JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD

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1 JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES February, March, April 2013 Volume 3 Issue 1

2 February, March, April 2013, Volume: 3 Issue: 1 Contact Addresses Prof. Dr. Zeki Kaya, Gazi Üniversitesi, Endüstriyel Sanatlar Eğitim Fakültesi, Eğitim Bilimleri Bölüm Başkanlığı, Gölbaşı Ankara/Türkiye E. Mail: wjeis1@gmail.com Fax: Prof. Dr. Uğur Demiray, Anadolu Üniversitesi, İletişim Bilimleri Fakültesi, Yunusemre Kampüsü, Eskişehir/Türkiye E. Mail: wjeis2@gmail.com Phone: Assist. Prof. Dr. Ilknur Istifci, Anadolu Üniversitesi, Yabancı Diller Yüksek Okulu, İki Eylül Kampusü, Eskişehir/Türkiye E. Mail: wjeis1@gmail.com Phone: Sponsors Abstracting & Indexing WJEIS is listed in; Editors Prof. Dr. Zeki Kaya, Gazi University, Turkey Prof. Dr. Uğur Demiray, Anadolu University, Turkey Associate Editor Assist. Prof. Dr. Ilknur Istifci, Anadolu University, Turkey JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES i

3 February, March, April 2013, Volume: 3 Issue: 1 Editorial Board Prof. Dr. Abdul Hakim Juri, University of Kuala Lumpur, Malaysia Prof. Dr. Ahmet Mahiroğlu, Gazi University, Turkey Prof. Dr. Alan Smith, The University of Southern Queensland, Australia Prof. Dr. Ali H. Raddaoui, University of Sfax, Tunisia Prof. Dr. Ali Şimşek, Anadolu University, Turkey Prof. Dr. Augustyn Bańka, Nicolaus Copernicus University, Poland Prof. Dr. Boriss Misnevs, Transport and Telecommunication Institute, Latvia Prof. Dr. Cevat Celep, Kocaeli University, Turkey Prof. Dr. Coşkun Bayrak, Anadolu University, Turkey Prof. Dr. Emine Demiray, Anadolu University, Turkey Prof. Dr. Esmahan Ağaoğlu, Anadolu University, Turkey Prof. Dr. Francis Glasgow, Guyana University, South America Prof. Dr. H. Güçlü Yavuzcan, Gazi University, Turkey Prof. Dr. Jim Flood, Open University, United Kingdom Prof. Dr. K. M. Gupta, Motilal Nehru National Institute of Technology, India Prof. Dr. Mehmet Durdu Karslı, Çanakkale Onsekiz Mart University, Turkey Prof. Dr. Mehmet Kesim, Anadolu University, Turkey Prof. Dr. Modafar Ati, Abu Dhabi University, United Arab Emirates Prof. Dr. Mohamed Ziad Hamdan, Modern Education House, Syria Prof. Dr. Müfit Kömleksiz, Cyprus International University,TRNC Prof. Dr. Paul Kawachi, Bejing Normal University, China Prof. Dr. Ramesh C. Sharma, Indira Gandhi National Open University, India Prof. Dr. Rozhan M. Idrus, School of Distance Education, University Sains, Malaysia Prof. Dr. Santosh Panda, Indira Gandhi National Open University, India Prof. Dr. Sharif H. Guseynov, Transport and Telecommunication Institute, Latvia Prof. Dr. Tamar Lominadze, Georgian Technical University, Georgia Prof. Dr. Tayyip Duman, Gazi University, Turkey Prof. Dr. Tony Townsend, University of Glasgow, United Kingdom Prof. Dr. Valentina Dagiene, Institute of Mathematics and Informatics, Lithuania Prof. Dr. Yoav Yair,The Open University of Israel, Israel Prof. Dr. Yüksel Kavak, Hacettepe University, Turkey Prof. Dr. Zdena Lustigova, Chareles University, Czech Republic Assoc. Prof. Dr. Antonis Lionarakis, Hellenic Open University, Greece Assoc. Prof. Dr. Gonca Telli Yamamoto, Okan University, Turkey Assoc. Prof. Dr. I. Hakki Mirici, Akdeniz University, Turkey Assoc. Prof. Dr. Natalija Lepkova, Vilnius Gediminas Technical University, Lithuania Assoc. Prof. Dr. Nedim Gürses, Anadolu University, Turkey Assoc. Prof. Dr. Shivakumar Deene, Karnataka State Open University, India Assoc. Prof. Dr. Steve Wheeler, University of Plymouth, United Kingdom Assist. Prof. Dr. Irfan Yurdabakan, Dokuz Eykul University, Turkey Assist. Prof. Dr. Katherine Sinitsa, International Research and Training Center, Ukrania Assist. Prof. Dr. Roxana Criu, Cuza University, Romania Dr. Hisham Mobaideen, Mu'tah University, Jordan Dr. Simon Stobart, University of Teesside, United Kingdom JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES ii

4 February, March, April 2013, Volume: 3 Issue: 1 CONTENTS. iii From Editors.v 01. IMPACT OF DAYLIGHTING ON STUDENT AND TEACHER PERFORMANCE Ayşen Demir, Necdet Konan- TURKEY GLOBALIZATION AND INDIAN HIGHER EDUCATION Vikrant Mishra- INDIA INVESTIGATION OF NUMBER AND OPERATIONS SKILLS OF CHILDREN ATTENDING PRESCHOOL EDUCATION Türker Sezer, Melda Güral, Gülçin Güven, Kadriye Efe Azkeskin- TURKEY A SCIENCE TEACHER S PCK IN CLASSES WITH DIFFERENT ACADEMIC SUCCESS LEVELS Dilek Karışan, Ayşe Şenay, Behiye Ubuz- TURKEY AN ASSESSMENT OF INSTRUCTIONAL PRACTICES IN TERMS OF DEMOCRATIC PARTICIPATION FREEDOM AND AUTONOMY Semra Demir, Gülay Bedir TURKEY AN INVESTIGATION INTO THE CONCEPTION ENERGY CONSERVATION AT DIFFERENT EDUCATIONAL LEVELS Ufuk Töman, Sabiha Odabaşı Çimer- TURKEY INVESTIGATION OF THE RELATIONSHIP BETWEEN SOCIAL SKILLS AND SELF-MANAGEMENT BEHAVIORS OF 5 YEAR OLD CHILDREN Melda Güral, Türker Sezer, Gülçin Güven, Kadriye Efe Azkeskin- TURKEY THE RELATIONSHIP BETWEEN PRIMARY STUDENTS PERCEPTUAL LEARNING STYLES AND THEIR SELF-PERCEPTIONS OF SUCCESS IN COURSES Dilek Çağirgan Gülten, Ekrem Özkan TURKEY PARENTING STYLES: PARENTS WITH 5-6 YEAR OLD CHILDREN Kadriye Efe Azkeskin, Gülçin Güven, Melda Güral, Türker Sezer, - TURKEY AN ANALYSIS OF MATHEMATICS TEACHER CANDIDATES LOGICAL THINKING LEVELS: CASE OF TURKEY Abdulkadir Tuna, Abdullah Çağrı Biber, Lütfi İncikapı - TURKEY MASTERING LEADERSHIP SKILLS IN HIGHER EDUCATION: UNITED STATES AIRFORCE ACADEMY CASE Mustafa Er - TURKEY INVESTIGATION OF READING TEXTS IN B1 LEVEL IN FRENCH LANGUAGE TEACHING Senem Seda Şahenk Erkan - TURKEY ON THE RELATIONSHIP BETWEEN PERCEIVED SOCIAL SUPPORT AND BLIND AND LOW- VISION STUDENTS LIFE SATISFACTION AND SELF CONFIDENCE Hossein Jenaabadi- IRAN JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES iii

5 February, March, April 2013, Volume: 3 Issue: UNDERGRADUATE STUDENTS AWARENESS, EXPERIENCES AND PERCEPTION OF RESEARCH IN HUMANITIES Samuray B Ozay - AUSTRALIA AN AMPIRICAL STUDY OF TEACHERS PERCEPTION OF TEACHER TRAININ PROGRAMMES PROVIDED IN CANTONMENT/GARISSONS SCHOOLS OF PAKISTAN Mohammed Nadeem, Akhtar Ali, Abdul Hameed Lone, Saira Maqbool - PAKISTAN TEACHING MORAL VALUES: THE EXAMPLE OF CROTIAN GYMNASIUM HISTORY TEXTBOOKS Rona Bušljeta, Lovorka Madarevid- CROTIA AN INVESTIGATION OF THE CONCEPT OF VARIABLE IN TURKISH ELEMENTARY MATHEMATICS TEACHERS GUIDEBOOKS Fadime Ulusoy- TURKEY PROFESSIONAL DEVELOPMENT AND TEACHERS PROFESSIONAL IDENTITY: SELF ASSESSMENT IN REPUBLIC OF SERBIA Predrag Živkovid SERBIA ATTITUDES OF TEACHERS OF NATURAL SCIENCE OF GENERAL EDUCATION IN KOSOVO AND METOHIA Vesna Minic - KOSOVO PROBLEM SOLVING, CREATIVITY AND CONSTRUCTIVIST-BASED TECAHING PRACTICE OF PRESERVICE MATHEMATICS TEACHER Tugba Temiz - TURKEY WEBQUESTS ABOUT DIGITAL CITIZENSHIP IN LANGUAGE CLASSES Derya Bozdoğan- TURKEY GEOGRAPHIC INFORMATION SYSTEMS AS COMMUNITY BASED LEARNING CLASS: CHALLENGES AND LEARNING OPPORTUNITIES Emad Dawwas - PALESTINE IMPLEMENTATION OF CONNECTIVISM IN SCIENCE TEACHER TRAINING Josef Trna, Eva Trnova- CZECH REPUBLIC THE TEACHERS ROLE IN DEVELOPMENT OF COMMUNICATIONAL COMPETENCES OF STUDENTS Tatjana Radojevid, Igor Durid- SERBIA KNOWLEDGE LEVELS OF TEACHER CANDIDATES ABOUT ELEMENTS AND COMPOUNDS IN DAILY LIFE Handan Ürek, Gamze Dolu TURKEY A STUDY ON THE IMPROVEMENT OF THE LECTURING SKILLS INTEACHER TRAINING Cem Gerçek, Özgür Özcan- TURKEY JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES iv

6 February, March, April 2013, Volume: 3 Issue: 1 Dear WJEIS Readers, WJEIS appears on your screen now as Volume 3, Number 1. In this issue it publishes 26 articles. Colleagues that are in editorial board worked hard to determine the articles of this issue. There are also some articles that were presented in 4 th International Conference on New Trends in Education and Their Implications that took place between April 2013 with the contribution of 28 countries. Articles are evaluated by the referees that are either in editorial board or outside the board. According to the evaluations, some articles that were presented in 4 th International Conference on New Trends in Education and Their Implications will also be published in our next issue. Although WJEIS is a new journal, it has been welcomed with interest. A lot of journals from various universities are in the evaluation process. We would like to thank cordially our colleagues who work hard in editorial board to evaluate the articles, writers who contribute to our journal and all readers. 1 st February, 2013 Best regards Prof. Dr. Zeki Kaya Prof. Dr. Uğur Demiray JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES v

7 February, March, April 2013, Volume: 3 Issue: 1 Article: 01 IMPACT OF DAYLIGHTING ON STUDENT AND TEACHER PERFORMANCE Ayşen Demir İnönü University Malatya TURKEY demir.aysen@hotmail.com Assist. Prof. Dr. Necdet Konan İnönü University Malatya TURKEY necdet.konan@inonu.edu.tr Abstract In this study, It was aimed to determine the factors of daylighting, which is one of the significant dimensions of green schools, affecting student and teacher performance. For this aim in mind, the literature was reviewed ant the existing situation was put forward as it is. It is a descriptive research. When compared to traditional schools, green schools present a healthier environment and have the lowest operation costs and negative effect on environment. A green school should have a great access to daylight, high indoor air quality, good acoustics and comfortable temperature. Light affects people s performance and health through visual and circadian systems. Students who attend daylit green schools demonstrate higher achievement, and higher attendance rates than students who attend traditional schools using electricity for lighting. It was found that day lighting has positive effects on teacher s motivation, job satisfaction and absenteeism. Key Words: Green School, Daylighting, Artificial Lighting, Student Achievement, Teacher Performance. INTRODUCTION There is no greater challenge facing us today than the issues of global warming, climate change and the depletion of energy and material resources. It is now known that buildings are far and away the greatest consumer of energy and materials and are direct contributors to greenhouse gas emissions through the combustion of natural gas and oil in heating and cooling (Kaplan, 2009: 85). Green buildings have become integrated into the architecture and development professions and are a dominant focus of research and practice in those fields. There are many reasons for the recent popularity of the concept of green buildings. The environmental benefits are perhaps the most commonly cited reason for green buildings. Green buildings are one solution to environmental problems such as water use and pollution, energy consumption, and materials use (Retzlaff, 2009:4) Because the school buildings are the largest building sector in the non-residential construction industry changing the way we design schools will have a profound effect on the environment (Kaplan, 2009: 85). Both in educational aspects and environmental concerns schools should be examined more closely. Schools are entrusted with the care of the children of a community. It is an enormous responsibility. The school has a special status in the community. It forms the basis of the social life of the children, friendships that teach children how to have friendships, and often extends a web of connectivity into the whole family. Schools cannot be successful without the support of the families, friends, and neighbours who make up the school community (Gelfand, 2010: 7). School buildings are special places. They are the locus of education, the places where children come together to learn about civics and develop basic skills to be productive members of society. Schools are also used for adult education classes, voting, community events, and other activities, and may symbolize the community itself (National research Council, 2007:2). As the schools are the places where the ideas born and grow, they are the right places to discuss the necessities and benefits of green building designs. Green facilities provide occupants of the building with a healthy environment and have minimum JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 1

8 February, March, April 2013, Volume: 3 Issue: 1 Article: 01 negative effect on nature. In addition to these physically visible benefits integrating environmental awareness into school curriculum will enable the students to be in close relationship with the environment. According to Schachter (2009) "For many schools, 'Going Green' once meant turning out the lights after leaving the classroom, filling the recycle bins, and celebrating Earth Day". Although these activities are good practice, Kennedy (2008) states that "Countless ways exist for schools and universities to incorporate sustainable strategies into their decisions and operations" (Canaan, 2010: 29). It is needed in both young people and adults to cultivate the qualities of optimism, critical thinking and competence, and capacity for making a difference that are identified with resilience. While not the complete answer, education and learning must play a significant part in developing resilient, activist citizens (Davis, 2007: 346). Zhongguo (2004) argues that the environmental education and green school establishment at schools is an important means and basic tool to enhance students environmental awareness. It is also one important aspect of the quality-oriented education at schools and the construction of spiritual aspect of civilization. Green or sustainable schools are energy, material, and resource efficient and optimize student health and productivity. Additionally, they can provide a unique educational opportunity to link building design to environmental issues and their solutions. Several studies have already shown that students perform at a higher level when they have natural light in their classrooms (Kaplan, 2009:85). According to Sack-Min (2007) green has been the top trend in school design for several years, and most new schools and additions now have at least a few elements that not only make the buildings more environmentally friendly but save money as well. Green school design aims to open buildings to daylight and views, with the general goal of saving on lighting energy costs and reducing energy loads for HVAC systems (Taylor, 2009:126). Light is a metaphor for learning (enlightenment) and a way of creating sacred space. This less tangible benefit should not be neglected as we quantify the importance of daylight while the benefits of higher test scores and lower energy bills can help justify the specific cost of adding daylight windows. Daylighting is one of the best investments you can make in the design of a learning environment (Gelfand, 2010: 83). As one of the most important aspect of green school design benefits of natural lighting cannot be ignored. Designing a useful lighting system certainly will have positive effect on students academic scores, faculty s teaching performance, occupants health and mood, saving energy and saving in utility costs. Light levels in school buildings are strongly influenced by the expected visual performance requirements for a given task. In general, higher illuminance levels are recommended for specialized tasks such as reading and writing than for less demanding visual tasks such as eating or walking. Lower illuminance levels are also recommended for public spaces where reading and visual inspection are only occasionally performed or where there is no time pressure to complete the task. For these reasons, lighting should be designed not just with respect to the source of illumination or the individual components needed to create the entire lighting system but should instead be designed with respect to the integrated system of enclosure design and controls, space configurations and surface finishes, and fixture components, all of them in relation to the task requirements: In schools, it is inappropriate to require specific types of luminaires and lamps without consideration of the space layout. This is true for new construction, significant renovation, or retrofit of school buildings (National Research Institute, 2007:88). Contemporary schools are composed of many different rooms serving different functions. These schools include classrooms, science labs, cafeterias, gyms, libraries, music rehearsal spaces, conference room etc. all these rooms serves for a different function and needs special lighting designs. Openings are also a major element in the composition of building facades for harvesting daylight. Gelfand (2010) states that apertures of daylighting include skylights, clerestory windows, windows borrowed light from the other spaces. Both skylights (through roof) and clerestory windows (high on walls above vision windows) allow light into a space from above the occupied area. Windows also view outside. Borrowed lights are windows or clerestories into other spaces for example the window on a private office that brings light from an open office area. Windows with sills 7.5 feet or more above the floor are optimized for daylighting. They help light penetrate deeply into the classroom because of the angle of the light. Windows are an important part of a school s design as they relate to lighting. They allow for high light levels and, when properly located, ideal lighting configurations for visual tasks not involving self-luminous displays, JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 2

9 February, March, April 2013, Volume: 3 Issue: 1 Article: 01 such as computer screens, or audiovisual presentations. Windows are also the largest sources of glare in a classroom. However, glare can be controlled with fixed overhangs and blinds or window treatments that can be manually operated. Methods to control light from skylights and clerestories are also needed because the distribution and level of light changes as the day progresses. A key difference between electric light and daylight is that electric light is almost always static, whereas daylight is ever-changing over the course of a day, with weather conditions, and with season. Daylight will also be different from one school to another, depending on building orientation and site, climate, and latitude, so that a cookie-cutter building design will rarely provide ideal lighting. The dynamic nature of daylight, together with the wide range of intensities and distributions, demands a sophisticated understanding of its interactions with a building and the building s spaces: A much more sophisticated understanding is required for using daylight effectively than for using electric lighting effectively in school design. In some circumstances it may be desirable to conduct detailed lighting, heating, and cooling simulations in order to gain such an understanding. (National Research Institute, 2007:87) Siting location of windows, transparency throughout a school and diffusion of light remains issues important to light quality (Taylor, 2009:130). Although at first it seems to be an easy task, designing the buildings which use daylighting at higher levels requires a deep consideration. We postulated that by including schools with skylights rather than daylighting from windows, we could better isolate the effect of daylight. Skylights generally provide a simple illumination function, whereas windows may have a far more complex effect on people. Windows typically offer a view, which may provide relaxation, inspiration or distraction (Heschong, 2002: 102). Well designed natural lighting systems can easily eliminate distraction factors resulted from the windows. According to Molinski (2009) daylighting is the practice of using natural light to illuminate interior building spaces (Oetinger, 2010:36). Instead of relying on electric lights during the day, this method brings indirect natural light into a building. Daylighting reduces the need for electric lights and may create a more calm and productive environment because it connects people to the outdoors. Light shelves, which are a horizontal reflective surface at or above eye level, are used to channel daylight into an occupied room. According to Gleed (2009) daylighting affects the comfort, productivity, performance, health and wellbeing of occupants. Daylighting has a significant influence on energy efficiency (Oetinger, 2010, 37). Figure 1: Light shelf bouncing direct light (LPA Architects,2009:28) JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 3

10 February, March, April 2013, Volume: 3 Issue: 1 Article: 01 Another way to light the sailing is to bounce direct light from a light shelf. This can turn south facing walls into a great source of indirect light. (Gelfand, 2010: 100). Relating to the orientation of the rooms the window s direction is determined and resulting, effect of direct sunlight and daylight are different. Shading systems should be designed according to the occupation time and function of rooms. To obstruct direct sun beam, recently developed systems can lead daylight into the room and transmit it to the further distant parts of the room while simultaneously providing sun control (Kesten, 2006: 22). Further simple and sensible solutions like blinds or window treatments will also enable occupants of the building to control the negative effects of direct sunlight. Benefits of Daylighting Economic benefits of using natural lighting should not be ignored. More recently, daylighting has been advocated as a way to reduce lighting energy use in schools and other non-residential buildings. Turning off electric lights when sufficient daylight is available can save a significant amount of lighting energy costs. Because daylight introduces less heat into a building than the equivalent amount of electric light, cooling costs can also be reduced with appropriate daylight design (Heschong, 2002: 101). Decreasing the 40% to 60% of power going to electric lighting is the first cost saving. Daylighting, with less waste heat from lights, can also contribute up to 20% to energy savings due to decreased cooling loads in schools with air conditioning. Nearly 60% of electricity production comes from the burning of coal ant its attendant emission of carbon. Every watt of energy saved reduces the amount of carbon emissions released into atmosphere. Daylight provides its benefits during daytime, when the demand for electricity is at its peak. Reducing energy usage during the day reduces the strain on the electricity grid infrastructure (Gelfand, 2010:83). Saving on the costs of energy arise interest of school administrators. This way the costs of energy can be saved and used for educational purposes. There is a growing body of literature indicating that the effect of light on circadian rhythms can affect productivity as well as health. Seasonal affective disorder (SAD), or the winter blues, is recognized by the medical community as a psychiatric disorder. According to Rosenthal (1998), apparently, seasonal reductions in the amount of daylight available in the winter at extreme northern and southern latitudes can induce depression. Light treatment, typically provided as bright light from electric lighting systems, is recognized by the medical community as the preferred method of treating SAD (National Research Institute, 2007:86). Although it may seem an unimportant daily mood SAD affects people s mood and makes them unhappy resulting a decrease in productivity and attendance. Figure 2: Light as it affects human performance and health through the visual and circadian systems. (National Research Institute, 2007:85). JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 4

11 February, March, April 2013, Volume: 3 Issue: 1 Article: 01 According to the Green School Initiative (Global Green USA, 2005) daylight provides biological stimulation that regulates body systems and mood, saves costs, and offers the benefits of natural ventilation (Taylor, 2009:130). Moore (1997) states that the circadian system involves biological rhythms those repeat at approximately 24-hour intervals. The behaviour of all terrestrial species, including humans, is driven by an internal clock synchronized to the solar light-dark cycle. Indeed, light is the primary stimulus for the internal clock. The circadian system regulates not only overt patterns of behaviour such as activity and rest, but also bodily function at the cellular level, such as the cell cycle (National Research Institute, 2007:85). The design professional must provide extraordinary design leadership through the use of natural daylighting and daylight modelling. Use of research for health and productivity benefits of natural daylighting and daylight modelling to forecast environmental consequences are mandatory. Higher productivity comes from the occupants having better views and daylight access, more precise temperature control, and the psychological benefit of a higher volume space (Johnson, 2006:59). Daylighting changes with weather and time and is the spectrum human beings are biologically adapted to perceive. Daylighting can enhance a connection to nature and directly improve the mood of the students and faculty (Gelfand, 2010: 83). Studies show that all building occupants benefit from daylight and access for exterior views, and research indicates that teachers are happier when they have the ability to control their environments. Healthy and happy teachers save schools money. Green schools commonly report reductions in teacher absenteeism and teacher turnover (Johnson, 2006:59). Schools are important settings in which to promote children s and young people s physical and emotional health. An evaluation of the National Healthy School Standard in England showed that education and health professionals have implemented a range of projects and activities to improve pupils health (Warwick, 2005:697). Even if it may be in an indirect way, role of natural lighting on the health of human being is accepted for a long time. It should not be ignored that schools are the most crowded buildings most of the year and hosts young people. Applying green building principles to schools contributes the occupants physical and emotional health. Learning requires visual tasks (writing reading observing) for both students and teachers. For young children learning to read the faces and the bodies around them is as important as learning to read text. Successful daylighting engages the entire space of the classroom, not just in work surface (Gelfand, 2010: 83). Heschong et al. (2002) argues that the addition of natural daylight has been shown to improve student test scores by up to 20%. In the United States, a North Carolina architectural firm has received attention for reporting that student test score performance improved in their daylit schools compared to neighbouring non-daylit schools. While these studies all have methodological limitations, they have suggested a consistently positive effect for the presence of daylight on student performance. Kuller and Lindsten (1992) studied children s health and behaviour in classrooms with and without windows for an entire academic year. They concluded that work in classrooms without windows affected the basic pattern of the hormone cortisol, which is associated with stress, and could therefore have a negative effect on children s health and concentration. This finding is strictly suggestive, however, because no direct relationship between cortisol levels and student performance and health was established (National Research Institute, 2007:84). Heschong et al. (2002) give place to another study in Sweden found that observed behaviour and circadian hormone levels of elementary students in classrooms with daylight stayed closer to expected norms than those in classrooms with only fluorescent sources. The Swedish researchers concluded that windowless classrooms should be avoided. Another study by the California Board of Energy Efficiency shows test scores improve by as much as 26 percent in daylit schools. Typically built along an east-west access, with windows on the south and north walls, these schools usual ly have fingers or wings with flag baffles that cut down glare. Classrooms line sunny outer walls and closets, and other nonessential rooms are in the middle. Daylighting reduces the need for both electrical lighting and cooling, because sunlight provides a higher ratio of light to heat than electrical sources do (Shorr, 2004:23). Taylor (2009) argues that a commonly cited daylighting study found that students in classrooms with JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 5

12 February, March, April 2013, Volume: 3 Issue: 1 Article: 01 the most daylighting progressed 20 percent faster in one year in maths tests and 26 percent faster in one year in reading tests than their counterparts with the least amount of natural light. METHOD The literature was reviewed and the existing situation was put forward as it is. It is a descriptive research. FINDINGS When compared to traditional schools, green schools provides a healthier environment and have the lowest operation costs and negative effect on environment. Green schools provides a healthy environment for the occupants enabling them to reach natural lighting, indoor air quality, acoustics, comfort and clean air. As one of the most important part of green school daylighting has positive effects on people. When compared to artificial lighting natural light increases performance and health through visual and circadian systems. Some researches on daylighting and performance suggests that Students who attend daylit green schools demonstrate higher achievement, and higher attendance rates than students who attend traditional schools using electricity for lighting. In addition to that it was found that day lighting has positive effects on teacher s motivation, job satisfaction and absenteeism. DICUSSION AND CONCLUSION Green schools appear to provide an environment which pupils and teachers both value, and this finds expression in a number of external measures. The quality of the classroom environment resulting from green design approaches appears to reduce stress in teachers, leading to lower rates of absenteeism or staff turnover, and this in turn leads to improved productivity. The lower level of pupil absenteeism (approved and unapproved) suggests greater satisfaction with the school as a place for learning, the improvement in performance of pupils appears to be related to the level of daylight in the classroom (and the presence of sunlight). By maximising children s exposure to daylight green schools offer investment advantages beyond that of reducing the environmental footprint of the school in terms purely of energy consumption. Although schools which consume less of their budget on utility bills have extra money available for computers or classroom assistants, the quality and type of light in the classroom appear most critical in terms of learning (Edwards, 2006:30). The study undertaken suggests that school buildings designed on green principles applying natural lighting offer benefits for the pupil and teacher alike. WJEIS s Note: This article was presented at International Conference on New Trends in Education and Their Implications - ICONTE, April, 2012, Antalya-Turkey and was selected for publication for Volume 3 Number 1 of WJEIS 2012 by WJEIS Scientific Committee. REFERENCES Canaan, Paul, Greg Lesan, Ryan Nowlin, Garrett Wade Smith (2010) Public School Districts Adherence to Guidelines for Environmentally Sound Practices Saint Louis University, America. Davis, Julie M., Sue M. Cooke (2007). Educating for a Healthy, Sustainable World: An Argument for Integrating Health promoting Schools and Sustainable Schools Health Promotion International Oxford University Press 22 (4) Edwards, Brian W. (2006) Environmental Design and Educational Performance with particular reference to Green Schools in Hampshire and Essex Research in Education November. Gelfand, Lisa ve E. C. Freed. (2010) Sustainable School Architecture: Design for Elementary and Secondary School John Wiley and Sons Inc. JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 6

13 February, March, April 2013, Volume: 3 Issue: 1 Article: 01 Heschong, Lisa, Roger L. Wright, Stacia Okura (2002) Daylighting Impacts on Human Performance in School Journal of Illuminating Engineering Society Summer Johnson, Raymond, Leo J. Bernabei Joseph M. (2006) Green Building Design for Schools: The Next Time Around Strategic Planning for Energy and the Environment Fall 26 (2) Kaplan, Howard (2009) The Time is Now. In A. Taylor, Linking Architecture And Education: Sustainable Design For Learning Environments China: University of New Mexico Press. Kesten, Dilay (2006) Investigation of Efficient Lighting System Design in Educational Buildings at the Example Municipal School of La Tour De Salvagny (Unpublished Master Thesis), İstanbul: İstanbul Technical University. LPA Architecs (2009). Beaver, Robyn Ed. Green School Primer: Lessons in Sustainability Images Publishing, Australia. National Research Institute (2006) (National Research Council) Green Schools: Attributes for Health and Learning Washington: The National Academies Pres. Oetinger, Jonathan W. (2010) Green Schools: Constructing and Renovating School Facilities with the Concept of Sustainability (Dissertation in Partial Fulfilment) America: Lindenwood University. Retzlaff, Rebecca C. (2009) Journal of Planning Literature Green Buildings and Building Assessment Systems: A New Area of Interest for Planners 24 (1) 3-21 August. Sack-Min, Joetta (2007) Districts Reap Cost Savings by Building Green Schools School Board News 27 (1) Shorr, Pamela Wheaton (2004) It s so Easy Being Green: Schools Discover the Dollars-and-Sense Value of Energy Efficient, Eco-Friendly Facilities American School Board Journal October. Taylor, Anne, Katherine Engass (2009) Linking Architecture and Education: Sustainable Design For Learning Environments China: University of New Mexico Press. Warwick, Ian, P. Aggleton, E. Chase, S. Schagen, S. Blenkinsop, I. Schagen, E. Scott, M. Eggers (2005) Evaluating Healthy Schools: Perceptions of Impact Among School-Based Respondents Theory & Practice 20 (6) Oxford University Press. Zhongguo, Tang (2004) Establishing Green Schools and Enhancing Teachers and Students Environmental Awareness Chinese Education and Society vol. 37 (3) May/June, JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 7

14 February, March, April 2013, Volume: 3 Issue: 1 Article: 02 GLOBALIZATION AND INDIAN HIGHER EDUCATION Assist Prof. Dr. Vikrant Mishra Shivalik College of Education Aliyaspur (Ambala)- INDIA vikrantmishra82@gmail.com Abstract Higher, post-secondary, or third level education refers to the stage of learning that occurs at academies, universities, colleges, seminaries and institutes of technology. Higher education also includes certain collegiate-level institutions, such as vocational schools, trade schools, and career colleges, that award degrees, diplomas and certificates. Globalization is an umbrella term that refers to increasing global connectivity, integration and interdependence in the economic, social, technological, cultural, political, and ecological spheres. It is a unitary process inclusive of many such sub-processes, perhaps as best understood as enhanced economic interdependence, increased cultural influence, rapid advances of information technology, and novel governance and geopolitical challenges. In this paper, a systematic attempt has been made to describe academic qualification framework, institutional framework and regulatory framework regarding higher education in this era of globalization. Key Words: Higher Education, Globalization, Academic framework, Institutional framework. INTRODUCTION Globalization is an umbrella term that refers to increasing global connectivity, integration and interdependence in the economic, social, technological, cultural, political, and ecological spheres. It is a unitary process inclusive of many such sub-processes, perhaps as best underststood as enhanced economic interdependence, increased cultural influence, rapid advances of information technology, and novel governance and geopolitical challenges. Globalization has redefined the constituents and drivers of economic progress over last two decades. The traditional contributors of economic development and economic power such as material resources and production capabilities have been replaced by knowledge and information. Globalization has resulted in significant changes in the knowledge economy and ushered new conditions for the provision of higher education to cater the skill requirement all across the globe. Higher educational services have emerged over the last few years as a major economic sector for trade worth several billion dollars. The key elements of globalization include the knowledge society, information and communication technologies, the market economy, trade liberalization and changes in governance structures. These elements of globalization have impacted significantly the education sector in general and higher education in particular. The present study critically analyzes the growth of higher education sector in India and identifies the major concerns. It also evaluates the preparedness of the country for the opening up its border for foreign institutions. Higher, post-secondary, or third level education refers to the stage of learning that occurs at academies, universities, colleges, seminaries and institutes of technology. Higher education also includes certain collegiate-level institutions, such as vocational schools, trade schools, and career colleges, that award degrees, diplomas and certificates.over the last two decades globalization has impacted operations of various institutions including academic institutions all over the world. Higher education institutions have been both the agent and objects of globalization (Scott, 1998). International mobility, global comparison, bench marking etc. has gained lot of importance in policy making. Teichler (2004), note with surprise the amount of debate on global phenomena in higher education focusing on marketization, competition and management in higher education. Some of the countries adopted institutional devolution, quasi-market competition in the system and performance managed staffing to address the global competition (Valimaa, 2004a). The other countries have responded differently to the changes in global environment. In the English-speaking world, JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 8

15 February, March, April 2013, Volume: 3 Issue: 1 Article: 02 international operations have become the primary mode of development. In Europe, the negotiation of the common higher education area and European Research Area has been the major development leading to the emergence of global higher education environment. Global research circuits have been wired into the rapidly developing higher education systems of China, Singapore and Korea. India has not yet opened up the direct entry of foreign institutions in education sector. Globalization is described as, flow of technology, economy, knowledge, people, values and ideas across borders as, it affects each country in a different way due to a nation s individual history, traditions, culture and priorities (Knight and De Wit, 1999). Thus, globalization is a multi-faceted process and can affect countries in vastly different ways - economically, culturally and politically, but it does not take an ideological stance or a position as to whether this impact has positive and/or negative consequences. There are a number of factors which are closely related to this worldwide flow, which are seen as key elements of globalization. These include the knowledge society, information and communication technologies, the market economy, trade liberalization and changes in governance structures. These elements of globalization have significant impact on the education sector (Knight, 2004).Technology have made it possible for parent companies to operate satellite enterprises and give directions and instruction from the home base with minimum requirement for physical presence. This, however, has called for new skills and specialized knowledge, the absorption of which requires the availability of a well-trained and highly educated cadre of workers in the host economies (Gibbs, 1989). Gibbs (1989) has also observed that the demand for such know-how is becoming acute while it remains a key to improve productivity and competitiveness. But data and information processing are major services being outsourced to service providers in developing countries. In addition, many companies are divesting themselves of expensive operations and transferring them to low cost economies or simply closing them and relying on cheaper service suppliers from developing and transition countries. On the other hand, in these host economies, there is growing demand for high-level skills required to tap these emerging opportunities. As a result, education and for that matter higher education, have become attractive avenues for investment. The interest in higher education as an area of investment seems to be somehow mutual. For some developing countries, it opens up possibilities for capacity building in core skills that are likely to enhance the opportunities for linkages with firms in advanced countries. Some of the developing countries such as India, Singapore and Malaysia see a niche in establishing themselves as key and reliable exporters of services. Developed countries such as the US on the other hand, see investment in education abroad as a strategy to strengthen the competitive position of it s corporations in host countries (Gibbs, 1989). Another factor that is shaping the new global skill structure is the imperative to use education to standardize skills. The current expansion in agriculture, manufacturing and services has created a global need for harmonious standardization of skills and qualifications. As international economic advantage becomes increasingly linked to knowledge-based sectors, tertiary education, which generates much of this knowledge, is being rapidly reconceptualized in tradable terms (Bennell and Pearce, 1998). This had led to the proliferation of new modes particularly those concerning distance education and commercial presence. The use of information technology is prolific in the west, however, it acts only as main stream education. On campus is and will remain the dominant learning setting (Collis and Wende, 2002). A BRIEF HISTORY OF HIGHER EDUCATION IN INDIA India has an age old heritage of education but it was largely based on caste and social status rather than being equally available to all. Traditional Hindu education served the needs of the Brahmin families. Brahmin teachers would teach boys to read and write. Under the Mughals, education was similarly elitist, favouring the rich rather than those from high-caste backgrounds. These pre-existing elitist tendencies were reinforced under British rule. British colonial rule brought with it, the concept of a modern state, a modern economy and a modern education system. By linking entrance and advancement in government service to academic education, colonial rule contributed to the legacy of an education system while preserving the position and prerogatives of the more privileged. In the early 1900s, for the first time demand for technical and vocational training in education was raised by the Indian National Congress. Pt. Jawahar Lal Nehru (the first prime minister of Independent India) envisaged India as a secular democracy with a state-led command economy. Education for all and industrial development were seen as crucial tools to achieve economic prosperity and social equity. Following independence, school curricula were, thus, imbued with the twin themes of inclusiveness and JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 9

16 February, March, April 2013, Volume: 3 Issue: 1 Article: 02 national pride. It is through the first five year plan in , India began its programme for providing free and compulsory education to all children by transforming the elite oriented system of school education inherited from the colonial rulers to a mass education programme. The Indian Constitution resolves to provide quality education to all. In the effort to fulfill educational needs of the country, specifically for the diverse societies and cultures of the country the government has chalked out different educational categories namely, Elementary Education, Secondary Education, Higher Education, Adult Education, Technical and Vocational Education. Institutions of excellence in higher education were formed with a view to provide subsidized quality higher education to build a self reliant and modern India. Even at present these institutions are recognized among the best in the world. HIGHER EDUCATION IN INDIA India has been a major seat of learning for thousands of years. The present format of Higher education in India was started in 1857 with the inception of universities in the three presidency towns. At present, India possesses a highly developed higher education system which offers facility of education and training in almost all aspects of human s creative and intellectual endeavors such as arts and humanities, natural, mathematical and social sciences, engineering; medicine, dentistry, agriculture, education, law, commerce and management, music and performing arts, national and foreign languages, culture, communications etc. Academic Qualification Framework There are three principle levels of qualifications within the higher education system in the country which are as under: Bachelor/ Undergraduate level: Bachelor's degree is offered after 12 years of school education. Generally it is offered in two streams: liberal and professional field of studies. The liberal studies are generally three years programme offered in arts, commerce and sciences. Some institutions offer bachelor courses with honours in liberal studies which are not necessarily longer in duration but indicate greater depth of study. Bachelor degree in professional studies is generally a four years programme offered in agriculture, dentistry, engineering, medicine, pharmacy, technology, and veterinary. The bachelors in architecture and medicine take five and five and a half years respectively. There are other bachelor programme which are offered only after completion of first bachelor degree. These include one year bachelors in education, journalism and library and information science. Similarly a Bachelor's degree in law can be pursued only after completion of first bachelor degree but is of three years bachelor programme. The bachelor degree in law is also offered as an integrated degree lasting five years. Master's / Post-graduate level: Master's degree is normally of two-year duration in both the liberal and professional fields of study. It could be coursework based with or without thesis or research. Now a days to match the skill requirement, fast track programmes in professional streams such as Executive MBA are also available to those having 3 to 5 years of experience at managerial level. Some Master's degree such as in Library and Information Science lasts for one year while in Computer Science lasts for three years. Pre-Doctoral / Doctoral level: A pre-doctoral programme - Master of Philosophy (M.Phil.) is taken after completion of the Master's Degree. This can either be completely research based or can include course work as well which is generally of one and half year duration. Doctor of Philosophy (Ph.D.) is pursued after masters or pre-doctoral programme and generally takes two to five years to be awarded. Students are expected to write a substantial thesis based on original research with or without course work. Diploma: Diploma Courses are also available at the undergraduate and postgraduate level. At the undergraduate level, it varies between one to three years in length while postgraduate diplomas are normally awarded after one year s study. Distance Learning Programmes: At all the levels, programmes in both liberal and professional field are offered through distance learning mode which normally takes longer duration than their equivalent regular programme. JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 10

17 February, March, April 2013, Volume: 3 Issue: 1 Article: 02 Institutional framework The degree / diploma awarding institutions consist of the following: Central Universities: A Central University in India is established by the Government of India, by Act of Parliament. State Universities: A State University in India is established by the State Government, by State Legislature. Deemed Universities: Institutions which have been accorded the status of a university with authority to award their own degrees through central government notification. Open University: Open University can be a central or state University imparting education exclusively through distance mode in any branch or branches of knowledge. Institutes of National Importance: Some of the higher education institutions are awarded the said status of Institutes of National Importance by the act of Parliament. Other Institutions: Include the Institutions established by State Legislative Act and colleges affiliated to the University, both government-aided and unaided. The Universities are of various kinds, with a single faculty, or multi-faculties; teaching or affiliating, or teaching cum affiliating, single campus or multiple campuses. Most of the Universities are affiliating universities, which prescribe to the affiliated colleges the course of study, hold examinations and award degrees, while undergraduate and to some extent postgraduate colleges affiliated to them impart graduate instruction. Many of the universities along with their affiliated colleges have grown rapidly to the extent of becoming unmanageable. Therefore, as per National Policy on Education, 1986, a scheme of autonomous colleges was promoted. In the autonomous colleges, whereas the degree continues to be awarded by the University, the name of the college is also included. The colleges develop and propose new courses of study to the university for approval. They are also fully responsible for conduct of examination. Regulatory Framework The institutions imparting higher education at different levels are regulated by the following bodies: University Grants Commission (UGC) set up under UGC Act 1956 is responsible for coordination, determination, and maintenance of standards and release of grants to universities and research organizations. It provides recognition for universities in India, and provides funds for government-recognised universities and colleges. Its headquarters are in New Delhi, and six regional centres in Pune, Bhopal, Kolkata, Hyderabad, Guwahati and Bangalore. All India Council of Technical Education (AICTE) has been established under the AICTE Act, The council is authorized to take all steps that are considered appropriate for ensuring coordinated and integrated development of technical education and for maintenance of standards. Medical Council of India (MCI) was set up by the Indian Medical Council Act, 1956, amended in The council is empowered to prescribe minimum standards for medical education required for granting recognized medical qualifications by universities or medical institutions in India. The Council is also responsible to give its recommendations to the Central Government for establishing new medical colleges, opening of new or higher courses of study and increase in admission capacity in any courses of study or training. Indian Council for Agricultural Research (ICAR) has established various research centres in order to meet the agricultural research and education needs of the country. It is actively pursuing human resource development in the field of agricultural sciences by setting up numerous agricultural universities spanning the entire country. JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 11

18 February, March, April 2013, Volume: 3 Issue: 1 Article: 02 National Council for Teacher Education (NCTE) is a statutory body set up under the National Council for Teacher Education Act, 1993 to facilitate planned and coordinated development of the teacher education system in the country, and for regulation and proper maintenance of norms and standards in the teacher education system. The Council is empowered to grant recognition of institutions offering courses or training in teacher education. Dentists Council of India (DCI) constituted under the Dentists Act, 1948, is a statutory body incorporated under an Act of Parliament to regulate the dental education and the profession of dentistry throughout India. The council is responsible for according recognition to dental degree awarded by various universities and also for maintaining uniform standards of dental education in India. Pharmacy Council of India (PCI) also known as central council was constituted under Section 3 of the Pharmacy Act, The PCI controls pharmacy education and profession in India up to graduate level. The council prescribes the minimum standard of education for qualification as pharmacist. Indian Nursing Council (INC) is a statutory body constituted under the Indian Nursing Council Act, The council is responsible for regulation and maintenance of a uniform standard of training for nurses, midwives, auxiliary nurse-midwives and health visitors. Bar Council of India (BCI) is empowered to make rules to discharge its functions under the Advocates Act An important rule-making power is with reference to laying down guidelines for the standards of professional conduct and etiquette to be observed by advocates. The Bar Council of India rules may prescribe for a class or category of person entitled to be enrolled as advocate. The Bar Council of India can also specify the conditions subject to which an advocate must have the right to practice and the circumstances under which a person must be deemed to practice as an advocate in a court. Central Council of Homeopathy (CCH) was established under the Homoeopathy Central Council Act, The council prescribes and recognizes all homeopathic medicine qualifications. Any university or medical institutions that desires to grant a medical qualification in homeopathy is required to apply to the council. The council is responsible for constitution and maintenance of a Central Register of Homoeopathy and for matters connected therewith. All universities and board of medical institutions in India are required to furnish all information regarding courses of study and examination. Central Council for Indian Medicine (CCIM) is the statutory body constituted under the Indian Medicine Central Council Act, This council prescribes minimum standards of education in Indian Systems of Medicine viz. Ayurved, Siddha, Unani Tibb. The council is responsible to maintain a Central Register on Indian Medicine and prescribes standards of professional conduct, etiquette and code of ethics to be observed by the practitioners. Council of Architecture (COA) was constituted under the provisions of the Architects Act, 1972, enacted by the Parliament of India. The Act provides for registration of Architects, standards of education, recognized qualifications and standards of practice to be complied with by the practicing architects. The Council of Architecture is responsible to regulate the education and practice of profession throughout India besides maintaining the register of architects. Any person desirous of carrying on the profession of "Architect" must register himself with Council of Architecture. Distance Education Council (DEC) was constituted under statute 28 arising from Section 25 of the Indira Gandhi National Open University Act, The Distance Education Council (DEC) is responsible for the promotion and coordination of the open university and distance education system and for determination of its standards. The Council provides academic guidelines to promote excellence, encourage use of innovative technologies and approaches, enable convergence of all systems and sharing of resources through collaborative networking for access to sustainable education, skill upgradation and training to all. JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 12

19 February, March, April 2013, Volume: 3 Issue: 1 Article: 02 Rehabilitation Council of India (RCI) The Parliament enacted Rehabilitation Council of India Act in It prescribes that any one delivering services to people with disability, who does not possess qualifications recognized by RCI, could be prosecuted. Thus the Council has the twin responsibility of standardizing and regulating the training of personnel and professional in the field of Rehabilitation and Special Education. National Council for Rural Institutes (NCRI) is an autonomous society fully funded by the Ministry of Human Resources Development, Government of India. It was established with a main objective of promoting Rural Higher Education for advancing rural livelihoods with the instrument of education based on the values proposed by Gandhiji. State Councils of Higher Education (SCHE) Following the National Policy on Education, respective state governments have established State Councils of Higher Education (SCHE). These councils prepare coordinated programs of development of higher education in each state. Thus, they seek to consolidate the efforts and investments of institutions of higher education with the state. CONCLUSION In India, higher education was traditionally looked after by the government, but in view of lack of resources to meet the increasing demand, private sector has been allowed to share the responsibility. The country has a well developed educational set up in terms of range of programs and their acceptability in local industry, but it lacks in terms of international quality standards. Higher education institutions managed by private sector emphasize more on commercial aspect than creation of knowledge which leads to deterioration of quality of education. The councils and government bodies responsible for quality assurance do not have internationally matchable quality norms on one hand and an effective system to monitor and control violation of the existing norms by the institutions on the other. Further, the political parties manipulate the issues of access and equity in higher education for their vested political interest rather than taking the right steps to enhance the quality of higher education. As a result those who can afford the high cost of higher education look forward for the opportunities abroad while the others have to compromise with sub-standard education. If India has to emerge as preferred location for higher education in the globalizing world it will have to develop a national policy to address the challenges of sub-standard quality, ineffective systems of monitoring and control, red-tapism in growth and development and political interference. REFERENCES Agarwal, Pawan. (2006). Higher Education in India. The Need for Change. New Delhi, India: Indian Council for Research on International Economic Relations. Annual Financial Statistics of Education Sector , MHRD, Government of India, New Delhi, Annual Report Ministry of Human Resource Development, Government of India Bennell, P. y T. Pearce, 1998, The internationalisation of higher education: exporting education to developing and transitional economies, IDS Working Paper 75, Institute of Development Studies, University of Sussex, Brighton. Central Advisory Board of Education (CABE) Committee Report on Financing of Higher and Technical Education, June Collis, B. and M.C. van der Wende (eds.) (2002). Models of Technology and Change in Higher Education: An international comparative survey on the current and future use of ICT in Higher Education. Enschede: University of Twente. JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 13

20 February, March, April 2013, Volume: 3 Issue: 1 Article: 02 Draft Report of Working Group on Higher Education for the XI Plan, Planning Commission, Government of India (2007). Gibbs,M., 1989; Interlinkages between services and other economic sectors in United Nations Centre on Transnational Corporations, Services and Development: The Role of Foreign Direct Investment and Trade, UN, New York, pp at p.10. Higher education article retrieved from Knight, J. & de Witt, H. (Eds.). (1999). Quality and Internationalization of Higher Education. OECD Publications. Knight, J. 2004; Internationalization Remodeled: Rationales, Strategies and Approaches; Journal of Studies in International Education, Vol. 8, No. 1. Mishra, Jitendra Kumar, Abidi, Naseem and Sharma, Rahul. (2008). Indian Higher Education: Global Challenges and Local Issues. JBS Working Paper Series. NASSCOM-McKinsey Report 2005 Scott, P. (1998),.Massification, Internationalization and Globalization., in P. Scott (ed.), The Globalization of Higher Education, The Society for Research into Higher Education/Open University Press, Buckingham, pp Selected Educational Statistics (as on September 2004), Ministry of Human Resource Development Government of India (2007). Teichler, U. (2004),.The Changing Debate on Internationalization of Higher Education. Higher Education, Vol. 48, pp Tilak, J.B.G. (2004) Public Subsides in the Education Sector in India. Economic and Political Weekly 39 (4) (24-30 January): Valimaa, J. (2004a),.Nationalisation, Localization and Globalization in Finnish Higher Education., Higher Education, Vol. 48, pp JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES 14