Contents Vol. 9, No. 1, April 2018

According to NCTE document National Curriculum Framework for Teacher Education (2009), the curriculum of teacher education is broadly dealt under three areas, viz; foundation of Education, curriculum and pedagogy and school internship. The foundation of education includes learner studies, contemporary studies and educational studies. Curriculum and pedagogy deal with curriculum studies, pedagogic studies and assessment and evaluation studies. According to revised norm of NCTE (2014), the curriculum of teacher Education broader focus on two years long duration of B.Ed. and M.Ed. and give emphasis on relevant learning experiences involving engagement with the field and Internship programmes. In this study the student teachers perception towards curriculum reform in various teacher Education Programme (B.Ed, M.Ed & D.EI.ED) have been studied. Population for the study is taken from Teacher Education institutions of Odisha. The sample of the study consisted of 300 students of teacher education programmes offered by RIE, Bhubaneswar (50 B.A/B.Sc. B.Ed., 50 B.Ed. and 50 M.Ed) and Radhanath IASE, Cuttack (50 D.EI.Ed, 50 B.Ed and 50 M.Ed). Data were collected with the help of a questionnaire. The components of the tool consisted of different areas of curriculum, viz; Perspectives in Education, Curriculum Pedagogic studies and Practicum and school Internship. Data were analyzed descriptively. It was noticed that a large majority of M.Ed students gave high opinion about different items covering three components of curriculum. A large majority of B.Ed. and B.A./B.Sc. B.Ed. programme students gave favorable opinion about curriculum reform. Similarly, a large majority of D.EI.Ed. Students expressed positive views about different areas of few teacher education curriculums. This is concluded that the curriculum reform in teacher education has been appreciated by the student teachers. Hence, appropriate steps must be taken to stabilize teacher education curriculum in view of making it more realistic and relevant to teaching learning system.

Occupational Stress refers to mental or physical tension or both, created and related to occupation and its environment. Due to technological changes all over the world, occupational stress has emerged as a growing concern for all working organizations including University libraries. Stress in library environment is not good for universities as it leads to decrease in quality of service delivery and job performance among library professionals. In the present study,descriptive survey method was employed to collect data from 301 library professionals working in central libraries of 24 universities of Punjab and Chandigarh. Questionnaire was used to measure the levels of occupational stress and job performance among library professionals. Statistical techniques like mean, S.D., t-test and ANOVA were used to analyze data and infer the results. Results of the study revealed that no significant difference was found in mean scores of occupational stress and job performance of library professionals on the basis of gender. A negative but significant co-efficient of correlation was found between occupational stress and Job performance among library professionals. The mean difference in job performance of library professionals with low and high level of occupational stress was found to be significant at .01 level.

Lifelong learning is designed to enable people, at any stage of their life, to take part in stimulating learning experiences, as well as developing education and training across the society. It implies that learning is a continuum which occurs every day, week, month, and year. The present paper explains what N. F. S. Grundtvig, Rabindranath Tagore, Mahatma Gandhi, and Paulo Friere meant by Lifelong learning and Learning for life with relevance to the present context. Lifelong learning has three broad constituent elements: Learning for life, Learning for livelihood, and Learning throughout life. The first one, learning for life is a Grundtvigian innovation of more than 200 years. The aim of this education, as visualized by him, should make neither education nor itself its goal but the requirements of life. It must take life as it really is and shed light on and promote its usefulness. Rabindranath Tagore and Mahatma Gandhi have thought about the three components of lifelong learning in a holistic way. Learning for life denotes learning which is essential for the human being, a learning that adorns life and makes it worth living. Tagore felt that to uplift the quality of life of rural community, the rural population should be brought within the circumference of formal, informal, and non-formal learning so that the people themselves could appreciate and enhance their own cultural traditions. Mahatma Gandhi experimented with the same thoughts when he came out with his concept of basic education. His scheme placed supreme importance on knowing through doing, which he visualized as craft-oriented. To Paulo Friere, ‘Conscientization’ is the most important aspect of education. Conscientization is a political-education process which enables the masses to overcome ‘false consciousness’. This is absolutely necessary for the oppressed masses to get rid of ‘Culture of Silence’. In today’s 21st century the concept of lifelong learning and learning for life are extremely relevant to keep oneself ongoing and meet the latest requirements of the technology driven society.

The prison system is expected to reduce crime rates not only by reforming criminals but also by discouraging the general public from behavior which is punishable by imprisonment. The prison system is also expected to make life unpleasant for people who, by their crimes, have made others’ lives unpleasant. Finally, society wants to reduce crime rates. The prison system in our country has now been improved much. In general, effects of imprisonment are the nature of the progressive weakling of mental powers and of a deterioration of the character in a way which renders the prisoners’ life fit for useful social life and in consequence they are no more liable to reconviction. Our enormous investment of time, energy and money for reformative or rehabilitative prison model has been demonstratively successful in preventing and controlling recidivism among prisoners. But in previous time the prison condition was not so good. Now, in Indian prison the caring of the prisoners are better and even improved as we compare with the ancient time. Many steps are being taken in India for prison reformation and one of the big steps is introducing education for prisoners. For this, the education system and its all facilities have been combined with the prison system so that the prisoners may get the education and engage themselves in a productive work for their livelihood and finally live their life respectfully when they come out from the prison. Through education the prisoners can also learn the socialism and learn how to behave with the people living in society. This approach expressed a definite attitude towards human beings that they are modifiable for the better if given the proper opportunity. But many Criminologist, psychologist and sociologist believe that the ways in which inmates adopt to prison life have simplifications not only for the institution and society but also for the future of the prisoners. Thus, through education the reformation in India may be possible and also by the proper management and caring of the prison and prisoners in Indian prison system. Indira Gandhi National Open University (IGNOU) has taken initiative to educate the Jail Inmates in Jails (Sudhar Grah) free of Cost across the country in the year of 2010. It aimed at fulfilling the learning needs of both literate and semi-literate prisoners. Data of IGNOU Regional Centre Karnal Haryana reveals that total 4131 Jail Inmates for Fresh admission (3435) and Re-registration (696) were admitted in various Jails from the year 2011 to 2017 having Fresh 83.15% and Re-registered 16.84%, in which ratio for male and female was 3388 (98.63%) and 47 (1.36%) for fresh admission. Maximum fresh enrolment (693) was in 2015 whereas minimum (280) in 2012. However, maximum Re-registration (161) was in 2017 and minimum (69) was in the year of 2012 under Regional Centre Karnal.

Information and communication technology (ICT) is one of the important tools in promoting education at all level. ICT has changed society into information society & facilitating every sphere of social and economic life. Impact of ICT has been evident in all socio & economic sectors such as banking and insurance, administrative setup, postal services, biomedical, health & trade etc. It has spreader all walks of life & made life easy and comfortable. Education is one of the important areas which have been greatly influenced by the application of ICT in a very impressive & successful manner. ICT has entirely changed the working style of teachers & of the school. Teachers are expected to teach in an inclusive manner. Keeping in view the educational needs of special children with the appropriate use of ICT. This paper is an attempt to explore the perceived role of ICT in the effective professional development of secondary school teachers and their awareness towards the use of ICT in imparting quality education. Further the paper highlights the important surveys, finding in respect of ICT. The paper has critically analyzed the challenges being faced by the secondary school teachers in their professional development.

Education is a process of learning through which a person can collect, compare, organize, and disseminate knowledge with an effective way to present oneself in front of society with a positive attitude. It helps a person to take decision, judgement and express his/her view. In this context Higher Education System is doing something in a broader aspect of the Inductive process (Specific to General way). It encourages one to develop knowledge for connecting with someone who stands to the other side of the boundary. The objective may be fruitful if we execute the process properly and it gives benefit to others. Further, the ambition of higher education is to widen the path of gen - y for research and innovative development. A few of supporting tools are playing an important role to carry forward the knowledge domain. One of them is Library and Information Services which facilitates scholarly communication by providing resources and services. One’s thinking ability contributes to innovative changes, to help navigate our society. Library and Resource Centres are basically rejuvenating, nourishing, and polishing the talent of end users by providing necessary academic documents.

The word sustainable development and Gross National Happiness seem to be synonyms in the present context as many of the objectives of both the concepts are overlaps and similar. So in the context of Bhutan GNH policies are meant to achieve sustainable development. In the 1970s, the Fourth King of Bhutan, Jigme Singye Wangchuk announced “Gross National Happiness is more important than Gross National Product”. Since then Gross National Happiness [GNH] became the Bhutan’s development guideline where development is holistic, comprehensive and sustainable. In 2008, GNH become an official national objective to pursue of wellbeing and happiness of citizen through implementing GNH index in county’s development policies, plans and programmes. As Bhutan’s development is based on GNH index that focuses on nine domains, out of which Education is one of the important domain where 7.5% of the government budget are allocated in this sector. Therefore, this paper seeks to assess the role of education for successful implementation of sustainable development in Bhutan.

The 21st Century teacher is required to augment and connect learning via innovative digital methodologies as digital technology can excite learners and even provide an engaging alternative vis-à-vis the conventional methodologies. This is a statement often uttered in education circles. The questions before us are: are our teachers inclined towards technology? Are they aware of a variety of technological tools that can be embedded in teaching? Are they be able to create their own learning objects? Unfortunately, largely ‘NOT’. This paper presents a classroom adventure wherein, B.Ed. teacher trainees created digital objects in the form a Shareable Content Objects (SCO).

Sarva Shiksha Abhiyan (S.S.A) is government of India’s flagship programme for achievement of universalization of elementary education (UEE) in a time bound manner as mandated by 86th amendment to the constitution of India making free and compulsory education to the children of 6-14 years ago group, a fundamental right. The programme seeks to open new school in those habitations which do not have schooling facilities and strengthen existing school infrastructure through provision of additional classrooms, toilets, drinking water, maintenance grant and school improvements grants. The main objective of the study is to examine the awareness of prospective teachers towards Sarva Shiksha Abhiyan with the respect of following variables- Gender, Inhabitation, Stream, Category and level of education. Descriptive survey method of investigation was used in the study. A sample of 100 teachers (male & female) selected randomly from Madarsa of Varanasi district. Questionnaire was used to collect data (developed by-Miss Nimisha Ojh) for knowing the awareness of Madarsa teachers towards Sarva Shiksha Abhiyan. The collected data was analyzed with the help of statistical techniques of mean, S.D and t-test. Hypotheses were tested on 0.05 level of significance. Findings of the study revealed that there is no significance difference among prospective teachers towards quality and access of Sarva Shiksha Abhiyan with the respect to gender (male and female) and stream (science and humanities) but significant difference among prospective teachers towards quality and access of Sarva Shiksha Abhiyan exist with the respect to inhabitation (rural & urban) and level of education (graduate & undergraduate).

Importance of Education has always been accepted by one and all. Developmental graph of mankind, over the years, presents a testimony to the multi dimensional efforts of one and all in understanding the nature of education and devising ways and means to carry forward the process of education with an objective of equipping young ones with skill to lead happy life and contribute towards the welfare of society. Massive efforts have been invested, both public and private, in financing and managing the education systems to build up a human capital that reflects itself in shared prosperity. However, one is confronted with a paradoxical situation with impressive levels of industrial and technological progress, successful space missions and large mass of illiterate population living below poverty line representing two ends of the spectrum in India. Global acknowledgement and recognition of IITs, IIMs and other institutes of higher learning is a well deserved pride for India but existence of a multitude of ill equipped and impoverished primary schools is a reality too. World Development Report-2018 mentions that ‘In rural India, just under three-quarters of students in grade 3 could not solve a two-digit subtraction such as 46 – 17, and by grade 5 half could still not do so’ and emphasizes that schooling is not the same as learning. This paper attempts to put in perspective efforts geared towards schooling, available evidence to highlight the role of teacher and propose measures to act on the evidence in order to bridge the gap between schooling and learning.

This study examined the relationship between Perceived Stress and its different dimensions (pedagogy, practice teaching, teaching aids and generic stress) among prospective teachers. It is hypothesized that perspectives of perceived stress among prospective teachers are determined by stress generated teaching pedagogy, practice teaching, teaching aids and generic stress. Perceived stress and its different dimensions revealed a positive linear relationship. A quantitative approach was selected to explore this relationship. A survey was conducted with 300 prospective teachers from colleges of Education in Haryana, in order to find out the sources of stress through random sampling. Research instrument to measure perceived stress is prepared by researcher himself. By applying factor analysis on different statements related to pedagogy, practice teaching, teaching aids and generic stress, validity and reliability is determined with careful manner. Correlation and regression analyses revealed strong positive correlations between perceived stress and its predictors. Results revealed an essential significant effect of gender and marital status on perceived stress & levels of stress among prospective teachers. It is explored that female prospective teachers have reported more perceived stress and level of stress than male prospective teachers.. Married prospective teachers have high perceived stress and levels of stress as compared to those from unmarried prospective teachers. Suggestions and directions for future investigation are discussed.

The present study attempts to explore how the introversion and extroversion nature affect the adjustment of pupil teachers. As the failure and success of the teachers in their profession also depends upon their adjustment. This was an empirical research with a sample of 120 prospective teachers who are getting training in three colleges of education affiliated from M.D. University, Rohtak that are selected randomly from Rohtak city of Haryana. Descriptive survey method was used. Adjustment of prospective teachers was assessed by using Adjustment Inventory for College Students (AICS) developed by Singh & Singh and introversion-extroversion nature of prospective teachers were assessed by Introversion-Extroversion Test developed by Aziz & Agnihotris. Statistical techniques i.e. mean, S.D. & ‘t’ test was applied to find out the significance of difference between means. The results indicated that there was no significant difference in adjustment of male and female prospective teachers as well as married and unmarried prospective teachers. Further, the results also indicated that there was no significant difference in adjustment of extrovert male and extrovert female prospective teachers. There is no significant difference in the adjustment of introvert male prospective teachers and introvert female prospective teachers. While no significant difference was found in adjustment of extrovert male prospective teachers and introvert male prospective teachers. There was significant difference was found in the adjustment of extrovert female and introvert female prospective teachers.

Education should remain always in a constant flux. However, the change should come at gross root level rather at surface level. Knowledge market demands that educational issues need deliberations intellectually and publicly rather to put it simply at common sense approach. School education in Jammu and Kashmir has many issues and challenges at gross root level. In this conceptual paper, we have attempted to map out those problems along with suggestions from structural perspective.

The aim of the present study was to explore teachers’ opinions towards inclusive education in Chandigarh and to gain more knowledge about the factors that may influence the implementation of inclusive practices in a school system. Data has been collected from 65 primary teachers selected randomly from 10 government primary schools of Chandigarh. It was found that many of the teachers had opine that Children with severe disabilities should be educated in special or separate settings and special education teachers are trained to use different teaching methods to teach students with disabilities more effectively but at the same time most of them also agreed that Inclusive education is likely to have a positive effect on the social and emotional development of students with disabilities. Qualitative analysis of the open ended questionnaire along with Focus group Interview with teachers regarding the education of children with special needs revealed that they are quite ready for educating CWSN in regular classrooms but they face various barriers and challenges that impact the teaching and learning of these children in general classrooms.

Procrastination can be a chronic problem for the students who usually enjoy spare time, too much involved in co-curricular activities and have long term deadlines. It can leads to their low grades in academics and can increase the stress level among them. This can cause problems in their career as Procrastination prevents students from reaching their goals. A sense of discomfort can also be inculcated among students, as things start accumulating. Due to Procrastination, students could always be wedged in problems and feel stressed also. The main objective of the present study is to explore whether there is a relationship exists between Procrastination, Stress and Academic Achievement among B.Ed. students of the GGSIP University. The researcher has collected data through the self-constructed Procrastination and Stress Scale which were administered on a sample of 100 B.Ed. students. The results of the study highlighted that there is a significant positive correlation among Procrastination, Stress and Academic Achievement exists among university students. The results of the study have significant implications about the prevention of Procrastination, reduction in stress and counselling of students in the colleges and in the universities.

Every year MP government spends roughly 8-10 crores of rupees to organize three day festival of excellence called Pratibha Parv. The document of Pratibha parv indicates that there is increase in quality education in schools of MP. But NAS and ASER report along with NUEPA report of 2013 tells a different story. In fact, NUEPA study indicates that MP government slipped to 28th position in educational index. Pratibha parv started to improve the quality education both in infrastructural as well as in teaching-learning process. Document of Pratibha Parv indicates towards the CCE as mentioned in RTE. But when the conduct of Pratibha Parv especially at school level was observed, picture was different from what is portrayed. This small qualitative research conducted by the investigators was during the Pratibha Parv. In the name of comprehensive assessment, records were not only properly generated but also not being used properly for the benefit of the students. There were some suggestions in regard to the study which might prove beneficial for the students as well as for government especially when Non-detention policy would be removed.

Cut throat competition is the hard reality and survival of the fittest is the mantra to live in this world. In this situation those persons, who can handle intrapersonal and interpersonal relations very well, they are successful. In this context, life skill education has become the essence to survive. Life skill education provides individual the strength, courage, and power to become resilient against the extremities of the world. From 1990s onwards WHO, UNICEF and other international organizations are working on it and able to identified ten psycho-social skills that an individual requires to survive. These skills are more relevant for children and adults belonging to marginalized and deprived sections of society as they are often being exploited either physically, sexually or mentally. It has been found out in researches that marginalized sections of society are most vulnerable to all kinds of exploitation and abuses. In this context, KGBV girls who belong to the most downtrodden sections of the society are being given training on life skill education. A research was carried out on two set of KGBV girls one who received training on life skill education from the master trainer (teachers) and other group who did not. A total of 240 students were taken as sample. A well being scale developed by Margaret Kern et al. called EPOCH was used in present research to see the effectiveness of the training programme. It was found out that group which received training on life skill education had significantly higher mean score in all the dimensions of EPOCH well being scale than those who didn’t. This indicates life skill education training programme has positive impact on the well being of children.