Since independence, India has been undertaking development projects to improve the quality of life through ‘planned development’ in successive Five-Year plans but some of them have brought adverse effects through displacement from original habitation due to large-scale land acquisition. All projects which includes industrial, mining, irrigation and infrastructural projects, farmers are resisting for land diversion and acquisition because it lads to their miseries, deprivation, joblessness, rehabilitation problem and resettlement. The main issues involved in land diversion process are fixation of compensation for acquisition of land, displacement of families and their rehabilitation at a secured place and employment of farmers. Development-induced displacement has brought severe socio-economic and environmental problems. For several decades, development projects in India have expropriated and forcibly displaced scores of people, without giving them the protection that a formal policy and legislation of development-caused displacement and resettlement should give to all citizens. The only existing relevant law has been the Land Acquisition Act (LAA) from 1894, which prescribed only how land could be expropriated with payment of compensation, but contains nothing about people’s entitlement to bring resettled and rehabilitated. In this connection the paper delineates about the Dongria Kondh a primitive tribal communities in south-west Odisha in eastern India, are at threat from the expansion of an alumina refinery and new bauxite mining project. Effectively kept excluded from the decision-making process, their land is to be used for other’s profit. They have already suffered deprivation of their rights to water, health and environment, because of pollution and poor waste management by the refinery. The mining project will be located on the traditional lands of the Dongria Kondh, an Indigenous endangered community who now face the fear of losing their way of life, sacred hills, rights to water, food, livelihoods and cultural identity. This paper will discuss India’s needs not only for a strong policy on population displacement, resettlement and rehabilitation, but also for enacting firm legislation, compelling for government agencies and for private sector corporations and programmes.

Understanding the process of the personal and professional development of pre - service teachers is significant in exploring their potential for self-growth and evolution into reflective practitioners. The present study embarks on a thematic analysis of the narrative texts of the reflective journals of six pre-service teachers who were placed in the same school for their internship. The framework in which the analysis has been done focuses on three dimensions: (i) engagement with learners (ii) transaction of the teaching learning processes; and (iii) self concept as a teacher. The findings of the study emphasize two important aspects: the role of reflection in the personal professional development of prospective teachers and the need for a paradigm shift from a uniform, institution-built approach to teacher development to a context related, flexible and reflection oriented mentoring approach that acknowledges the voices and experiences of the evolving teachers.

The paper attempts to identify the various dimensions of the No Detention Policy and explores whether or not the existing policy and its resultant activities and services continue to be effective and efficient in helping children and their education. While analyzing No Detention Policy, certain issues were raised on the continuums regarding the motives of the policy and its adaptability in the existing system of education. On the basis of the content analysis of policy and its various ordinances, five major comparative dimensions (viz. Quantity Vs. Quality, Attendance Vs. Achievement, Planning Vs. Implementation, Holistic Vs. Parts and Assessment Vs. Measurement) were thematized

which depict practical implications for the policy makers who have to make strategies and decisions in order to cater this policy in a cogent

and systematic manner.

Government of India in recent years has taken a host of admirable policy initiatives in the education sector that could potentially transform the country into a knowledge haven. All these policy initiatives though try to induce a major social change or transformation in the educational sector of India, but there still remains a huge gap between the ‘Theory’ and the ‘Practice’.

This paper will try to give a holistic picture of the efforts that are being made to use ICT for education and also examine why in spite of all these efforts the technology is still on the peripheries of the Indian educational system. The paper will throw light on the challenges and problems that are being faced by the students and as well as the stakeholders in making virtual education a possibility in true sense. How can effective implementation of virtual education be attained so that the goal to enhance the socio- education use of IT to overcome the digital divide is achieved?

The present study is designed to construct an Attitude towards Science Scale for student teachers. An Attitude Scale was developed and

standardized by administering it on 100 randomly selected student teachers of Madurai Revenue District of Tamil Nadu State and conducting item analysis to eliminate the inconsistent items in a tool. The final form of Attitude Scale consists of 25 items classified into four sections namely – Personal confidence about the subject matter, Involvement with the subject, Usefulness of the subject content and Perception of teacher’s attitude. All the items of Attitude Scale are Likert-type with the five- point rating.

Socio-emotional school climate of an educational institution is a bridging concept between pupil and the school in which they study and is the perception of the structure, process and values by the students. Level of aspiration can be defined as a person’s expectations, goals or claims on his own future achievement in a given task. Research reports that socio –emotional climate of an organization influences motivational level of an individual. Keeping in view the interdependence between socio–emotional school climate and level of aspiration a study was under taken to fulfill the objectives which are (i) to explore the perception of socio-emotional school climate of the senior secondary school students, (ii) to study the level of aspiration of the senior secondary school students, (iii) to find out the difference between senior secondary boys and girls in their level of aspiration and socio-emotional school climate (iv) to find out the relationship between socio-emotional school climate and level of aspiration of senior secondary school students. The study was descriptive survey in nature. Collection of data was done

from 300 senior secondary school students of Amritsar district of Punjab. Simple random sampling technique was used to select the sample. Data collection was done by using two standardized psychological tools. The study revealed that, socio-emotional school climate as perceived by the senior secondary school students does not influence their level of aspiration.

The dominant models of pedagogy involve a unidirectional process where children are mere passive receptacles. Mismatch between a child’s home and school languages further thwarts any possibility of bi-directionality. This paper is based on a study conducted in primary schools in the tribal blocks of Gajapati district, India, to explore the experiences of teachers while using children’s home language in classrooms and to examine if this results in a change in a collaborative model of pedagogy. Semi-structured interviews were carried out with teachers in Guma block that had 100% monolingual tribal students. Content analysis of the data revealed that only a few teachers were able to use the children’s home language to create a learning space that was reciprocal, recursive, and collaborative. The theoretical framework was drawn from the social learning theory of Vygotsky, and works on intersubjectivity and collaborative learning by Matusov and Rogoff.

Access to equal information and knowledge has become a social requirement and a fundamental aspect of human rights. Rapid developments of ICT bear huge potential of improving the quality of education for successful developments of students with special educational needs by advancing their social integration and increasing learning, as well as accessing learning. Moreover, effective use of ICTs can support a high quality training of teachers in the field of special education. The present study addresses the inclusive school principals and special education teachers’ attitudes towards ICT in their educational fields. The results show that there is a great need of using ICT learning environments for training school staff and improving the quality of education for disabled children. It is suggested that ICT can play an important role to improve learning quality and develop effective teaching and learning strategies that contribute to disabled children’s engagement in their learning process.

Prefects are student leaders elected or appointed and assigned administrative duties in schools. Besides their school responsibilities, prefects are expected to perform their academic work well and attain good grades in class tests and national examinations like other students. According to reports in Nakuru District Education Office, achievement in examinations of public secondary school students decline when they take up prefects’ responsibilities. Perhaps this may be due to the influence of school responsibilities on their academic work. This study sought to investigate the influence of school responsibilities on prefects’ academic work performance in public secondary schools in Nakuru

District. The study used the descriptive survey research design. Purposive sampling was used to select the 15 secondary schools that participated in the study. A sample of 15 deputy principals, 45 class teachers and 150 school prefects were selected using purposive and simple random sampling techniques. Three instruments; Deputy Head teachers’ interview guide (DHTIG), Class teachers’ (CTQ) and Prefects’ questionnaires (PQ) were used to collect data. The three data collection tools were validated by a team of four experts from the Department of Curriculum, Instruction and Educational Management, Egerton University. The reliabilities of CTQ and PQ were estimated using the Cronbach Alpha method. Their reliability coefficients were 0.70 and 0.73 respectively. Data were analyzed with the aid of the Statistical Package for Social Sciences (SPSS) version 17.2. The study established that there were significant differences on prefects’ academic work performance by school responsibilities performance category. The study recommended that the teachers provide remedial teaching and academic counseling to prefects so that they can attain good grades in national examinations for entry to higher education.

It is assumed that parental education and parental involvement are of great importance for better academic performance of the child. The study was undertaken upon 50 tribal students and their respective parents of Mayurbhanj District to know the role of parental education and involvement on learning achievement. It is revealed that there existed no significant difference between learning achievement of tribal students in basic school Subjects with respect to high and low parental education; high and low parental involvement.

Educational development is a mean to achieve overall development in a country. It is a well-known fact that the human resource development cannot be possible without ensuring the spread of education among the masses. Secondary education serves as a link between the elementary and higher education, and plays a very important role in this respect. This paper explores the status of secondary education in India. It briefly presents the provisions made under schemes like RMSA for strengthening the secondaryschools in Indiatill the end of 11th five year plan.Though access in terms of availability in secondary schools is satisfactory, picture of provision of facilities in the secondary schools is bleak. Although enough number of teachers are available in secondary schools yet pupil teacher ratio is quite dismal. Further, the availability of trained teachers in secondary schools are the big issue.All data used in it have been taken from Secondary Education Management Information System (SEMIS) for the year 2009-10. This paper is divided into three sections. Introduction and development of secondary education is discussed in first section. In the second section access to Secondary Education is discussed. The third section embodies concluding remarks and policy implication.

Professional development is an ongoing endeavour for the faculty members, who are teaching to professional students. It is never too late to learn or improve oneself. What is taught? How is it taught? are inextricably linked and very much dependent on each other. The faculty should know the teaching techniques to deliver their content and meet the requirements of the targeted students. Content matter should be updated, stands as an example of practical application, change according to the emerging technologies.

Around 90,000 students appear, each year, for the Maharashtra State Common Entrance Test (CET) conducted by the Directorate of

Technical education (DTE), the educational authority of technical education in Maharashtra, to get an admission into an MBA college in Maharashtra but only around 35,000 students graduate each year with a coveted Master of Management Studies (MMS) degree in the hope that it would land them a high paying job in a top organization. But are these students really the crème de la crème of management education? Are they well equipped with the business knowledge, skills, and attitude (KSA) that today’s competitive environment demands? Many corporates seem to disagree, citing fundamental problems within the management education system. This paper will look into these problems which have created an employability gap among management students and would provide answers on how these problems can be tackled across the three main streams of business education-Human resources, Marketing, and Finance. Later, the paper will provide insights into how the structure of management education in Maharashtra can be strengthened. Data were collected using semi-structured interviews that were conducted with the following principal actors in management education: Current management students, management students who have completed a year in an organization, faculty from business schools across Maharashtra, recruiters who conduct campus placement interviews, and, finally, functional managers to whom these students would report to at work. The paper has huge implications for the management educational authorities and business schools in Maharashtra, India.