mode of education has
an important role for :
(i)providing opportunity of learning to those, who do not have direct access to
face to face teaching, working persons, house-wives etc.
(ii)providing opportunity to working professionals to update their knowledge,
enabling them to switchover to new disciplines and professions and enhancing
their qualifications for career advancement.
(iii)exploiting the potential of Information and Communication Technology (ICT) in
the teaching and learning process; and
(iv)achieving the target of 15% of GER by the end of 11th Plan and 20% by the end
of 12th five year Plan.
7. In order to discharge the Constitutional responsibility of determination and
maintenance of the standards in Higher Education, by ensuring coordination among various
statutory regulatory authorities as also to ensure the promotion of open and distance
education system in the country to meet the aspirations of all cross-sections of people for
higher education, the following policy in respect of distance learning is laid down:-
(a) In order to ensure proper coordination in regulation of standards of higher education
in different disciplines through various modes [i.e. face to face and distance] as also to ensure
credibility of degrees/diploma and certificates awarded by Indian Universities and other
Education Institutes, an apex body, namely, National Commission for Higher Education and
Research shall be established in line with the recommendations of Prof. Yash Pal
Committee/National Knowledge Commission. A Standing Committee on Open and Distance
Education of the said Commission, shall undertake the job of coordination, determination and
maintenance of standards of education through the distance mode. Pending establishment of
this body:
(i) Only those programmes, which do not involve extensive practical course work,
shall be permissible through the distance mode.
(ii) Universities / institutions shall frame ordinances / regulations / rules, as the
case may be, spelling out the outline of the programmes to be offered
through the distance mode indicating the number of required credits, list of
courses with assigned credits, reading references in addition to self learning
material, hours of study, contact classes at study centres, assignments,
examination and evaluation process, grading etc.
(iii) DEC of IGNOU shall only assess the competence of university/institute in
respect of conducting distance education programmes by a team of experts,
whose report shall be placed before the Council of DEC for consideration.
(iv) The approval shall be given only after consideration by Council of DEC and not
by Chairperson, DEC. For the purpose, minimum number of mandatory
meetings of DEC may be prescribed.
(v) AICTE would be directed under section 20 (1) of AICTE Act 1987 to ensure
accreditation of the programmes in Computer Sciences, Information
Technology and Management purposed to be offered by an
institute/university through the distance mode, by National Board of
Accreditation (NBA).
>(vi) UGC and AICTE would be directed under section 20 (1) of their respective Acts
to frame detailed regulations prescribing standards for various
programmes/courses, offered through the distance mode under their mandate,
(vii) No university/institute, except the universities established by or under an Act
of Parliament/State Legislature before 1985, shall offer any programme
through the distance mode, henceforth, without approval from DEC and
accreditation by NBA. However, the universities/institutions already offering
programmes in Humanities, Commerce/Business/Social Sciences/Computer
Sciences and Information Technology and Management, may be allowed to
continue, subject to the condition to obtain fresh approval from DEC and
accreditation from NBA within one year, failing which they shall have to
discontinue the programme and the entire onus with respect to the academic
career and financial losses of the students enrolled with them, shall be on such
institutions/universities.
(viii) In light of observation of Apex Court, ex-post-facto approval granted by any
authority for distance education shall not be honoured and granted
henceforth. However, the universities established by or under an Act of
education programmes in the streams of Humanities/Commerce/Social
Sciences before the year 1991 shall be excluded from this policy.
(ix) The students who have been awarded degrees through distance mode by the
universities without taking prior approval of DEC and other statutory bodies,
shall be given one chance, provided they fulfil the requirement of minimum
standards as prescribed by the UGC, AICTE or any other relevant Statutory
Authority through Regulation, to appear in examinations in such papers as
decided by the university designated to conduct the examination. If these
students qualify in this examination, the university concerned shall issue a
certificate. The degree along with the said qualifying certificate may be
recognised for the purpose of employment/promotion under Central Government.
(x) A clarification shall be issued with reference to Gazette Notification No. 44
dated 1.3.1995 that it shall not be applicable on to the degrees/diplomas
awarded by the universities established by or under an Act of Parliament or
State Legislature before 1985, in the streams of Humanities/Commerce and
Social Sciences.
(xi) The policy initiatives spelt out in succeeding paragraphs shall be equally
applicable to institutions offering distance education/intending to offer
distance education.
(b) All universities and institutions offering programmes through the distance mode shall
need to have prior recognition/approval for offering such programmes and accreditation from
designated competent authority, mandatorily in respect of the programmes offered by them.
The violators of this shall be liable for appropriate penalty as prescribed by law. The
universities/institutions offering education through distance mode and found involved in
cheating of students/people by giving wrong/false information or wilfully suppressing the
information shall also be dealt with strictly under the penal provisions of law.
(c) The universities / institutes shall have their own study centres for face to face
counselling and removal of difficulties as also to seek other academic and administrative
assistance. Franchising of distance education by any university, institutions whether public or
private shall not be allowed.
(d ) The universities /institutions shall only offer such programmes through distance mode
which are on offer on their campuses through conventional mode. In case of open
universities, they shall necessarily have the required departments and faculties prior to
offering relevant programmes through distance mode.
(e) It would be mandatory for all universities and education institutions offering distance
education to use Information and Communication Technology (ICT) in delivery of their
programmes, management of the student and university affairs through a web portal or any
other such platform. The said platform shall invariably, display in public domain, the
information about the statutory and other approvals along with other necessary information
about the programmes on offer through distance mode, their accreditation and students
enrolled, year- wise, etc. This may be linked to a national database, as and when created, to
facilitate the stakeholders to take a view on the recognition of the degrees for the purpose of
academic pursuit or employment with/under them.
(f) All universities/education institutions shall make optimal use of e-learning contents for
delivery/offering their programmes through distance mode. They shall also be
encouraged/required to adopt e-surveillance technology for conduct of clean, fair and
transparent examinations.
(g) The focus of distance education shall be to provide opportunity of education to people
at educationally disadvantaged situations such as living in remote and rural areas, adults with
no or limited access to education of their choice etc.
(h) In order to promote flexible and need based learning, choice-based credit system shall
be promoted and all ODE institutions shall be encouraged to adopt this system and evolve a mechanism for acceptance and transfer of credits of the courses successfully completed by
students in face-to-face or distance mode. For the purpose, establishment of a credit bank
may be considered. Similarly, conventional universities, offering face to face mode
programmes shall be encouraged to accept the credits earned by the students through
distance mode. A switch over from annual to semester system shall be essential.
(i) Convergence of the face-to-face mode teaching departments of conventional
universities with their distance education directorates/correspondence course wings as also
with open universities/institutions offering distance education, shall be impressed upon to
bridge the gap in distance and conventional face-to-face mode of education.
(j) Reputed Foreign education providers well established, recognized and accredited by
competent authority in their country and willing to offer their education programmes in India
shall be allowed, subject to the fulfilment of the legal requirement of the country.
(k) A National Information and Communication Technology infrastructure for networking
of ODE institutions shall be created under National Mission on Education through Information
and Communication Technology.
(l) Efforts would be made to create
favourable environment for research in Open and Distance Education (ODE) system by setting up infrastructure like e- libraries, digital data-base,
online journals, holding regular workshops, seminars etc.
(m) Training and orientation programmes for educators and administrators in ODE system
with focus on use of ICT and self-learning practice, shall be encouraged.
(n) ODE institutions shall be encouraged to take care the educational needs of learners
with disabilities and senior citizens.
(o) An official notification clarifying the issue of recognition of academic qualification,
earned through distance mode, for the purpose of employment, shall be issued.
(p) A mechanism shall be set up for evaluation of degrees of foreign universities for the
purpose of academic pursuit as well as for employment under the Central Government. This
may include the assessment of the credentials of the university concerned as also to test the
competence of the degree holder, if needed.
Comments Off
Discipline issues are the biggest barrier to a school-wide focus on teaching and learning. There is little doubt among education professionals that safe and orderly learning environments are a pre-requisite of effective schools. Likewise, schools laden with disruption, violence and an unstable atmosphere significantly hinder student learning and achievement. Is your school doing everything possible to create a safe learning environment for students? In order to help determine this, here are five signs that your school’s student behavior management program may be ineffective.
Sign#1: Little or No Involvement/Communication with Families
In today’s busy society, schools must make a focused effort to include parents in the communication chain. When students are disciplined for poor behaviors, every effort must be made to notify the parents immediately, informing them of the school’s response to such behavior. At the beginning of each school year, parents and students should be educated regarding the student code of conduct and school policy surrounding infractions that occur. Failure to establish the lines of communication results in a loss of opportunity to truly understand the student’s background as well as needed support from the home to deter future behavior problems. Failure to communicate may also encourage a more negative response to the school from parents when something more serious occurs. Parental involvement and support in school activities is also important. However, schools serving lower socio-economic areas will be challenged, as parents of children in these areas are working harder just to make “ends meet” and have little time to be involved with the child’s education. Also, schools in more poverty prone areas tend to receive little or no financial support from parent donors. Nevertheless, such schools should still aim to blanket these parents with as much information as possible. A good faith effort goes a long with way in obtaining future cooperation with parents when it is absolutely required.
Sign#2: Lack of incentives to promote positive behavior
School-wide discipline is more than simply establishing rules and consequences for problem behavior. A comprehensive and effective school-wide discipline program takes preventative measures, which include a positive behavior support component that is designed to demonstrate, promote, and reinforce, positive student behavior. This approach places major emphasis on the creation of an atmosphere that is predictable and safe, where successful student learning and academic achievement can flourish. Believe it or not, some students, while having a sense of what’s right and wrong, still may not understand what “good” behavior actually is until it’s modeled for them. What better model could be provided for them in the school environment than other students (their peers) who are demonstrating and being rewarded for these good behaviors? Schools that have been successful in implementing school-wide positive behavioral interventions and supports have found
Increases in attendance, Student reports of a more positive and calm environment, Teacher reports of a more positive and calm environment, and Reduction in the number of behavioral disruptions (Safe, Disciplined, and Drug-Free Schools Project, 2000).
Sign#3: No systematic data-based decision-making procedures
Without systematic, data-based decision-making procedures, the implementation of a school discipline system is prone to failure. Proper planning of a school-wide discipline program requires reliable data that allows school administrators to strategically target student behaviors, establish preventative measures and effectively identify and provide appropriate interventions for students who exhibit these behaviors.”[Schools require] the information essential to solving problems, selecting appropriate interventions, and providing better support for student learning (Nakasato, 2000). Incident data can also be used to assess the effects of interventions (Flannery, 1998). Many types of incident reporting are also required by districts, states, and the Federal Government. Well designed incident reporting systems will save time, a limited resource, when schools and districts are required to complete these reports.”
Sign#4: Lack of strict enforcement of rules
Without a strong commitment from administrators, teachers and staff, having a well constructed school-wide discipline plan on paper means nothing. At the beginning of each school year, students should be thoroughly informed of the school-wide student code of conduct, which should clearly display a list of behavioral expectations. The code of conduct should provide a list of negative behaviors and their consequences. However, it should likewise display a list of positive or acceptable behaviors that will be rewarded. This initial communication to students (and parents), whether it occur at an open house, classroom meeting or parent conference should occur before or on the very first day of student attendance. Administrators should assign top priority to making sure that all members of the faculty and staff are well versed in the contents of the student code of conduct. Additionally, this education process needs to occur each year, even for veteran staff members. If the faculty does not know the code of conduct, how will they be able to enforce it? Not understanding the student code of conduct only leads to arbitrary and possibly legally indefensible punishments as well as contributes to a less predictable and unstable school atmosphere. Finally, each member of the faculty and staff should commit to maintaining a resolute determination to follow-through with enforcing the rules. Each member of the faculty and staff should see themselves as the most important link in the chain of student achievement. One weak link can break the entire chain. Therefore consistency among all faculty and staff is required for a successful school-wide discipline program. Sign#5: Cumbersome and Disorganized Processes
A well written school-wide discipline program can also be ineffective if procedures cannot be executed in a timely and organized manner. This “process” component generally lies on the shoulders of the school administration and office staff. In a typical school environment, a teacher responds to a classroom discipline incident by completing a form which identifies the student and provides the details of the infraction. This form is then hand-delivered to the administration, usually to an administrator’s mailbox where the administrator retrieves it and initiates a response to the student and parents. After the response, the administrator must make sure the teacher is notified of the response and must file the form. While some schools are generally effective with this process, there remains much room for improvement, especially with response time. As general rule, a shorter response-time preserves the integrity and impact of the consequence. Why is this true? A delayed response not only gives the student more of an opportunity to continue the misbehavior before the correction takes place, but can psychologically diminish the effectiveness of the applied consequence. In the student’s mind, a delayed response-time implies that the infraction was not that serious. Furthermore, teachers, who are the front line workers, do not perceive that they are receiving the administrative support they need when the response time is delayed. In Conclusion: Without a well written and properly executed school-wide discipline program, a school’s number one goal of student academic achievement cannot be met. Now, more than ever, a plethora of tools and knowledge exist that can assist schools in taking dramatic s
trides in reaching their academic achievement goals. If you would like more information regarding how your particular school can achieve more, please visit http://campaign.behaviorassistant.com or send a message to William.Shoap@behaviorassistant.com. About Us William Shoap is a 13-year public school educator holding positions in teaching, school administration and district level administration. William has remained committed to enhancing the public school education environment not only through his various roles, but has more specifically worked to develop and adopt technology solutions to reduce costs and create efficiency. In doing so, he has also acted as a project manager in the implementation major programs in school district Human Resources departments as well as school-based environments serving school administration, faculty, staff and students. Richard Golko is a career technology consultant and engineer. He has served small, medium and enterprise-level companies since 1992. Clients include Cargill, Inc. in the United States and CEFAS in the United Kingdom. Richard is a Microsoft Partner and is fully up-to-date in cutting edge software architecture and development through the entire project lifecycle. Richard also has a keen interest in helping young people make better decisions which affect their futures. He wrote a full-featured goal setting and achieving course with accompanying software called Achieve It! He has presented the course to individuals and to corporate teams for the YMCA. Contact Information
William Shoap
615-394-3501 begin_of_the_skype_highlighting 615-394-3501 end_of_the_skype_highlighting
William.Shoap@BehaviorAssistant.com
http://campaign.behaviorassistant.com
References Banks, R. (2000). Bullying in schools. ERIC Review, 7(1). Bernhardt, V.L. (1998). Data analysis for comprehensive school wide improvement. Larchmont, NY: Eye on Education. Brown, C. (2000). How states and systems use data. Fairfield, AL: Fairfield Board of Education. (Unpublished). Byrd, R. S. and Weitzman, M. L. (1994). Predictors of Early Grade Retention Among Children in the United States. Pediatrics, 93 (3), 81-87. California Department of Education. (2001). California safe schools assessment: communications and media relations workshop. Sacramento, CA: California Department of Education. California Department of Education. (1997). Challenge toolkit: Safe and healthy schools. Sacramento, CA: California Department of Education. California Department of Education and the Crime and Violence Prevention Center. (1995). Safe schools: A planning guide for action. Sacramento, CA: California Department of Education. Clay, D. (1996). School safety and discipline. Cleveland, OH: Cleveland State University. Colorado Trust. (2000). Supporting schools initiative. Denver, CO: Colorado Trust. Cornell, D.G., Loper, A.B., Atkinson, A.J., and Sheras, P.L. (1999). Youth violence prevention in Virginia: A needs assessment. Charlottesville, VA: Virginia Youth Violence Prevention Project. Davis, C., Hammond, C., and Benson, D. (2000). Florida SESIR Regional Workshop Training Materials. Tallahassee, FL: Florida Safe Learning Environment Institute at the Florida A & M University and the Florida Department of Education. Dwyer, K., Osher, D., and Warger, C. (1998). Early warning, timely response: A guide to safe schools. Washington, DC: U.S. Department of Education. Edmonds, R. (1979). A discussion of the literature and issues related to effective schooling. St. Louis, MO.: CEMREL. Flannery, D. (1998). Improving school violence prevention programs through meaningful evaluation. ERIC Digest, 132. Gaskins, B. (1999). How to make a difference through site-based school public relations planning. In K.K. Muir (Ed.), School public relations: Building confidence in education. Rockville, MD: National School Public Relations Association. Gottfredson, D.C., Wilson, D.B., and Najaka, S.S. (2001). School-based crime prevention. In D.P. Farrington, L.W. Sherman and B. Welsh (Eds.), Evidence-based crime prevention. London, UK: Harwood Academic Publishers. Gottfredson, DC (1997). School-based crime prevention. In L. Sherman, DC Gottfredson, D. MacKenzie, J. Eck, P. Reuter, and S. Bushway (Eds.), Preventing crime: What works, what doesn’t, what’s promising: A report to the United States Congress Washington, DC: U.S. Department of Justice. Hinshaw, S. P. (1992). Academic underachievement, attention deficits, and aggression: Comorbidity and implications for intervention. Journal of Consulting and Clinical Psychology, 60 (6), 893-903. Holcomb, E.L. (1998). Getting excited about data: How to combine people, passion, and proof. Thousand Oaks, CA: Corwin Press, Inc. Johnson, J.H. (1996). Data-driven school improvement. Oregon School Study Council, 39(5). Kame’enui, E.J., And Simmons, DC (1998). Beyond effective practices to schools as host environments: Building and sustaining a school-wide intervention model in reading. OSSC Bulletin, 41(3), 3-24. Kaminski, R.A., And Good, R.H., III (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25,215-227. Kinder, J.A. (2000). A short guide to school public relations. Phi Delta Kappa Fastbacks, 464, 7-44. Lezotte, L.W. (1991). Correlates of effective schools: The first and second generation. Okemos, MI: Effective Schools Products, Ltd. Linquanti, R., and Berliner, B. (1994). Rebuilding schools as safe havens: A typology for selecting and integrating violence prevention strategies. Portland, OR: Western Regional Center for Drug-Free Schools and Communities. Muir, K.K. (Ed.) (1999). School public relations: Building confidence in education. Rockville, MD: National School Public Relations Association. Nakasato, J. (2000). Data-based decisionmaking in Hawaii’s behavior support effort. Journal of Positive Behavioral Interventions, 2(4). National Center for Education Statistics (2001). Digest of Education Statistics. Washington, DC: U.S. Department of Education. Nelson, R.J., Martella, R.M., And Marchand-Martella, N. (In press). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behavior. Journal of Emotional and Behavioral Disorders. Pennsylvania Department of Education (2001). Ridge awards nearly 9 million in safe-school grants. Harrisburg, PA: Pennsylvania Department of Education. Pepperl, J.C. And Lezotte, L.W. (1999). What the effective schools research says: Safe and orderly environment. Okemos, MI: Effective Schools Products, Ltd. Price, J. (1999). Customer service. In K.K. Muir (Ed.), School public relations: Building confidence in education. Rockville, MD: National School Public Relations Association. Riley, P., and McDaniel, J. (1998). Safe school plans begin with information gathering. School Administrator, 8(55). Ross, V.M. (1999). Internal Communication: PR Training. In K.K. Muir (Ed.), School public relations: Building confidence in education. Rockville, MD: National School Public Relations Association. Sack, J.L. (1999). An ounce of prevention. Education Week, 19(9). Safe, Disciplined, and Drug-Free Schools Project (2000). Developing schoolwide discipline plans. Safe, Disciplined and Drug-Free Schools Notes, 3 (3). Shinn, M. (1997). Instructional decisionmaking using curriculum-based measurement. Unpublished workshop materials. Sprague, J., Sugai, G., Horner, R., and Walker, H.M. (1999). Using office discipline referral data to evaluate schoolwide discipline and violence prevention interventions. Oregon School Study Council Bulletin, 42(2). Squires, D.A., Huitt, W.G., And Segars, J.K. (1983). Effective schools and classrooms: A research-based perspective. Alexandria, VA: Association for Supervision and Curriculum Development. Stephens, R. (1994). Planning for safer and better schools: School violence prevention and intervention strategies. School Psychology Review, 23(2). Stephens, R.D. (2000). Safe School Planning. In Elliot, D.S., Hamburg, B.A., and Williams, K.R. (Eds
.) Violence in American schools. Cambridge, UK: Cambridge University Press. Sugai, G., Sprague, J.R., Horner, R.H. And Walker, H.M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor schoolwide discipline interventions. Journal of Emotional and Behavioral Disorders, 8(2). Sugai, G.M., Kame’enui, E.J., Horner, R.H., And Simmons, DC (1998). Effective instructional and behavioral support systems: A schoolwide approach to discipline and early literacy. Eugene, OR: University of Oregon. Uniform Crime Reporting Program. (2000). National incident-based report system, volume 1: Data collection guidelines. Washington, DC: Criminal Justice Information Services Division, Federal Bureau of Investigation, U.S. Department of Justice. Valle-Greene, A. (2000). Schools Tackle Discipline in Classrooms. Lakeland Ledger, May 21, 2000. Yoshikawa, H. (1995). Long-term effects of early childhood programs on social outcomes and delinquency. Future of Children, 5 (3), 51-75.
Comments Off
Changes in operational procedure, management styles and services offered to clients and customers characterize many places of employment. An examination of the internet and other media reveals the rapid development of new products and seamless modifications of existing ones. A more recent factor which caused major changes in people’s income, life style and attitude, is the disruptions in the world’s financial market. Given the fact that change is a global reality, one role of higher education institutions is to enable students to not just function effectively in rapidly changing workplace environments, but to become reflective agents of change.
Reflection, a tool of change
Reflection means, careful consideration or thought; a process of disciplined intellectual criticism combining research, knowledge of context, and balanced judgment (critical thinking) about previous, present, and future actions, events, or decisions (Gayle, Gayle 1999). Zeichner and Liston (1996) put this in practical terms when they point out that being reflective involves examining, framing, attempting to solve dilemmas of the workplace, and asking questions about ‘self’, that is, one’s embedded assumptions and values. It also involves attending to the institutional and cultural context of the workplace, taking part in change and development, and taking responsibility for one’s own professional development. ‘Framing’, according to Schon (1987), means the individual selects (in a qualified and circumscribed sense) what will be treated as the problem. He or she then set the boundaries of their attention to the problem, and imposes on it a coherence, which allows them to say what is wrong and in what directions the situation needs to be changed.
Being a reflective agents of change
Broadly speaking, a reflective agent of change makes use of reflection in the process of effecting change. Specifically, it involves both cognitive and affective processes such as employing self-directed critical thinking as a means of improving workplace conditions policies and procedures. The reflective agent of change develops an ‘uneasiness’ about protocol, process and procedure which leads to questioning of these aspects of the workplace, trying out new strategies and ideas, seeking alternatives, and using higher order thinking skills (Elder, Paul 1994, & Cunningham 2001). The development and use of self-directed critical thinking and ongoing critical inquiry will also result in greater understanding of the workplace. Cole (1997) & Calderhead (1992) categorize this as contextualised knowledge. This kind of knowledge is critical to the implementation of appropriate changes in the workplace because, successful changes to policies or procedure depend on knowledge of the nuances, thinking of the employers and employees and overall ethos of the workplace.
Secondly, being a reflective agent of change also involves the use of one’s affective skills as a means of improving practice. Markham (1999), points out that this includes the use of personal intuition, initiative, values, and experiences in the process of making sound judgment and decisions. If affective skills are honed, they will improve one’s ability to react, respond, assess, revise, and implement new approaches and activities. According to Cunningham (2001) and Bengtsson (1993), the honing process will develop further self-awareness, self-improvement and knowledge.
Thirdly, being a reflective agent of change also requires willingness to confront the uncertainties of one’s philosophies which undergird judgments, decisions and ideas for change. This is developed by examining ‘self’, personal competences and personal philosophies in a collaborative manner involving receiving, and giving feedback to colleagues
Developing reflective agents of change
From personal research in the area of reflection and reflective teaching (Minott 2006), I conclude that everyone has the capacity to reflect, for reflection is an element of being human. However, I also agree with Posner (1989) that there are ‘more’ or ‘less’ reflective individuals, hence there are ‘more’ or ‘less’ reflective students. This conclusion also highlights the fact that there are those who, for any number of reasons, for example, training or a lack of training in reflective techniques, or personal disposition and likeness or dislike for reflection, emerges as being either ‘more’ or ‘less’ reflective. Therefore, three things are required to develop students as reflective agents of change.
Firstly, there is the need to ascertain their belief and disposition on the matter of reflection. Again personal research (Minott 2006) as confirmed popular theories, that students’ belief can hinder or help. In this process, it is important to help students to bring their embedded beliefs, values and assumptions about reflection to the fore for examination before beginning the process of encouraging their reflective skills. Secondly, there is the need to develop students’ proficiency in the use of the techniques and tools of reflection. This includes the use of reflective journal writing, collaborative exercises, the use of questions, and what to question. Thirdly, there is the need to encourage the affective or intuitive aspect of the practice, for example, sensitivity to factors that make particular ways of operating more or less appropriate, willingness and the capacity to ‘research’ their own work, and an awareness that the choices they make on the job are shaped by their belief.
References
Bengtsson, J. (1993). ‘Theory and Practice: two fundamental categories in the philosophy of Teacher education’. Educational Review 45.3 Wade B Davies L, Thomas H Upton G, Lawn M, Walker S, Chitty C and Martin D (Eds) Abingdon, Carfax Publishing Co
Calderhead, J. (1992). ‘The Role of reflection in Learning to Teach’, In Valli Linda (Editor) Reflective Teacher Education – Cases and Critiques USA: State University of New York
Cole, A.L.(1997). Impediments to Reflective practice towards a new agenda for research on Teaching. In Teachers and Teaching; theory and practice 3.1
Cunningham, F.M.A. (2001). Reflective teaching Practice in Adult ESL in Eric Digest USA: Washington DC http://www.cal.org/caela/esl% 5Fresources/digests/reflect.html (September 8 2005)
Elder, L., & Paul, R. (1994). “Critical Thinking: Why we must transform our teaching.” Journal of Developmental Education Fall 34-35
Ghaye, T., & Gaye, K. (1999). Teaching and Learning through critical reflective practice London: David Fulton Publishers
Minott, M.A. (2006). Reflection and Reflective Teaching A Case Study of Four Seasoned Teachers in the Cayman Islands. PhD thesis, University of Nottingham, retrieved from http://etheses.nottingham.ac.uk/227/1/Reflection_and_Reflective_Teaching_Thesis.pdf Thursday April 17 2009
Markham, M. (1999). ‘Through the Looking Glass: Reflective Teaching through a Lacanian Lens’ In Curriculum Inquiry 29: 1
Posner, G.J. (1989). Field Experience methods of Reflective Teaching New York: Longman Publishing groups
Schon, D.A. (1987). Educating the Reflective Practitioner USA: Jossey-Bass Inc
Zeichner, K. M. & Liston, D. P. (Editors) (1996). Reflective Teaching- An Introduction USA: Lawrence Erlbaun Associates, Inc
Comments Off