Abstract: Glocalisation can be divided into the terms global and localization, which mean a global outlook adapted to local conditions. This is expressed by the term “Think globally and act locally.” In fact the education is functioning in a global market. Whether it is in form of academic institution catering to an international labour market, or an international institution which through physical/online mode serving the learner The globalisation has brought a serious change in reference point for determining the aims and objectives of every level of education. One of the questions the researchers chose to respond was ‘how had the content and nature of curricula of B.Ed. Education in Bihar changed over the period 1987-2009?’ The period also signifies the Indian rising to globalisation. To answer this question the researchers chose the content analysis method. In this analysis it was found that despite the ballooning of the curricula of Universities over the decades, the thrust of change is not towards the direction to address the needs of glocalisation. The additions in B.Ed. syllabi of universities of Bihar contribute to the numbers but the teaching practices and approaches remain vague as earlier. The NCTE curriculum that is based on the NCFTE-2009 has suggested radical changes not only in content but also in practice of teaching learning. It has added a global perspective to the the curriculum. It is a challenge for the curriculum makers as well as for the teacher educators who transact the curriculum to adopt these elements in their teaching learning process.
Keywords: Globalisation, Glocalisation, Teacher Education, Bihar, Content Analysis.
Title: Glocalisation and Thrust of Change in Teacher Education Curriculum of the Universities of Bihar
Author: Dr Madhumita, Prabhas Ranjan
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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