The EDUCATION PORTFOLIO at NIAS is a consolidation of work in various projects and academic activities conducted at the institute over the past decade. Drawing on a range of experiences, the EDUCATION PORTFOLIO is premised on observations that the education system in India, at all levels, is entrapped in several contradictions. On the one hand, mass elementary education remains limited with problems of access, equity and quality, while on the other hand, select specialized institutions of higher education are celebrated for the generation of creative and global talent. Even as existing institutions face a crisis in management and quality, several new, private institutions are catering to differential financial capabilities of households. The challenges are multiple: how to provide equal and quality education to all? What models and practices of education are suitable for a diverse population? How can local and national priorities be matched with the pressures of global regimes? And, what linkages must education institutions have with the social, political and economic worlds of the people? Attempting to address these challenges and drawing on the institutional mandate of inter/multidisciplinarity, the Education Portfolio focuses on linking research, teaching, advocacy and policy. Our work has found audience in diverse forums including academic journals, national and international conferences, teach-ins and fact-finding committees among others. In addition to the scholars from around the world, we have collaborated with students, teachers, administrators, government officials and civil society organisations.
Completed Research Projects: (1997-2010)
School-Community Interlinkages in Karnataka (Govt. of Karnataka, 2000)
Schooling among the Poor :A six-state study (Spencer Foundation, Chicago 1999-2001)
Development of Local Education Reports (CIDA, 2002): Local Education Reports (LERs) were developed as part of a six state study on forms of exclusion and inclusion in elementary education. Field work for the study was conducted between the months of October 1999 and March 2000. The reports include the following regions: Jaunpur Block (Uttarakhand), Jaipur (Rajasthan), Khategaon Block (Madhya Pradesh), Bangalore (Karnataka), Tanjavur (Tamil Nadu), and Chirala (Andhra Pradesh). Funds for the research were made available from the Spencer Foundation (Chicago) and the National Institute of Advanced Studies, Bangalore.
For Copies of reports see LOCAL EDUCATION Reports
VIDYANKURA: Also known as the District Quality Education Project (DQEP), Vidyankura, was a five-year project (2002-2007) funded primarily by Sir Ratan Tata Trust (Mumbai) and with supplementary funding from the Sarva Shiksha Abhiyana-Karnataka, the India Foundation for the Arts, and Asha for Education. The project focused on the government elementary school system in the socio-economically and educationally disadvantaged district of Chamarajanagar in Karnataka. The aim of the project was to work with a systemic approach that could provide a holistic understanding of the problems of elementary education in the state of Karnataka. Key NIAS faculty involved in this project were A.R.Vasavi and Padma Sarangapani. For Details and Copies of reports, publications, and Tools for Assessing Children’s Learning see VIDYANKURA
Revision of Textbooks for Govt. of Karnataka. January-May 2004. Supported by Govt of Karnataka. Responsibilities included revision of the Social Science textbooks for classes III to VII. (NIAS Faculty: Prof. S. Settar, A.R. Vasavi).
Review of the EduSat Programmes in Karnataka’s Engineering Colleges. December 2004-May 2005. Supported by ISRO (Team: Prof. D.P. Sengupta, Prof. Dilip Ahuja, Mr. Venugopal, A.R. Vasavi, and Revathi Sampathkumaran).
RAJASTHAN EDUCATION MISSION Chaired by Dr. K. KASTURIRANGAN: December 2005-July 2006. A mission constituted by the Government of Rajasthan and anchored by NIAS. Reviewed educational institutions, programmes and facilities in Rajasthan and a final report submitted to the Govt. of Rajasthan.
Review of the District Primary Education Programme (DPEP) of the World Bank: The main purpose of this research was to review the implementation of the programme in Karnataka state with specific focus on the efficiency of the institutional mechanisms introduced at the block and district level to improve the quality of teaching learning process as well as the teacher quality (1999) NIAS Faculty: Anitha Kurup.
Development of Training manual for headmasters as a part of the District Primary Education Programme supported by the World Bank. (1998)NIAS Faculty: Anitha Kurup.
Critical review of the Satellite based Interactive Training Programme for Primary School Teachers as a part of a capacity building exercise. (2000).NIAS Faculty: Dr. Anitha Kurup
Resource support for developing a series of training manual in the local language for primary school teachers in Karnataka (2001) NIAS Faculty: Dr. Anitha Kurup.
Literacy Completion Campaign in Karnataka – An External Evaluation (Directorate of Mass Education, Government of Karnataka): This programme aimed at imparting basic literacy skills to those sections of the population who had not acquired these skills during the programme of the Total Literacy Campaign. This study covered twenty-five districts of Karnataka and measured the levels of basic literacy attained, the organisational structure and specifically the problems faced by neo-literates, volunteers and other functionaries during the implementation of the programme. The study suggested measures for ensuring the sustainability of literacy skills among the neo-literates. ( 2002) NIAS Faculty: Dr. N. Shantha Mohan and Dr. Anitha Kurup.
Gender, Science and Engineering Education(2007-2010): The study entitled ‘Trained Scientific Women Power: How Much are we Losing and Why?” was completed in 2010. This study looks at the reasons for poor retention of women in scientific careers after completion of PhD., and attempts to design meaningful measures to check the loss of valuable scientific manpower of the country. The study has been undertaken in collaboration with the Indian Academy of Sciences. A major success of the study has been the creation of the first national database of over 1985 women scientists. In addition to the creation of the national database, a comprehensive in-depth survey covering aspects of women’s education, employment, and family experiences has been conducted with 568 women scientists and 226 men scientists to identify reasons for drop-out. Finally, the project has brought together, for the first time, well-established natural scientists and social scientists, who with their varied backgrounds and expertise have thrown new light on a relatively old problem. For copy of the report see http://www.nias.res.in/docs/bkanitha-surveyreport.pdf
Trends in higher Education: A one year research project titled “Trends in Higher education: Creation and Analysis of PhD Database in India- A NIAS-INFLIBNET-TCS Study”. (2009-2010). NIAS Team: Dr. Anitha Kurup, Ms. Hamsa Kalyani, Ms. Maithreyi. R. and Mr. Kantharaju. B). This project has been undertaken in collaboration with INFLIBNET and TCS, to analyze the production of PhDs in the country for a ten year period (between 1998 – 2007). The study that has over 45,000 records of PhD theses spread over 210 universities and research institutions covering disciplines of Natural, Sciences, Social Sciences, Engineering, Medicine and Agricultural Sciences will be able to authentically inform policy makers regarding the manpower scenario and potential of the country, to stay globally competitive. The project has initiated the creation of the first large-scale inter-institutional database of doctoral theses, in the absence any other reliable source of data on PhDs awarded in the country. While other sources such as UGC report annual rates of PhD production in the country, in the absence of single-point data reference for the numbers it was difficult to understand the actual trends in PhD production in the country. For a copy of the report see http://www.nias.res.in/docs/bkanitha-surveyreport.pdf
Current Research, Teaching and Other Interventions
Building on the programme’s decade-long engagements with research, teaching, outreach and advocacy, we are now expanding our work. The interlinking of research, advocacy and action is carried out by three nodal initiatives: Independent Research in Key Areas, Platform for Education Policy (PEP) and Curriculum Exchange Network (CEN). Working on all levels of education and interacting with different stakeholders, we have been involved in identifying trends, reviewing schemes, drafting reports and collaborating around issues involving meaningful, viable visions of education. The education portfolio is focusing on the following activities:
- Developing a National program for identification and mentoring gifted children in science and mathematics.
- Development of an education policy perspective paper
- Women scientists and engineers: Cross cultural studies
- Comparative studies of higher educational institutions
- Research related to an all-India comprehensive report on Adivasi /tribal education
- Gender and education
I. INDEPENDENT RESEARCH IN KEY AREAS OF EDUCATION
Research on issues related to education at various levels is undertaken with a focus on providing interdisciplinary perspectives and to contributing to policy-making. Key themes identified for the coming years are the following:
- Identification and Nurturing of Gifted Children (Mathematics and Science)
- Critical Research on Higher Education in India
- Gender and Education
- Globalisation and Education
- Lessons from the Field: Structure, Agency and Voice in Elementary Education
The current research projects include
1. A Comparative Study of Women Scientists and Engineers: Experiences in India and the US ( Dr. Anitha Kurup and Dr. Laura Grindstaff, UC Davis).
The number of women pursuing a career in academia after earning a Ph.D. in science and engineering remains disproportionately low. Research studies in India and the US have concentrated on the drop out of women in science at the high school and undergraduate levels, paying little attention to women who drop out after a Ph.D. This study consists of two phases. Phase I focused on the Indian context and is completed: a total of 312 women scientists and engineers and 161 men scientists and engineers were surveyed online and over the telephone. They were queried about their career experiences in major research institutions across the country. Phase II focuses on the US context. A shortened version of the pre-coded questionnaire will be used to survey via email a sample of 60 women scientists and engineers in the University of California. A small sample of men will be covered for comparative purposes. Comparing the data between India and the US, we will explore the complex interaction of policies and organizational, societal, and personal factors responsible for women pursuing a science career in the two countries. The insights drawn from the findings of this comparative study will influence the review of science policies in both countries.
2.Identification and Nurturing of Gifted Children (3- 15 years of age) in Mathematics and Science
Societies across the world have always come across, among its young population, individuals whose performance levels are far above those of their colleagues in similar age groups. These youngsters usually go by the name “Gifted Children" or often by the name "Child Prodigies". While such children are indeed gifts of nature to the society, it has always been a challenge to identify, nurture and enable such children to perform at their best. Some countries like USA, Russia, Australia etc. have robust systems of identifying and nurturing Gifted Children. These countries have also been supporting research on the definition, identification and nurturing of Gifted Children. With rapid developments in the field, it is also now recognized that the traditional measures of identification such as IQ tests, which have for long been the basis on which the gifted and non-gifted were identified, may be inadequate in multicultural environments.
With nearly 200 million children in the educable age bracket, India can ill afford to waste this unusual resource in an era of Science and Technology. With this in mind, the Office of Principal Scientific Advisor to the Prime Minister, Government of India along with Indian National Science Academy organized an Indo-US Round Table on Jan.27-29, 2010 to deliberate and get possible inputs from other countries having experience in handling Gifted Children. Based on the deliberations in this Round Table and a subsequent discussion meeting organized at the National Institute of Advanced Studies, Bangalore, a team consisting of researchers from National Institute of Advanced Studies, Bangalore, Shyama Prasad Mukherji College, New Delhi and Agastya International Foundation, Gudivanka, have initiated a collaborative research project on Identification and mentoring gifted children in Maths and Science.
The project has three components, each component being led by a researcher each from National Institute of Advanced Studies, Shyama Prasad Mukherji College and Agastya International Foundation. The target age group of the three components are Bangalore urban (3-8 years), Delhi Urban (8-12 years) and the Karnataka/Andhra Pradesh rural (10- 15 years). Each research team will independently conduct the study over a period of three years. The design of the research project will allow the three research teams to evolve independent methodologies as well as develop tools for identification appropriate to their specific context. Each research team will constantly interact with local experts on a regular basis to make mid-term corrections as the project progresses. Simultaneously, the project will develop mechanisms for mentoring the identified children. At the end of the project a policy paper on identification and mentoring gifted children will be developed. As an important step – “The National Association of Gifted Children- India”, has been recently formed and registered in September 2011.
3. ‘The Education Question’ from the Perspective of Adivasis and Tribals: Conditions, structures, Impact and Alternatives
The Education Portolio, NIAS, in partnership with UNICEF have undertaken a research project that seeks to to present a broad perspective in which questions related to educational issues among Adivasis and Tribals can be raised. Focusing first on the life conditions of most Adivasis and Tribals, policy orientations, structures and processes of educational administration, and then on the impact of mainstream education on the lives of Adivasis, we indicate the limitations and in-built forms of exclusion of the dominant education system. As part of this work, we are in the process of completing our regional consultative meetings. The final report will be submitted to the Ministry of Human Resource Development and the Ministry of Tribal Affairs in December 2011.
II. PLATFORM FOR EDUCATION POLICY (PEP)
To facilitate the review, reform, and rethinking of questions of education policy, the programme has attempted to create a platform where inter-institutional collaborations, knowledge production, discussions and dissemination can take place. The scholarly exchange across institutions, public lectures at NIAS and our involvement in the initiatives such as Center for Research in Education and Transformation (CREST) and Emerging Directions in Global Education (EDGE) are some of the ways in which we have been able to form networks. In particular, our latest activities include the following:
- Perspective Paper on Education Policy: Shivali Tukdeo and A.R.Vasavi have developed a paper focusing on the trends in education policy production since post-independence.
- V.S. Ramamurthy, Anitha Kurup, Chetan Singai and Shivali Tukdeo are part of Emerging Directions of Global Education (EDGE), a collaborative initiative of institutions across the globe. So far, the EDGE collaborative has resulted in the organization of four annual conferences, vision documents, and policy position papers.
- The Karnataka Knowledge Commission under the Chairmanship of Dr. K. Kasturirangan was constituted in 2009. Dr.Anitha kurup works very closely with the Karnataka Knowledge Commission in shaping its activities and programmes. She is part of the working group on literacy and school education that is chaired by Prof. C. Sheshadri.
III. CURRICULUM DEVELOPMENT AND EXCHANGE NETWORK (CEN)
Linked to the PEP and to some of the on-going innovative research and teaching programmes at NIAS, this initiative seeks to share, exchange, and engage with new curricula for a range of subjects and disciplines. Forthcoming activities include:
- Texts and Pedagogy in Social Science Teaching in Karnataka: A one-day session of discussions and exchange of curricula was held at NIAS for teachers of social sciences from Karnataka’s universities.
- Rural and Agrarian Studies: A national level network to facilitate the teaching of rural and agrarian studies was initiated at NIAS that focused on review and development of rural and agrarian studies.
- Management of Education, Research and Collaboration: Course material developed by NIAS was a part of a 8 series of knowledge modules where IGNOU would design an interactive course to train middle and senior management level personnel from universities and higher educational institutions. NIAS team: Anitha Kurup, Hamsa Kalyani, Maithreyi.R and Ambika Mohan.
Anitha Kurup ( A list of Select Publications)
- Anitha Kurup (2012) Trend Analysis of PhD S in India 1998-2007. LAP Lambert Academic Publishing. ISBN 9783848400942
- Anitha Kurup(2009): ‘Management of Education, Research and Collaboration’, IGNOU Publications, New Delhi. (co-Editor)
- B K Anitha (2000): ‘Village, Caste and Education’ , Rawat Publications Jaipur, India
- B.K.Anitha (1998): ‘Status of Rural Women In Karnataka’, National Institute of Advanced Studies, Bangalore, India (co- author). Edited and Reprinted in 2006
Peer Reviewed Publications
- Anitha Kurup ( Under Review): „Environmental Education in Marginalized Areas: Lessons from India’ In The Journal For Environmental Education, Routledge, Taylor and Francis Publications, PA( Co-author).
- Anitha Kurup ( Under Review): ‘Environment Education in India : Is it Working?’ Economic and Political Weekly,( Co- author)
- Anitha Kurup and Maithreyi, R (2012) A Review of Challenges in Developing a National Program for Gifted Children in India's Diverse Context. Roeper Review, 34 (4). pp. 215-223. ISSN 1940-865X
- Anitha Kurup (In Press) : ‘Woman Power in Corporate India In Conversation with Kiran Mazumdar Shaw, Chairman & MD of Biocon Ltd’ In IIMB Management Review, IIMB, Bangalore.( Co-author)
- Anitha Kurup ( Forth coming) Gender, Science and Technology Education in India, In Transforming Science: Feminist Perspectives in India, Stree Publishers, India.
- Anitha Kurup 2011 “Beyond Family and Societal Attitudes to Retain Women in Science” In Current Science, vol.100(1) Jan. 2011, 43-48 (co-author)
- Anitha Kurup 2010 “Trained Scientific Women Power: How Much are we Losing and Why?’” . Indian Academy of Sciences Publications , Bangalore . ( co- author) 75 pages.
- Anitha Kurup 2010. “Trends in Higher Education: Creation and Analysis of a Database of PhDs’”. NIAS Publications (R1-2010), Bangalore (co-author). 87 pages.
- Anitha Kurup 2009 “Integrated Water Resource Management – An Alternative Paradigm” In N. Shantha Mohan et.al. ed. River Water Sharing: Transboundary Conflict and cooperation in India, Routledge Publications, New Delhi . Pp: 156-182
- B.K. Anitha 2009 “Challenges in Higher Education in the Face of India ’s Demographic Ascendancy” In B.V. Sreekantan (ed) Science Technology and Society, IIAS Publications, Shimla, India.( co-author). Pp: 83-113
- Anitha Kurup 2009 “Does Indian Higher Education Resonate with the Global Knowledge Economy” In SRDE’s Higher Education Journal (SHEJ), Vol. 1, No. 5, November. Pp: 1-9.
Anitha Kurup 2009 “Emerging Directions in Global Education –A Meeting Report” In Current Science, Vol.96, No10, 25 May 2009, 1301- 1303. ( Co-author)
- Anitha Kurup 2009 “Introduction and Overview of Management of Education, Research and Collaboration” In Management of Education, Research and Collaboration‟, edited by K.V Krishnamurthy, Mangala Sundarkrishnan and Anitha Kurup, IGNOU Publications, New Delhi. Pp: 1-32.
- Anitha Kurup 2009 “Management of Education, Research and Collaboration in Natural Sciences” In Management of Education, Research and Collaboration, edited by K.V Krishnamurthy, Mangala Sundarkrishnan and Anitha Kurup, IGNOU Publications, New Delhi (co-author). Pp: 33-78.
- Anitha Kurup 2009 “Management of Education, Research and Collaboration in Humanities and Social Sciences” In Management of Education, Research and Collaboration, edited by K.V Krishnamurthy, Mangala Sundarkrishnan and Anitha Kurup, IGNOU Publications, New Delhi.( Co-author).Pp: 79-122.
- Anitha Kurup (2009): “Leadership In Management of Education, Research and Collaboration”, edited by K.V Krishnamurthy, Mangala Sundarkrishnan and Anitha Kurup, IGNOU Publications, New Delhi (co-author). Pp: 238-256.
- Anitha Kurup 2008 “Indian Higher Education, The Road Ahead” In World Education News and Reviews, October Feature, WENR,( Co-author). http://www.wes.org/ewenr/08oct/feature.htm
- B.K. Anitha 2008 “Diversity Integral to Indian Science and Technology” In the Book of Abstracts, XII National Conference: Feminism, Education and the Transformation of Knowledge: Processes and Institutions, IAWS, New Delhi . Conference Abstract.
- B.K. Anitha 2008 “Emerging Directions in Global Education A Report” in Current Science, Vol. 95, No. 3, 10 August 2008, 303. ( co-author)
- B.K. Anitha 2007 ‘ Social Sector Development’ In Karnataka Development Report. Nodal Agency ISEC, Bangalore and sponsored by Planning Commission, Government of India( Contributor). Pp359-404.
- B.K.Anitha 2007 ‘Human Resources of Karnataka’ in Karnataka Development Report. Nodal Agency ISEC, Bangalore and sponsored by Planning Commission, Government of India(Contributor). Pp. 127-188.
- B.K. Anitha 2007 ‘Engendering Science And Technology: Women Scientists Key To Make Indian Science Competitive’ In The All India Conference of Indian Federation of University Women’s Association on Women in the Third Millennium: Winds of Change at Colaba Mumbai, March 2007 ( conference abstract)
- B.K. Anitha 2007 ‘Engendering Science and Technology Education in India’ In the Proceedings of International Conference on Women’s Impact on Science and Technology in the New Millennium organized by TWOWS, TWAS Regional Office for Central and South Asia, JNCASR, Bangalore (pp- 92-95)
- B.K. Anitha 2006 “Women’s Studies in Education” In Sixth Survey of Educational Research (1993-2000) Vol. 1, New Delhi, NCERT. Pp. 212-226.
B.K. Anitha (2005): “Quality and the Social Context of Rural Schools”. Contemporary Education Dialogue,Vol3:1 Monsoon 28-60.
- B.K. Anitha (2001): “Being True to Feminism: Methodology of the Status of Rural Women in Karnataka’ In Building Women‟s Capacities: Interventions in Gender Transformation. Ed. By R.K. Murthy. Sage Publications, New Delhi. .( co-authored).Pp. 229-251.
- B.K. Anitha (2001): A Baseline Report on “Women and Political Participation in India”- A position paper of the country using the Convention for Elimination of all forms of Discrimination Against Women( CEDAW) framework. (co- authored – Web publication).
- B.K. Anitha (1995): “Training Initiatives for Gram Panchayat Members in Karnataka - Some Issues” in People Centered Rural Development - NGDOs and Decentralised Government, by Bhat et al,.(eds.), DSI Publications, Bangalore. Pp: 87-107.
- Anitha Kurup 2011 ‘Indira Gandhi Open University ( IGNOU) – A 25 Year Journey…’, IGNOU Publications, New Delhi. 112 pages. ( Co- author).
- Anitha Kurup 2011 EDGE 2011, ‘Executive Summary and Recommendations of EDGE 2011 International Conference on “ Shaping the Future of Indian Higher Education‟ EDGE Publications, Bangalore. www.edge.in. (co-author). 1- 17 pp.
- Anitha Kurup 2010 ‘Catalysing Change’ NIAS EDGE Document, EDGE 2010 International Conference, EDGE Publications, Bangalore .( Co-author).1-34pp.
- B.K. Anitha 2009 “Transforming Educational Institutions for Global Opportunities: Directions for Higher Education, NIAS EDGE Document”, EDGE 2009 International Conference, EDGE Publications, Bangalore . ( co-author).
- B.K Anitha 2008 ‘India Higher Education Vision Document’, Emerging Directions in Global Education, EDGE Publications, Bangalore .( co-author).
- B.K. Anitha 2008 ‘Executive Summary and Recommendations of EDGE 2008 International Conference’ on “Internationalisation of Higher Education” EDGE Publications, Bangalore. www.edge.in. (co-author).
- B.K. Anitha 2007 ‘Impact Study Of Agricultural Technology In Tumkur District’ submitted India Development Enterprise(IDE), Bangalore, October. Page 12
- B.K. Anitha 2006 ‘Report of the National Conference on India’s Competitiveness and Preparedness in Science and Technology During the Coming Decades: Issues, Challenges and Strategies’, NIAS & JNCASR Publications, Bangalore
- B.K. Anitha (2001) : ‘Impact of Poverty Assessment Study’ – A report prepared for the Asian Development Bank at the request of the Ministry for Surface Transport, Government of India.(Co-authored).
- B.K. Anitha (2000): ‘Stakeholders Address Violence - Violence Against Women’, NIAS Report R3 - 00, NIAS Publications, Bangalore, India (co-authored).
- B.K. Anitha (2000): ‘Classroom Processes: Comparative Case Studies of Eight States in India’. Palghat, Kerala Report, NCERT New Delhi.
- B.K. Anitha (1999): ‘Advocating for Women’s Effective Political Participation’, Working paper, Report No: 2, NIAS Publications, Bangalore, India, (co- authored).
B.K. Anitha and Anitha Kurup refers to the same person
Shivali Tukdeo (A List of Select Publications)
P. Veerbhadranaika, Revathi Sampath Kumaran, Shivali Tukdeo, A.R.Vasavi (2012) 'The Education Question' from the Perspective of Adivasis: Conditions, Policies and Structures. NIAS Report: R7-2012, Bangalore: National Institute of Advanced Studies
Tukdeo, S. (under review) The Making of Diaspora Knowledge Networks: Non-Resident Indians (NRIs) and Anxieties of Development.
Peters, M. and Tukdeo, S. (2010) Cultural Exchange, Study Abroad and Discourse of the Other. In Marginson, Murphy and Peters (Eds). Global Creation: Space, Mobility and Synchrony in the Age of the Knowledge Economy. New York: Peter Lang Publications. (Modified version to appear in ‘Policy Futures in Education’)
Tukdeo, S. (2010) Power of P2P: Information Networks, Social Organizing and Educational Futures. In M. Peters and R. Britez (Eds) Open Access, Open Education. Sense Publishing.
Tukdeo, S. (2010) Knowledge Matters: Skilled labor migration and India’s Education Policy. Annual Conference – 2010 of Comparative Education Society of India (CESI) Proceedings.
Tukdeo, S. (2009) Teacher Education in India and Pakistan. In Encyclopedia of International Education.
Tukdeo, S. (2007) Critical Reflections on Seasonal Migration and Educational Access in India. In Proceedings, Graduate Conference on Mobility and Education. University of Illinois.
Cortez, R , Estrada, J., Lam, K., Tukdeo, S., Wu, M. (2006). Brazilian and US Educators: Hope and Possibilities through Dialogue. Illinois International Review. Vol. 2.
Contributions and Role of Faculty in Education Policy, Review Committees, and Boards
B.K. Anitha is an Executive member, Mahila Samakhya, Karnataka
B.K. Anitha is a special invitee of Karnataka Knowledge Commission and member, Working Group on Literacy and School Education.
B.K. Anitha is a member, expert Committee constituted by IGNOU to create Knowledge Modules for Managers in Higher Education.
B.K. Anitha is one of the Academic Organising Secretary, Emerging Directions in Global Education (EDGE)
Doctoral Students Working on Education
Two of our students have completed their doctoral work in education this year. Currently, there are four students pursuing their work at the programme:
Mr. Rahul Mukhopadhya (Title of Dissertation: A sociological study of the education bureaucracy): Successfully completed dissertation in 2010. Advisor: Prof A. R. Vasavi
Ms. Indira Jayaram (Title of Dissertation: Understanding science teachers’ praxis): Successfully completed dissertation in 2010. Advisor: Prof . Padma Sarangapani
Ms. Anu Joy (Focus: Concept formation in science among school children)
Ms. Leena Pascal (Focus: Pictorial representation in children)
Ms. R. Maithreyi (Title of Dissertation: Reconceptualising Lifeskills. Advisor: Dr. B.K.Anitha)
Mr. Chetan Singai (Focus:Higher Education)