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A Study of Relationship between Environmental Awarencess... 69 (2) Formal system of education should also incorporate in its curriculum, some elements of environmental awareness programmes. This should be a compulsory part of the curriculum. (3) With the help of various mass media and modern means of communication the concept of environmental and its protection should be published and popularised viz. news paper, radio, TV, film, etc. REFERENCES (4) It would be more beneficial and effective if special programmes are launched to develop environmental awareness among the students. This is possible only through inclusion of special courses on environmental education in the schools. (5) Value-oriented education in the light of environmental pollution and environmental awareness should be provided. AMBASHT, R.S. 1990. Environmental and Pollution – An Ecological Approach, Student’s Friends and Co., Varanasi. First Edition, p-4. Annual Report 2000-01. Ministry of Environment and Forests, Government of India, New Delhi. pp. 149-150. Annual Report 2000-01. Ministry of Environment and Forests, Government of India, New Delhi. p-16. MISHRA, ANURAG. 1995. “Environmental Awareness” Research paper, Kashi Vidyapeeth, p. 3. REDDY, G. RAM. 1995. Higher Education in India – Conformity, Crisis and Innovation. Sterling Publication. p-104. ________ 1995. Higher Education in India – Conformity, Crisis and Innovation. Sterling Publication. p-102. SINGH, P.N. 1988. “Construction and Standardisation of Test of Scientific Attitude”. A Ph.D. Thesis, B.H.U., p.10.
70 Journal of Indian Education August 2007 Teachers’ Expectations from their University A Study in the Context of University of Lucknow M. VARMA*, M.S. SODHA** and RASHMI SONI*** Abstract Teachers’ Expectations from various dimensions of the University of Lucknow were studied by descriptive method and classified. Teachers were engaged in open conversational interview which was recorded and afterwards subjected to content analysis which yielded 27 categories of expectations which were further classified on the basis of similarities and dissimilarities into ten broad classes of expectations which have been discussed in this paper. Findings showed that the university teachers expected reforms in admission and examination system. Also, they suggested modifications in the methods of teaching, dealing with indiscipline and the present activities of associations of teachers, students and the employees. They expected upgradation of infrastructure and resources in the university especially in the areas of library, laboratory, hostel, teachers’ residences and facilities in the departments. Results indicated the expectations of university teachers’ to redefine the role of university in present global scenario and to review the role of vice chancellor, other officers of university, administration and duties of teachers. Several conflicting expectations were also obtained which have been discussed in the paper. The study of Teachers’ Expectations from university has indicated need of reforms in the university on which the policy-makers and the stakeholders should focus their attention. The paper has suggested that periodically the study of expectations from the university should be undertaken if the stakeholders desire to make the University of Lucknow capable and useful in the fast changing scenario of Higher education in India and abroad. A University can obviously not fulfill its role if it is not aware of definite expectations of the society. This makes a study of expectations of stakeholders of the University important for enabling * Professor, Department of Education, University of Lucknow, U.P. ** Professor, Ex-Vice Chancellor, University of Lucknow, U.P. *** Lecturer, Mahila Vidyalaya P-G College, Lucknow, U.P. the universities to fulfill their destined role. Since the teachers are probably the most enlightened class of the stakeholders, and are essential ingredients in the functioning and
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