This article presents the findings from case study research that was conducted into how the child-centred education policy incorporated within RTE, enacted in India in 2009, is functioning. Interviews were conducted with teachers who worked at different schools in New Delhi, Noida (Uttar Pradesh) and Amritsar (Punjab) with the analytical aim of gaining insights into how the RTE provisions are functioning from their perspectives based on their daily teaching practice. The findings show that the functioning of seven out of eight of the child-centred education provisions of RTE as well as the new role of the Indian teacher as ‘facilitator’ is problematic.

The present study was conducted to find out the role of self-concept, classroom environment and parental involvement in the academic achievement of Malayalam and English medium secondary level students. The sample for the study was collected from various schools of Malabar region in the state of Kerala. Sample consists of 600 secondary school students who pursue education in Malayalam and English medium schools of which 300 are Malayalam medium students and 300 are English medium students. Different standardized tools were used to measure the self-concept, classroom environment and parental involvement; and the score of annual examination was taken as the indicator of academic achievement. Mean standard deviation, t-test, z-test and stepwise regression analysis were used for analyzing data. The study revealed that all the three variables significantly predict the academic achievement of the students for Malayalam and English medium groups. After classroom environment which is the highest predictor for both the groups, self-concept plays more important role in the prediction for Malayalam medium students whereas parental involvement plays more important role in the prediction for English medium students.

With the rapid pace of lives transforming by the means of innovative technologies being introduced into our lives, the rate of people willing to abuse technologies is increasing as well. The motive of method being introduced by me in this paper is to monitor textual conversation of underage adolescents on social media platforms and creating alerts (if found a case of sexual harassment/abuse) through an application. In the proposed method I will be concentrating more on the algorithm used in an application for the classification of textual messages (to provide new insights towards chances of tackling cybercrime) rather than the development of application itself.

Subject like mathematics required constant teacher-student 2F2 engagement. Teacher writes mathematics formulas on blackboard and explains step by step while students try to understand the complex metrics hidden in the formulas. Teacher also observes the facial expressions of students and clear doubts instantly. But during Covid-19, whole world is compelled to teach all subjects online. As of today many online platforms are available for mathematics, but the ground reality is, the majority of teachers and students not only prepared for online teaching learning but also not having the knowledge of online apps and software to use it. This study critically examines how online mathematics teaching-learning processes facilitated with available digital gadgets, used via internet without any proper training. Further examines what kind of challenges and advantages experience by online teacher-learner respondents. This study also gathered opinions about tailor made apps from teachers and learners those who have tried. The outcome of this research study indicates positive valid suggestions to improve online teaching-learning strategies as experienced by the different respondents. The study suggest that there is urgent need to develop and offer free orientation training programs by Digital India initiatives to primary, secondary, senior secondary and higher level students.

Ongoing COVID-19 pandemic is served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities and the need for accessible and inclusive education. As the COVID-19 pandemic continues to spread across the globe, schools are closed in 180 countries, leaving an estimated 1.5 billion children out of school. In addition, 80% of persons with disabilities live in developing countries where access to education is an ongoing challenge. The impact of COVID-19 is likely to be worse for people in lower socio-economic groups, and children with disabilities face an even greater risk of being left behind. In this paper some challenges, ways and strategies are discussed so that we can move the Post COVID-19 agenda forward to make education truly disability inclusive and easier.

Now-a-days computers and internet provides oceans of information to the learners at their fingertips. Therefore, to maintain the pace with the present generation of learner who are digital natives, the real challenge is faced by the teacher. The conventional role of teacher to provide information has shifted to a role of mentor or a facilitator. Teaching science with conventional method at Higher Education Institutes (HEIs) often involves lectures being given to a large group of students accompanied by practicals, workshops and with some independent study. But teaching science in the 21st century must include teaching them to think, acquire, solve the real life problem and make knowledgeable conclusions. It is important to inculcate the qualities like inquiry and critical thinking amongst students, as these skills are useful to students from school to career. Research-Based Pedagogical Tools (RBPTs) are research as a pedagogical tool to build an environment for the students which promotes learners to think beyond the textbooks and do some research to understand the concept in more concrete way. In this paper we will discuss about elements of research-based pedagogical tools for teaching science at higher educational institutes.

Schools as institutions of education were first established in Heian Period (794-1185). In the capital a college termed daigaku, and in the provinces provincial schools called kokugaku, were set up. The nobles studied poetry and music following the pattern of study of T’ang China. The system of schools based on T’ang system and the schools of the capital were very well organized for the children of the nobility. It appeared that the education of the nobility took an extremely classical form based on Chinese classics. This article deals with various aspects of Heian education system characterized by Chinese and Japanese classics. The main objective of this paper is how the education of nobilities played an important role in unique life of the court noble that had the power to govern and how the education of the nobility was unique in having the life of the court as its foundation.

Life Skills Education is a value addition programme for children and youth to understand self and enable them to analyze their capacity to enhance the function in most productive way so they empower efficiently in challenging situations. Life Skills include psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathize with others, and manage their lives in a healthy and productive manner. Life Skills are needed at all stages and phases of life, but it becomes important for children and adolescents because this is crucial stage on which future of individual depends. The Life Skills programme is a very important and integral part of the educational system worldwide. It is a school based programme where Life Skills are imparted in a supportive learning environment. The Central Board of Secondary Education (CBSE), India has introduced Life Skills Education as an integral part of its curriculum and provides guidelines for transaction of the ten core Life Skills. Though Life skills are often learned indirectly through experience and practice but it would be enhanced directly by implementing through a dedicated Life skills curriculum by using proper and suitable transaction methods. In school based programme to teach Life Skills in supportive leaning environment teacher’s role is very crucial. Teachers should be act as positive role models for students as Life Skills are better caught then taught. So it is significant to know what strategies teachers build to inculcate the Life Skills among students. The present paper focuses on the ten core Life Skills necessary for students and the strategies used by CBSE teachers at upper primary level of Varanasi City to transact and internalize these Life Skills among students. Survey method was used for the study. Sample consisted of 225 teachers teaching at upper primary level from 31 CBSE schools selected purposively. Content analysis was used to analyse data obtained from questionnaire prepared by reseacher, frequency and percentage were calculated. The findings provide information regarding strategies practiced by CBSE teachers would be helpful for designing Life Skills Training Module.