1.

INDIVIDUALIZED INSTRUCTION
Individualized instruction is a method of instruction in which content, instructional technology
(such as materials) and pace of learning are based upon the abilities and interests of each
individual learner. Mass instruction is the opposite, that is a method in which content, materials
and pace of learning are the same for all students in a classroom or course. Individualized
instruction does not require a one-to-one student/teacher ratio.
Mass instruction began during the French Revolution and Industrial Revolution, where all
citizens were considered equal and large numbers of workers were needed to produce goods in
large scale. The answer was to teach groups of students the same skills at the same time in a
classroom, instead of having teachers that had in consideration the previous skills of the students
as done for centuries. This method reduced costs and time, two important aspects in the era.
Educational Research Associates has concluded that placing greater reliance upon well-designed
instructional materials whether audio, video, multimedia Computer-assisted instruction (CAI),
or simply a good textbook can hardly be less efficient than the traditional lecture method. More
importantly, it yields a huge benefit by freeing teachers to focus upon the specific needs and
problems of individual students.
In this way, individualized instruction is like direct instruction, which also places greater reliance
upon carefully prepared instructional materials and explicitly prepared instructional sequences.
But where direct instruction is very rigidly structured for use with children in primary school,
individualized instruction is recommended only for students of at least junior high school age,
and presumes that they have greater self-discipline to be able to study more independently. Thus,
individualized instruction has points of contact with the constructivism movement in education,
started by Swiss biologist Jean Piaget, which states that the student should build his or her
learning and knowledge. Individualized Instruction, however, presumes that most students of
secondary school age still lack the basic knowledge and skills to direct most of their own
curriculum, which must be at least partially directed by schools and teachers.
In a traditional classroom setting, time (in the form of classes, quarters, semesters, school years,
etc.) is a constant, and achievement (in the form of grades and student comprehension) is a
variable.
In a properly individualized setting, where students study and progress more independently,
achievement becomes more uniform and time to achieve that level of achievement is more
variable.Where implemented according to Educational Research Associates' recommendations,
Individualized Instruction has been found to improve student accomplishment substantially even
while reducing cost dramatically.
The coming of computer- and Internet-based education holds the promise of an enormous
increase in the use of individualized instruction methodology.

Some Methods of Instruction
As any good teacher knows, all students do not learn in the same way. In addition, it is common for a class of
students to be at a variety of levels in any particular subject. Teachers need to use different teaching methods
in order to reach all students effectively. A variety of teaching strategies, a knowledge of student levels, and an
implementation of which strategies are best for particular students can help teachers to know which teaching
methods will be most effective for their class.
The first step to choosing a teaching method is to assess the students. This assessment can be formal or
informal. Formal assessments include standardized tests, tests from the textbook or curriculum being used, or
teacher-created tests. These assessments can give you an idea of the previous instruction that the students have
received as well as their academic level. The students in your class may have undergone various teaching
methods and quality of instruction in previous years.
Informal instruction is, as the name suggests, much less formal. Good teachers know their students. If you
have been teaching a particular group of students for some time, you probably already know quite a bit about
their interests, ability levels, and learning styles. If the group of students is new to you, you can make a point
of asking them, individually or in a group, about their interests and academic strengths. Depending on the age
of the children, they may also be able to write about this, or answer some form of questionnaire about their
hobbies, interests, previous instruction, strengths, and weaknesses. Students generally enjoy talking about
themselves and having their teacher get to know them well, as it makes them feel special, as well as directing
you in choosing your teaching methods.
Once you have assessed your students, you need to plan for different teaching methods. Direct instruction is
the most common form of instruction. This is the lecturing method of teaching. Many teachers use this
teaching method almost exclusively, as it is considered the simplest, and you can cover large amounts of
material in a short period of time. However, this is not the most effective teaching method to reach all students,
especially younger ones, who often need a more engaging, hands-on strategy in order to learn effectively. In
addition, it is hard for teachers to tailor instruction to students at different levels.
Inquiry-based learning is a teaching method which is rapidly gaining popularity in the United States. Based
on the scientific method, this teaching method can be used for virtually all subjects. Using inquiry-based
learning takes a lot of time, energy, and planning, but it is often very effective. Students practice problem
solving and critical thinking skills to arrive at a conclusion. This teaching method is extremely student-
centered and student-directed, and can be modified for students at any level, reaching them where they are.
Teachers will generally need to start by modeling the process to the students.
Cooperative learning is another teaching method that is considered highly effective when done correctly.
With cooperative learning, students are put in small groups to work together. They are usually not grouped by
ability, but put in a group with children at a variety of levels. The students are then given tasks to accomplish
together. Teachers may need to monitor these groups carefully, to make sure they are staying on task and that
all students are participating. This form of instruction also lends itself well to differentiation, because the
teacher can assign specific tasks to children at different ability levels.
One more common teaching method is to teach information processing strategies. While it is often advisable
to have students really understand the teaching methods and not just memorize facts, there are some cases
when facts need to be memorized. Facts and concepts may also need to be grouped or organized in order to
facilitate better understanding. Teachers can use various teaching methods to help students with memorization,
or they can use graphic organizers, mind maps, story webs, or other ways to represent information visually.
There are many, many more teaching methods, but these are the most common. If the teacher finds the best
teaching method for a particular group of students, the students are likely to learn more quickly and be more
engaged. In addition, using a variety of teaching methods will keep children from being bored, and help them
encounter the information in new and exciting ways.

2. IMPACT OF GLOBALIZATION ON INDIAN ECONOMY,EDUCATION & CULTURE
Globalisation is the new buzzword that has come to dominate the world since the nineties of the
last century with the end of the cold war and the break-up of the former Soviet Union and the
global trend towards the rolling ball. The frontiers of the state with increased reliance on the
market economy and renewed faith in the private capital and resources, a process of structural
adjustment spurred by the studies and influences of the World Bank and other International
organisations have started in many of the developing countries. Also Globalisation has brought
in new opportunities to developing countries. Greater access to developed country markets and
technology transfer hold out promise improved productivity and higher living standard. But
globalisation has also thrown up new challenges like growing inequality across and within
nations, volatility in financial market and environmental deteriorations. Another negative aspect
of globalisation is that a great majority of developing countries remain removed from the
process. Till the nineties the process of globalisation of the Indian economy was constrained by
the barriers to trade and investment liberalisation of trade, investment and financial flows
initiated in the nineties has progressively lowered the barriers to competition and hastened the
pace of globalisation
Indian Economy
India opened up the economy in the early nineties following a major crisis that led by a foreign
exchange crunch that dragged the economy close to defaulting on loans. The response was a slew
of Domestic and external sector policy measures partly prompted by the immediate needs and
partly by the demand of the multilateral organisations. The new policy regime radically pushed
forward in favour of amore open and market oriented economy.
Major measures initiated as a part of the liberalisation and globalisation strategy in the early
nineties included scrapping of the industrial licensing regime, reduction in the number of areas
reserved for the public sector, amendment of the monopolies and the restrictive trade practices
act, start of the privatisation programme, reduction in tariff rates and change over to market
determined exchange rates.
Over the years there has been a steady liberalisation of the current account transactions, more
and more sectors opened up for foreign direct investments and portfolio investments facilitating
entry of foreign investors in telecom, roads, ports, airports, insurance and other major sectors.
The Indian tariff rates reduced sharply over the decade from a weighted average of 72.5%
in 1991-92 to 24.6 in 1996-97.Though tariff rates went up slowly in the late nineties it touched
35.1% in 2001-02. India is committed to reduced tariff rates. Peak tariff rates are to be reduced to
be reduced to the minimum with a peak rate of 20%, in another 2 years most non-tariff barriers
have been dismantled by March 2002, including almost all quantitative restrictions.
The liberalisation of the domestic economy and the increasing integration of India with the
global economy have helped step up GDP growth rates, which picked up from 5.6% in 1990-91
to a peak level of 77.8% in 1996-97. Growth rates have slowed down since the country has still
bee able to achieve 5-6% growth rate in three of the last six years. Though growth rates has
slumped to the lowest level 4.3% in 2002-03 mainly because of the worst droughts in two
decades the growth rates are expected to go up close to 70% in 2003-04. A Global comparison
shows that India is now the fastest growing just after China.
This is major improvement given that India is growth rate in the 1970's was very low at 3% and
GDP growth in countries like Brazil, Indonesia, Korea, and Mexico was more than twice that of
India. Though India's average annual growth rate almost doubled in the eighties to 5.9% it was
still lower than the growth rate in China, Korea and Indonesia. The pick up in GDP growth has
helped improve India's global position. Consequently India's position in the global economy has
improved from the 8
th
position in 1991 to 4
th
place in 2001. When GDP is calculated on a
purchasing power parity basis.
The implications of globalisation for a national economy are many. Globalisation has intensified
interdependence and competition between economies in the world market. This is reflected in
Interdependence in regard to trading in goods and services and in movement of capital. As a
result domestic economic developments are not determined entirely by domestic policies and
market conditions. Rather, they are influenced by both domestic and international policies and
economic conditions. It is thus clear that a globalising economy, while formulating and
evaluating its domestic policy cannot afford to ignore the possible actions and reactions of
policies and developments in the rest of the world. This constrained the policy option available to
the government which implies loss of policy autonomy to some extent, in decision-making at the
national level.
Indian education
Globalization process means in the context of Higher Education as a very competitive and
deregulated educational system modeled after free-market but with more pressure on it to
assure that the future workers is prepared for some fluid jobs in the free-market of 21st century.
Further it means that educational system would provide the sites of struggle over the meaning
and power of national identity and a national culture.
Because of the commercialization, Educational sector has been more commonly described as, not
service sector, but education industry. The free market philosophy has already entered the
educational sphere in a big way. Commercialization of education is the order of the day.
Commercial institutions offering specialized education have come up everywhere. In view of
globalization, many corporate universities, both foreign and Indian, are encroaching upon our
government institutions. Once these institutions turn self-financing, their prices would be
benchmarked against their global counterparts, which would be affordable to the same top layer
of the society. As the job markets become acutely narrow, the polarization between the elite and
non-elite would be clearly discernible. Meanwhile, various kinds of price barriers would be
imposed to prevent the entry of the non-elite like the downtrodden and poor communities.
Further, Corporatisation has transformed the education sector into an enterprise for profits.
Beyond a small group of elite institutions, few Indian institutions are globally accredited or
recognized. Thus, the competition for a handful of elite institutions is severe. The Indian
education system is not able to mobilize funds from its students at home. By some accounts,
Indian students, whose fees are paid by their parents, have become a net subsidizer of British
higher education; the largest number of foreign students in the US come from India, some
80,000; and there are even an estimated 5,000 Indian medical students in China. Many of the
best students go abroad. Globalization has made education an extraordinary business opportunity
with a great impact on employment. In the current scenario, Universities from different parts of
the world want to join hands with Indian Universities and be a part of India's lucrative economic
strength. Partnership, Academic Exchanges, Joint Ventures, Research Collaboration, just about
everything short of building a campus on Indian soil (illegal) are the ways in which Universities
in the UK are seeking a stake in India.
Large Industrial Organizations like Tatas, Reliance, Essars or the Associations like CII, FICCI,
SIAM & ACMA start the initiatives to start Institutes of Excellence throughout India with
collaborations from Institutes like Harvard School of Business, MIT in USA & London School
of Economics
There are certain advantages in Recruiting Overseas Students like students will get international
exposure and they will develop skills such as talking to industry, making presentations and
dealing with senior managers. Recruiting Overseas students is a way of getting financial
advantage for the universities.
Social Exclusion - The problems of Indian education center on financing, equity and excellence.
As these problems have been confounded by rapid globalization that requires only educated
manpower, the traditionally excluded social groups, which are way behind the advanced groups
in their access to education, are now victims of a double whammy. In fact, the introduction of
cost recovery principles that results in a hike in fees contributes to reduction in the burden of
the government in financing higher education. Further, privatization of higher education makes it
expensive such that it is beyond the reach of lower income groups. Inadequate income implies
denial of opportunity of the benefits of higher education whereas the denial of access to higher
education results in the lack of fair opportunities to improve income.
The children of the poor and socially disadvantaged have been denied English medium school
education. Decades of under-investment in education have created shocking shortages of
buildings, laboratories, libraries, sanitary facilities and even drinking water and sanitation
facilities in the nations decaying education sector especially in Government Schools.
The rapid growth of the software development and electronic communications industries is one
of the few achievements of Indian industry in post-independence India. Further, because of
strong hold of the English language in MNCs and corporate circles, the divide between rural and
urban is almost complete in the field of education. In consequence, this great reservoir of skills
and expertise offers the opportunity to utilize them for the spread of quality education through
several technologies.
Challenges posed by Globalization on Indian Education
In the world of unequal opportunities, idea and knowledge are the emerging factors that decide
development or lack of it, education cannot be left entirely to market forces.
Further, market needs should be kept in view while developing the curriculum. The element of
productivity orientation should guide the formulation of curriculum framework. It is also
necessary that while deciding about the fee structure and other student levies, the tendency
towards commercialization of education should be guarded against.
Globalization poses challenges like
Faculty Shortage
Quality of education
Incentive structures
As the world moves on to forging an information society founded on education, India cannot
remain behind as a non-competitive knowledge economy. India has to create an environment that
does not produce industrial workers and labourers but fosters knowledge workers. Such people
must be at the cutting edge of knowledge workers and, in turn, placing India in the vanguard in
the information age.
This is not to argue that the opportunities opened up by information technology are to be
shunned, but to suggest its creative incorporation in the system of education. At the same time it
is necessary to recognize the fact that the educational conditions created by information
technology are pregnant with the possibilities of intellectual colonization. The breaking of the
geographical barriers and communication restrictions are indeed healthy attributes of knowledge
dissemination, but it cannot be divorced from the economic and political contexts of knowledge
production
Indian education system is one of the most tightly controlled in the world. The government
regulates who you can teach, what you can teach them and what you can charge them. It also has
huge regulatory bottlenecks. There are considerable entry barriers: Universities can be set up
only through acts of legislation, approval procedures for starting new courses are cumbersome,
syllabi revision is slow, and accreditation systems are extremely weak and arbitrary. The
regulators permit relatively little autonomy for institutions and variation amongst them.
The shortage of quality institutions is a product of Indias regulatory structures. Increased public
investment that the government has promised is absolutely necessary to increase access
Quotas became a symbol of the states power over Indian education: its propensity to hoist its
own purposes upon academic institutions regardless of their impact on the quality of these
institutions. Globalization requires two contradictory transformations in the state: On the one
hand, successful globalization requires that the state invest heavily in increasing access to
education. But in higher education, globalization also requires the state to respect the autonomy
of institutions so that a diversity of experiments can find expression, so that institutions have the
flexibility to do what it takes to retain talent in a globalized world and, above all, respond
quickly to growing demand. Globalization demands a paradigm shift in the regulation of higher
education. In India the debate has only just begun.
There is a mismatch between the supply and demand. As for Indian universities they function
today without even the basic minimum facilities and with teachers who have no access to the
latest advances in their disciplines. These institutions churn out students who complete their
education as outcastes even in their own chosen area of knowledge. What these institutions offer
is unacceptable to the fast growing affluent Indian middle class. The situation is likely to
aggravate in coming days with the UGC reportedly being deprived of its funding functions and
the introduction of an accreditation system which would stamp many an institution as academic
slums without ever the possibility of a honourable redemption. Understandably education is a
fertile land for investment, particularly if it comes with a foreign tag.
The education system must ensure that students gain not just depth of knowledge in these
subjects but a holistic perception and skills that will equip them to face the real world. At every
stage, there must be opportunities to expand their boundaries, platforms for collaboration and
learning and recognition for those who strive to excel.
Further, market needs should be kept in view while developing the curriculum. The element of
productivity orientation should guide the formulation of curriculum framework. It is also
necessary that while deciding about the fee structure and other student levies, the tendency
towards commercialization of education should be guarded against.
India should decide about the nature and extent of globalization that can be constructively
introduced in their socio-economic and educational systems. While it is difficult to resist the
temptation of falling in line with the international community, it is necessary that while doing so,
the paramountcy of national interests should be kept in view. This is more so in the field of
education, which is intimately concerned with the development of human capital. Ultimately,
any hasty involvement in the global educational market can end up in harming the vital interests
of students, and particularly of poor and downtrodden for generations to come. Proper regulatory
mechanisms to be established to ensure that the universities, in particular the privately funded
ones, do not end up exploiting students.
Finally, it is about always trying to push the bar a little more, constantly innovating and never
standing still. If the educational institutions believe in a value based education system, then their
students will excel in all walks of life. At schools and colleges that believe in educational
excellence, student enthusiasm and feedback is an important driver of change and evaluation.
They create a vibrant, student community that continually innovative and excels in all spheres
from academics to arts and sports. Globalization is a never ending process and Developing
countries like India should utilize this properly to improve their national standard through their
education system.
Indian Culture
On the last two decades of the 20th century developing countries have adopted the globalization
& liberalism as the medium to strengthen their poor economic condition and to increase the
foreign investment. This worldwide change brought social and cultural calamity in India.
Globalization brought social, cultural, political, economic and ethical changes. The worst effect
was on the Indian culture the transition being from traditional to modern, national to global, old
to new. During the period of globalization ways and means of communication will be advanced
enough to enable people to live as a global parivar.

One aspect of change in culture is the influence of the western civilization indirectly through
globalization. Other changes include degradation of environment, rapid erosion of values and a
cynicism about institutions. Another unfortunate effect is on the younger generation as expressed
in their rejection of culture and tradition and loss of faith in the social, political & cultural
tradition.
The good effects of globalization are only associated with economy, but the Indian culture and
civilization is worse effected by it. Demerits of globalization regarding Indian culture are given
below :
1. The modern youth under the influence of globalization has drifted away from familial ties.
They have no respect to elders and joint family system. They wish for independence, privacy and
space. As a result the traditional joint family has given way to the nuclear family.
2. The globalization has affected the problem of cost of living in cities.
3. Globalization is hitting on the roots of the sacred institution called family which is the most
important part of ones life of Indian culture.
4. Globalization brought different cultures close to each other with a large number of foreign
satellite channels, beaming programmers in India. These channels propagate violence, vulgarity
in the name of entertainment for gaining wide viewership.
5. In the age of globalization the juvenile offences are on the rise and our culture ideals have
been deeply affected by rude foreign tradition.
6. Globalization has brought machines, new factories, and new technology in the Indian market.
As a result unemployment has been increased.
7. Globalization is also responsible for falling image of women in India. The young generation
considers women just as the product. They lack respect, compassion and generosity towards
women.

The western world has progressed a lot and this made us look up to them as ideals. The western
culture should not be viewed an alternative to our own culture but only as a supplement. As
Gandhiji said:

I do not want my house to be closed by walls on all sides and windows to be stuffed. Rather, I
want all the culture to blow freely through my house. But I do not want to be swept off my feet
by any of them