Skip to main content

SY Shah

International institute of Adult and Lifelong Education,New Delhi, Adult &Lifelong Education, Director

Followers

359

Following

9

Co-authors

4

Mentions

37

Public Views

Prof. S.Y. Shah is currently the Director of the International Institute of Adult and Lifelong Education, New Delhi. Earlier he served as a Professor and Director of Adult Continuing Education and Extension programme at Jawaharlal Nehru University, New Delhi
Phone: +919871320150
Address: X-41, Second Floor Greenpark, ,NEW DELHI-110016

less

Rabishankar Giri

Presidency University, Kolkata

Bernd Käpplinger

Humboldt Universität zu Berlin

Katarina Popovic

University of Belgrade

Jawaharlal Nehru University

Zvonka Pahernik

Interests

Uploads

Papers by SY Shah

Indo British corporation in Adult Education

Policy Brief Lifelong Learning in India

The paper provides an overview of the policy on Lifelong Learning in India

Indo British corporation in Adult Education

The Contested Terrain, 1998

The study discusses the cooperation between India and Britain in the field of Adult Education

Internation corporation

The Contested Terrain, 1996

The paper discusses the Indo British cooperation in Ault Education

Higher education and politics in colonial India: A study of Aligarh Muslim University, 1875-1920

What do you do to start reading higher education and politics in colonial india a study of aligar... more What do you do to start reading higher education and politics in colonial india a study of aligarh muslim university 1875 1920? Searching the book that you love to read first or find an interesting book that will make you want to read? Everybody has difference with their reason of reading a book. Actuary, reading habit must be from earlier. Many people may be love to read, but not a book. It's not fault. Someone will be bored to open the thick book with small words to read. In more, this is the real condition. So do happen probably with this higher education and politics in colonial india a study of aligarh muslim university 1875 1920.

Parallel Overlapping Community Detection with SLPA

2013 Ase/Ieee International Conference on Social Computing, 2013

Social networks consist of various communities that host members sharing common characteristics. ... more Social networks consist of various communities that host members sharing common characteristics. Often some members of one community are also members of other communities. Such shared membership of different communities leads to overlapping communities. Detecting such overlapping communities is a challenging and computationally intensive problem. In this paper, we investigate the usability of high performance computing in the area of social networks and community detection. We present highly scalable variants of a community detection algorithm called Speaker-listener Label Propagation Algorithm (SLPA). We show that despite of irregular data dependencies in the computation, parallel computing paradigms can significantly speed up the detection of overlapping communities of social networks which is computationally expensive. We show by experiments, how various parallel computing architectures can be utilized to analyze large social network data on both shared memory machines and distributed memory machines, such as IBM Blue Gene.

Teachers and Trainers in Adult Education and Lifelong Learning

Lifelong Learning in India

Traces the development of the policy on lifelong learning in India

ADULT EDUCATION IN INDIA: Provision of opportunities for literacy, numeracy and basic skills-A COUNTRY PAPER

This paper provides a brief overview of adult education in India focusing on the literacy scenari... more This paper provides a brief overview of adult education in India focusing on the literacy scenario, various approaches, programs and web based monitoring system. Although a variety of adult education programs are offered by different agencies in the country, viz., government departments, nongovernmental organizations and academic institutions, their focus continues to be on adult literacy, continuing education and skill training presumably due to the massive number of non-literates and neo literates. With the largest number of 282.70 million of global non-literates, India has been pursuing an ambitious literacy program-Saakhar Bharath-(Literate India)-since 2009 with special focus on women. Apart from discussing the salient features of the program, this paper examines some of the innovative initiatives of the non-governmental organizations and corporate sector in promoting literacy. A brief historical perspective on Indian adult education is provided as a backdrop to the study. Based on the review of official statistics and critical analysis of field reports, this paper identifies various issues and argues that though India may meet the Sustainable Development Goal-4.6 before 2030 by achieving above 80% literacy-which may be considered substantial-yet the importance of pursuing a more vigorous literacy program to become a fully literate society cannot be undermined.

ODL in Adult Education Chapter India 6

Shah, S. Y. (2004). “Exploring the Potential of Open Distance Learning for the Training of Grassroots Level Workers", in Madhu Singh & Veronica McKay. Ed.Enhancing Adult Basic Literacy, Hamburg: UNESCO Institute for Education, 2004

This study examines some of the main approaches to the training of grassroots functionaries in I... more This study examines some of the main approaches to the training of grassroots functionaries in India in order to tackle the backlog of 300 million adults in need of basic literacy. Besides this study explores the use of open and distance learning in the implementation of adult literacy programmes and argues that this method of delivery far exceeds the achievements of programmes using other approaches to training.

Paedagogica Historica, 1985

Professionalisation of Indian Adult Education

This paper looks at the following aspect of the professionalization of adult education in India: ... more This paper looks at the following aspect of the professionalization of adult education in India: professional training of adult educators. It first defines professionalization and then discusses the following essential prerequisite for that process: the development of a well-designed professional training program with adequate institutional backing, certification procedures, and code of practice. Several training needs for adult educators are examined, and the paper advocates for the training needs of senior adult educators. Following a short discussion of the limitations of the university system for training adult educators, the paper suggests the development of a professional program of training, beginning with an assessment of the requirements, interests, and academic backgrounds of all the personnel associated with the program. It then recommends the development of modules--independent units of study with specific objectives, contents, reading materials, and educational technolo...

Six Blind Men and an Elephant: The Futile Quest for Consensus on the Competencies Required for Good Practice

Adult education as a field of study and context of practice is highly diverse with rather ill-def... more Adult education as a field of study and context of practice is highly diverse with rather ill-defined boundaries. Many efforts have been made to “map” the territory of adult education both in terms of the research produced as well as the various settings in which practice occurs. Globally, adult education has evolved quite differently from one country to the next based on local needs and circumstances, government policies, and the priorities and values of leaders and communities. The work of adult education practitioners is framed—constrained and enabled—by the nature of the organizations in which they work, the expectations of the learners they serve and of the social structures in which they are embedded, the programs that are designed to prepare them for practice, and by the growing number of qualifications frameworks that attempt to specify the knowledge and skills required for good practice. But how is “good” practice determined and whose voices influence decisions about the ca...

Laubach in India: 1935 to 1970

Born in 1884, Frank Laubach was educated at Princeton and Columbia Universities. After receiving ... more Born in 1884, Frank Laubach was educated at Princeton and Columbia Universities. After receiving a doctorate in sociology in 1915, he started his career as a Congregational missionary in the Philippines, where he became interested in literacy. 2. David E. Mason, Frank C. LAubach: Teacher of Millions (Minneapolis: T. S. Denison Co., Inc. 1967), 83. 3. Although the contents ofthe primers and the methods ofteaching and evaluation have evolved since Laubach's time, the basic "each one teach one" approach remains the same.

An encyclopedia of Indian adult education

Challenges in implementing national systems of competency validation with regard to adult learning professionals: Perspectives from Romania and India

International Review of Education, 2015

Validation of prior learning (VPL), also referred to as recognition, validation and accreditation... more Validation of prior learning (VPL), also referred to as recognition, validation and accreditation of prior learning (RVA), is becoming an increasingly important political issue at both European and international levels. In 2012, the European Council, the UNESCO Institute for Lifelong Learning (UIL) and the Organisation for Economic Co-operation and Development (OECD) launched strategic documents and guidelines for supporting its wide implementation. A wide range of resources and experiences to learn from are already available for improving policy making and the quality and credibility of VPL practices. An intrinsic part of quality assurance concerns the level of training of practitioners accompanying the VPL process. Addressing the need for improved practices of adult educators’ continuing professional development as well as improved validation processes, this paper presents and analyses practitioners’ experiences with a piloted portfolio tool designed to support the validation of pedagogic competencies of trainers in adult education. While the pilot study was carried out in 20 European and 2 non-European countries, this article picks out and compares feedback from participants in Romania and India, which are both striving to catch up in terms of accreditation of non-formal and informal learning. Based on their findings, the authors’ reflections focus in particular on evident challenges for educational policy making in these two very different countries. They also consider related policy measures needed for improving the educational contexts in both countries, both in terms of validation practices and in terms of the professional development of practitioners applying such practices, in line with international trends.RésuméLes défis à l’application de systèmes nationaux de validation des compétences chez les professionnels de l’éducation et de la formation des adultes : perspectives de la Roumanie et de l’Inde – La validation des apprentissages antérieurs, appelée également reconnaissance, validation et accréditation des acquis de l’apprentissage (RVA), devient un thème politique d’importance croissante au niveau tant européen qu’international. Le Conseil européen, l’Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) et l’Organisation de Coopération et de Développement Économiques (OCDE) ont lancé en 2012 des documents et directives stratégiques en vue de promouvoir l’application de ce concept à grande échelle. Une grande diversité de ressources et d’expériences profitables sont d’ores et déjà disponibles et permettent d’améliorer l’élaboration des politiques afférentes ainsi que la qualité et la crédibilité des pratiques de RVA. Une part intrinsèque de l’assurance qualité porte sur le niveau de formation des praticiens qui accompagnent cette procédure. En réponse au besoin d’améliorer les pratiques en perfectionnement professionnel continu des éducateurs d’adultes ainsi que les procédures de validation, les auteurs de cet article présentent et analysent les expériences de praticiens à l’aide d’un outil testé et conçu en vue de faciliter la validation des compétences pédagogiques des éducateurs d’adultes. Si l’étude pilote a été menée dans 20 nations d’Europe et 2 pays non européens, les auteurs sélectionnent et comparent les retours reçus de participants en Roumanie et en Inde, ces deux pays s’efforçant de rattraper leur retard dans l’accréditation de l’apprentissage non formel et informel. À partir de leurs résultats, les auteurs concentrent leurs réflexions notamment sur les défis évidents à l’élaboration de politiques éducatives dans ces deux pays très différents. Ils envisagent en outre les mesures politiques connexes nécessaires pour améliorer les contextes éducatifs dans les deux nations, concernant à la fois les pratiques de validation et le perfectionnement professionnel des praticiens afférents, qui renvoient aux tendances internationales.

The Central Universities of India: Their Purpose, Organization, and Development (1)

Paedagogica Historica, 1984

... Introducing the bill in Parliament, the then Education Minister, Maulana Abul Kalam Azad, sta... more

Adult Education in India-Ed by S.Y. Shah & C.J. Daswani

A COLLECTION OF ARTICLES ON ADULT EDUCATION IN iNDIA

THE POTENTIAL OF OPEN AND DISTANCE LEARNING IN TRAINING GRASSROOTS LEVEL WORKERS IN ADULT BASIC EDUCATION: INDIAN SCENARIO

ODL IN ADULT LEARNING

This study examines some of the main approaches to the training of grassroots functionaries in In... more This study examines some of the main approaches to the training of grassroots functionaries in India in order to tackle the backlog of 300 million adults in need of basic literacy. Besides this study explores the use of open and distance learning in the implementation of adult literacy programmes and argues that this method of delivery far exceeds the achievements of programmes using other approaches to training.

Six Blind Men and an Elephant: The Futile Quest for Consensus on the Competencies Required for Good Practice (2015)

by Bernd Käpplinger, Katarina Popovic, SY Shah, and Thomas Sork

Four efforts to identify transnational competencies or de- velop broad-based curricula for the pr... more Four efforts to identify transnational competencies or de- velop broad-based curricula for the preparation of adult education practitioners are described and critiqued. The parable of the “blind men and the elephant” is employed to argue both the futile nature of these projects and the im- portance of learning “…from the lived realities of differently located others.” Although there are important limitations to the projects described, there is great merit in continuing a transnational conversation about what “good practice” means in the early 21st Century and how best to prepare adult educators for this important, complex work.

Indo British corporation in Adult Education

Policy Brief Lifelong Learning in India

The paper provides an overview of the policy on Lifelong Learning in India

Indo British corporation in Adult Education

The Contested Terrain, 1998

The study discusses the cooperation between India and Britain in the field of Adult Education

Internation corporation

The Contested Terrain, 1996

The paper discusses the Indo British cooperation in Ault Education

Higher education and politics in colonial India: A study of Aligarh Muslim University, 1875-1920

What do you do to start reading higher education and politics in colonial india a study of aligar... more What do you do to start reading higher education and politics in colonial india a study of aligarh muslim university 1875 1920? Searching the book that you love to read first or find an interesting book that will make you want to read? Everybody has difference with their reason of reading a book. Actuary, reading habit must be from earlier. Many people may be love to read, but not a book. It's not fault. Someone will be bored to open the thick book with small words to read. In more, this is the real condition. So do happen probably with this higher education and politics in colonial india a study of aligarh muslim university 1875 1920.

Parallel Overlapping Community Detection with SLPA

2013 Ase/Ieee International Conference on Social Computing, 2013

Social networks consist of various communities that host members sharing common characteristics. ... more Social networks consist of various communities that host members sharing common characteristics. Often some members of one community are also members of other communities. Such shared membership of different communities leads to overlapping communities. Detecting such overlapping communities is a challenging and computationally intensive problem. In this paper, we investigate the usability of high performance computing in the area of social networks and community detection. We present highly scalable variants of a community detection algorithm called Speaker-listener Label Propagation Algorithm (SLPA). We show that despite of irregular data dependencies in the computation, parallel computing paradigms can significantly speed up the detection of overlapping communities of social networks which is computationally expensive. We show by experiments, how various parallel computing architectures can be utilized to analyze large social network data on both shared memory machines and distributed memory machines, such as IBM Blue Gene.

Teachers and Trainers in Adult Education and Lifelong Learning

Lifelong Learning in India

Traces the development of the policy on lifelong learning in India

ADULT EDUCATION IN INDIA: Provision of opportunities for literacy, numeracy and basic skills-A COUNTRY PAPER

This paper provides a brief overview of adult education in India focusing on the literacy scenari... more This paper provides a brief overview of adult education in India focusing on the literacy scenario, various approaches, programs and web based monitoring system. Although a variety of adult education programs are offered by different agencies in the country, viz., government departments, nongovernmental organizations and academic institutions, their focus continues to be on adult literacy, continuing education and skill training presumably due to the massive number of non-literates and neo literates. With the largest number of 282.70 million of global non-literates, India has been pursuing an ambitious literacy program-Saakhar Bharath-(Literate India)-since 2009 with special focus on women. Apart from discussing the salient features of the program, this paper examines some of the innovative initiatives of the non-governmental organizations and corporate sector in promoting literacy. A brief historical perspective on Indian adult education is provided as a backdrop to the study. Based on the review of official statistics and critical analysis of field reports, this paper identifies various issues and argues that though India may meet the Sustainable Development Goal-4.6 before 2030 by achieving above 80% literacy-which may be considered substantial-yet the importance of pursuing a more vigorous literacy program to become a fully literate society cannot be undermined.

ODL in Adult Education Chapter India 6

Shah, S. Y. (2004). “Exploring the Potential of Open Distance Learning for the Training of Grassroots Level Workers", in Madhu Singh & Veronica McKay. Ed.Enhancing Adult Basic Literacy, Hamburg: UNESCO Institute for Education, 2004

This study examines some of the main approaches to the training of grassroots functionaries in I... more This study examines some of the main approaches to the training of grassroots functionaries in India in order to tackle the backlog of 300 million adults in need of basic literacy. Besides this study explores the use of open and distance learning in the implementation of adult literacy programmes and argues that this method of delivery far exceeds the achievements of programmes using other approaches to training.

Paedagogica Historica, 1985

Professionalisation of Indian Adult Education

This paper looks at the following aspect of the professionalization of adult education in India: ... more This paper looks at the following aspect of the professionalization of adult education in India: professional training of adult educators. It first defines professionalization and then discusses the following essential prerequisite for that process: the development of a well-designed professional training program with adequate institutional backing, certification procedures, and code of practice. Several training needs for adult educators are examined, and the paper advocates for the training needs of senior adult educators. Following a short discussion of the limitations of the university system for training adult educators, the paper suggests the development of a professional program of training, beginning with an assessment of the requirements, interests, and academic backgrounds of all the personnel associated with the program. It then recommends the development of modules--independent units of study with specific objectives, contents, reading materials, and educational technolo...

Six Blind Men and an Elephant: The Futile Quest for Consensus on the Competencies Required for Good Practice

Adult education as a field of study and context of practice is highly diverse with rather ill-def... more Adult education as a field of study and context of practice is highly diverse with rather ill-defined boundaries. Many efforts have been made to “map” the territory of adult education both in terms of the research produced as well as the various settings in which practice occurs. Globally, adult education has evolved quite differently from one country to the next based on local needs and circumstances, government policies, and the priorities and values of leaders and communities. The work of adult education practitioners is framed—constrained and enabled—by the nature of the organizations in which they work, the expectations of the learners they serve and of the social structures in which they are embedded, the programs that are designed to prepare them for practice, and by the growing number of qualifications frameworks that attempt to specify the knowledge and skills required for good practice. But how is “good” practice determined and whose voices influence decisions about the ca...

Laubach in India: 1935 to 1970

Born in 1884, Frank Laubach was educated at Princeton and Columbia Universities. After receiving ... more Born in 1884, Frank Laubach was educated at Princeton and Columbia Universities. After receiving a doctorate in sociology in 1915, he started his career as a Congregational missionary in the Philippines, where he became interested in literacy. 2. David E. Mason, Frank C. LAubach: Teacher of Millions (Minneapolis: T. S. Denison Co., Inc. 1967), 83. 3. Although the contents ofthe primers and the methods ofteaching and evaluation have evolved since Laubach's time, the basic "each one teach one" approach remains the same.

An encyclopedia of Indian adult education

Challenges in implementing national systems of competency validation with regard to adult learning professionals: Perspectives from Romania and India

International Review of Education, 2015

Validation of prior learning (VPL), also referred to as recognition, validation and accreditation... more Validation of prior learning (VPL), also referred to as recognition, validation and accreditation of prior learning (RVA), is becoming an increasingly important political issue at both European and international levels. In 2012, the European Council, the UNESCO Institute for Lifelong Learning (UIL) and the Organisation for Economic Co-operation and Development (OECD) launched strategic documents and guidelines for supporting its wide implementation. A wide range of resources and experiences to learn from are already available for improving policy making and the quality and credibility of VPL practices. An intrinsic part of quality assurance concerns the level of training of practitioners accompanying the VPL process. Addressing the need for improved practices of adult educators’ continuing professional development as well as improved validation processes, this paper presents and analyses practitioners’ experiences with a piloted portfolio tool designed to support the validation of pedagogic competencies of trainers in adult education. While the pilot study was carried out in 20 European and 2 non-European countries, this article picks out and compares feedback from participants in Romania and India, which are both striving to catch up in terms of accreditation of non-formal and informal learning. Based on their findings, the authors’ reflections focus in particular on evident challenges for educational policy making in these two very different countries. They also consider related policy measures needed for improving the educational contexts in both countries, both in terms of validation practices and in terms of the professional development of practitioners applying such practices, in line with international trends.RésuméLes défis à l’application de systèmes nationaux de validation des compétences chez les professionnels de l’éducation et de la formation des adultes : perspectives de la Roumanie et de l’Inde – La validation des apprentissages antérieurs, appelée également reconnaissance, validation et accréditation des acquis de l’apprentissage (RVA), devient un thème politique d’importance croissante au niveau tant européen qu’international. Le Conseil européen, l’Institut de l’UNESCO pour l’apprentissage tout au long de la vie (UIL) et l’Organisation de Coopération et de Développement Économiques (OCDE) ont lancé en 2012 des documents et directives stratégiques en vue de promouvoir l’application de ce concept à grande échelle. Une grande diversité de ressources et d’expériences profitables sont d’ores et déjà disponibles et permettent d’améliorer l’élaboration des politiques afférentes ainsi que la qualité et la crédibilité des pratiques de RVA. Une part intrinsèque de l’assurance qualité porte sur le niveau de formation des praticiens qui accompagnent cette procédure. En réponse au besoin d’améliorer les pratiques en perfectionnement professionnel continu des éducateurs d’adultes ainsi que les procédures de validation, les auteurs de cet article présentent et analysent les expériences de praticiens à l’aide d’un outil testé et conçu en vue de faciliter la validation des compétences pédagogiques des éducateurs d’adultes. Si l’étude pilote a été menée dans 20 nations d’Europe et 2 pays non européens, les auteurs sélectionnent et comparent les retours reçus de participants en Roumanie et en Inde, ces deux pays s’efforçant de rattraper leur retard dans l’accréditation de l’apprentissage non formel et informel. À partir de leurs résultats, les auteurs concentrent leurs réflexions notamment sur les défis évidents à l’élaboration de politiques éducatives dans ces deux pays très différents. Ils envisagent en outre les mesures politiques connexes nécessaires pour améliorer les contextes éducatifs dans les deux nations, concernant à la fois les pratiques de validation et le perfectionnement professionnel des praticiens afférents, qui renvoient aux tendances internationales.

The Central Universities of India: Their Purpose, Organization, and Development (1)

Paedagogica Historica, 1984

... Introducing the bill in Parliament, the then Education Minister, Maulana Abul Kalam Azad, sta... more

Adult Education in India-Ed by S.Y. Shah & C.J. Daswani

A COLLECTION OF ARTICLES ON ADULT EDUCATION IN iNDIA

THE POTENTIAL OF OPEN AND DISTANCE LEARNING IN TRAINING GRASSROOTS LEVEL WORKERS IN ADULT BASIC EDUCATION: INDIAN SCENARIO

ODL IN ADULT LEARNING

This study examines some of the main approaches to the training of grassroots functionaries in In... more This study examines some of the main approaches to the training of grassroots functionaries in India in order to tackle the backlog of 300 million adults in need of basic literacy. Besides this study explores the use of open and distance learning in the implementation of adult literacy programmes and argues that this method of delivery far exceeds the achievements of programmes using other approaches to training.

Six Blind Men and an Elephant: The Futile Quest for Consensus on the Competencies Required for Good Practice (2015)

by Bernd Käpplinger, Katarina Popovic, SY Shah, and Thomas Sork

Four efforts to identify transnational competencies or de- velop broad-based curricula for the pr... more Four efforts to identify transnational competencies or de- velop broad-based curricula for the preparation of adult education practitioners are described and critiqued. The parable of the “blind men and the elephant” is employed to argue both the futile nature of these projects and the im- portance of learning “…from the lived realities of differently located others.” Although there are important limitations to the projects described, there is great merit in continuing a transnational conversation about what “good practice” means in the early 21st Century and how best to prepare adult educators for this important, complex work.

International Dimensions of Adult and Lifelong Learning (1).pdf

Edited papers of Dr. James Draper & Roby Kidd Memorial Lectures

MY PROFESSIONALEXPERIENCES IN ADULT &LIFELONG LEARNING IN INDIA & ABROAD

THIS PAPER IS AUTHORS REFLECTION ON HIS FOUR DECADES OF WORK IN THE FIELD OF ADULT EDUCATION IN I... more

MY PROFESSIONALEXPERIENCES IN ADULT &LIFELONG LEARNING IN INDIA & ABROAD

THIS WRITE UP IS A REFLECTION OF AUTHORS WORK IN THE FIELD OF ADULT EDUCATION & LIFELONG LEARNIN... more

PARTICIPATORY ADULT LEARNING DOCUMENTATION & INFORMATION NETWORKING (PALDIN)-EVALUATION REPORT ON THE IMPLEMENTATION OF THE PROGRAMME

PALDIN EVALUATION REPORT

Two Decades of NLM (1)

National Literacy Mission Authority Government of India b [ k A d 1 ii iii

My Experiences in Adult And Lifelong Learning in India and Abroad-S.Y.Shah

My Experiences in Adult &Lifelong Education in India and Abroad

Provides Details of my Professional Experiences

75 Years of Indian Adult Education association(1939-2014)

d, 2018

The publication provides a brief history of Indian Adult Education Association(1939-2014)

75 Years of Indian Adult Education Association :SOME GLIMPSES

Book, 2018

The pictorial book provides the historical development of Indian Adult Education Association (19... more

Adult Education in India- Selected Papers Edited by C.J. DASWANI & S.Y. SHAHH

SELECT PAPERS ON INDIAN ADULT EDUCATION PUBLISHED BY THE UNESCO INDIA OFFICE

Dr,James Draper Lectures

International dimensions of adult and Lifelong Education, 2017

Dr. James Draper Lectures

by Anita Dighe and SY Shah

Participatory Adult Learning Documentation and Information networking

PALDIN LEARNING PACKAGE-

This learning package consists of 14 units covering different aspects of adult & lifelong learning

SYshah Indian Adult Education Historical Perspective20191010 125413 1o7wek9