SOCIAL INTELLIGENCE IN STUDENTS PURSUING PROFESSIONAL AND NON-PROFESSIONAL COURSES: A COMPARATIVE STUDY
Journal Title: International Journal of Research in Social Sciences - Year 2017, Vol 7, Issue 8
Abstract
Traditional education in India was largely non-professional in its compositions. It was after the advent of British rule; the modern professional education came into vogue in India. It was in the mid of the 19th century that Calcutta, Madras and Bombay Universities came into existence. After Independence, with the establishment of separate department for education both at centre and state level provided impetus to the proliferation of higher education. It is to be noted that till 1970’s and 80’s a small number of students would go for professional education. This situation has undergone a dramatic change in the last 3 decades or so. The preparedness of the government to increase funding for higher professional education, freedom to the private partners to run private professional colleges, ever increasing demand from the industry to accommodate more and more professional trained graduates. Opportunity made available by the globalization, increased awareness on the part of parents and students themselves of the advantages of professional education are some of the significant factors that have made professional education more popular in the recent decades. In the contemporary times the number of those who take professional education has significantly increased. It is very difficult to quote exact figures, however, different agencies and surveys put the figure of professional student in India between 22 to 37% of the total students who opt for higher education. It is quite reasonable to mention that the type of education that one receives emergences as one of the important factor that governs his attitude towards life and determines his choices to very great extent. 100s and 1000s of graduates and post graduates come out every year from colleges and Universities every year from India. Their exposure to different educational environment as professional or non professional learner is bound to have different impact on their psychological and behavioural traits. Subsequently, the impact of their behaviour as professional and non-professional graduate students is also going to be different on society. The knowledge and understanding as how their training as professional and non-professional students affects their other traits and characteristics will prove to be of immense help to all who are directly or indirectly concerned with education. Moreover, professional graduates play a crucial role in the process of social and economic amelioration of society; therefore, it is imperative to understand how they differ from those of non-professional students. It is to be bored in mind that this difference should not be misconstrued as any type of superiority over those of non-professional students. It is the matter of knowledge that entire development of modern professional education has taken place as a response to fulfilment of industrial demands. It has also been argued by educationist and psychologist that the professional education can equip the learners with the necessary knowledge to earn their bread and butter but it remains questionable whether the professional education which is largely technical in its orientation does also facilitate the comprehensive development of the personality which is inclusive of intellectual, artistic, aesthetic, social and spiritual development. There is a school of thought that has been arguing consistently that so called nonprofessional education which emphasises more on awareness and understanding of life and world and less on skill development is more conducive to live contended and happy life. Therefore, it is desirable to carry out research to investigate how different type of education does impact various psychological and behavioural traits or factors and to what extent. Here it would be appropriate to throw some more light on the concepts of professional and non-professional education.
Authors and Affiliations
Dr. Monika R. Seth
Keywords
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