The problems of solid waste disposal such as odors, pest infestation, community littering, and devastating effects on environmental health are serious in our secondary schools. This study investigated the effects of motivation package on secondary school students’ attitudes towards solid waste disposal in Jos North, Plateau State, Nigeria. This research used quasi-experimental research with a non-equivalent group design. The subject of the research is all SSII Geography students of public and private senior secondary schools in Jos North Local Government Area. The stratified sampling and simple random sampling techniques were employed for the study. The sample includes 43 geography SS2 students from intact classes of the four sampled schools. The experimental group was made up of 8 males and 12 females while the control group was made up of 11 males and 12 females. Therefore there are 20 and 23 students in the experimental and control group respectively. The Students Attitudes towards Solid Waste Disposal Questionnaire (SATSWDQ) was used. The t-test of the independent sample was used to test hypotheses 1 and 2, while Analysis of Covariance (ANCOVA) was used to test 3 and 4 respectively. The statistical package for social sciences (SPSS) version 23 was used for the analysis. The findings show that there is no significant difference between the experimental and control group pre-test solid waste disposal attitude mean score, there is a significant difference between the experimental and control group post-test solid waste disposal attitude mean score, there is a significant effect of school type on student attitude mean scores toward solid waste disposal and there is a significant difference between boys and girls on post-test attitude towards solid waste disposal mean score. The study recommended training and re-training of geography teachers through a series of workshops, seminars, and symposia on Environmental Motivation Package and Female and male students should take part in Green club to promote their knowledge and attitudes toward solid waste management among other recommendations were made. hypotheses1 and 2, while Analysis of Covariance (ANCOVA) was used to test 3 and 4 respectively. The statistical package for social sciences (SPSS) version 23 was used for the analysis

Although, the education system has done some work in the field of education for children with disadvantaged backgrounds in India, it has its own share of shortcomings. This paper qualitatively analyses the challenges of children with illiterate parents in private schools in India under the 25% reservation for the underprivileged through (RTE Act of 2009). Insights were gathered through semi-structured interviews with experienced teachers from an English medium private school in Dehradun, India. Themes identified through thematic analysis were irregularity at school, inferiority complex, parents Illiteracy, additional academic assistance and the pandemic challenge. These findings emphasize that the capacity of disadvantaged parent/caregiver to provide a wholesome, nurturing and conducive environment is highly challenging in a country like India. The challenges include a combination of poverty, lack of education and skills, as well as social isolation. This paper suggests areas for policy implementations and areas for future research.

Identification of students’ attitude towards learning and to the subject is essential part of educational research. The main aim of the study was focused on exploring students’ level of attitude towards Biology and to find out factors which influence students’ attitude towards Biology. To conduct this research, the convergent parallel mixed method approach was employed. For this study, a total of two research instruments such as survey questionnaire and interview were used for 170 student participants and 3 Biology teachers. The Principal Component Analysis (PCA) was used to reduce the item’s data to different factors, and the average of each factor items were used in statistical analyses. The significant difference in students’ attitude towards Biology based on gender and grades was calculated using independent t-test and ANOVA. Similarly, the qualitative data collected through interview section were transcribed and coded. The thematic analysis was used to generate themes from the data and were triangulated with quantitative findings further augmented with literatures. The result from this study revealed that, the students’ grade level have significant influence over students’ attitude towards Biology. In all the three components, the higher grades demonstrated more favorable attitude as compared to the lower grades. With regard to gender it was found that both the genders have same attitude level to all the components except for subject preference where female shows more preference towards Biology. Females are more align than the males to Biology compared to Physics and Chemistry. The general attitude of the students was found to be at high and positive level. As positive attitude is necessary for the students, therefore, there is a need to enhance the positive attitude by teachers, parents, and any other relevant education stakeholders. Biology teachers should use more of the practical based lesson so as to make concept understandable to all students irrespective of their difference.

Higher education in India is running through a crossroads especially in the context of NEP 2020, questionable learning outcomes of Indian graduates, decreasing quality education, faculty shortage for a long time and poor quality of students’ transition from school education to higher education. In such conditions, faculty recruitment and training for higher education are heavily loaded with high expectations from fresh recruits in Indian higher education Institutions as a faculty to deal with students and the system. The UGC-Human Resource Development Centres earlier known as Academic Staff Colleges have almost sole responsibility of faculty training and development in higher education system, besides some programmes run under PMMMNMTT for last few years. This particular paper gazed into the capacity building of higher education faculty along with the expenditure incurred upon these fresh recruits. Besides, refresher programmes for the experienced faculty members of higher education and short terms professional development programmes are also analyzed for the larger understanding of the issues, concerns and status of capacity building and role of HRDCs in faculty training in Indian Universities and Colleges.

English as a language and medium of instruction have pierced so much into the minds of people that it seems so important to acquire proficiency and command over this language without which one cannot survive. With such a mindset, people go so far even to give up on learning and speaking in their mother tongue and decide to never go to a mother tongue medium school because the implications are unimaginable. In the light of this stake, I critique the dominant monolingual practices and initiatives laid in the English language and medium of instruction in Telangana Social Welfare Residential Educational Institutions Society which inevitably ‘empower’ the students coming from weaker sections of the community and ‘liberate’ them from various forms of societal stigmas and oppressions.

Education for all is the phrase we have been hearing for a long time. Just like world peace, education for all is a dream too. Education has been the most important topic since the 19th century itself but as the days pass by the importance, need and ways of education are changing daily. Inclusive education is the most used phrase and the most important topic in school education nowadays. Since inclusion is introduced the challenges for the teachers have increased, but as the phrase says EDUCATION FOR ALL, we can never discriminate based on any disability, caste, creed, etc. As the need for inclusion is increasing day by day technology has been helping teachers in every case, in whatever means it can, E-inclusion can be the right term in this case as the technology is getting better every day. The mainstream schools are changing into inclusive schools for the better tomorrow, to make education for all come true, and to make this a success ICT is working hard to make things work. In this paper. Advanced technology and an increase in the use of different digital resources are important parts of education like teaching, feedback, evaluation, and learning become easier and faster, and not like traditional approaches. Specialized apps are being introduced for students with special needs, and it is not hard to get used to these apps. These are easily available and are easier to use. This paper focuses on how Mainstream schools are changing into inclusive schools and how technology is helping these schools, teachers, and students at every step of their teaching-learning process.

Psychological well-being is a major milestone in the developmental process of Adolescence. The ability to adapt to the changing environment and develop a sense of mastery is an important element of the emotional and psychological framework of an individual. One should be able to understand, control, modify, and manipulate various personal and environmental events for own benefit. This study attempts to prove the relationship between counseling and a sense of environmental mastery among school-going students. A range of studies across age, gender, and mental issues was studied for literature review. The sample of 300 students of class 10th was selected by the random sampling method. For data collection, a self-developed questionnaire on emotional well-being was developed on the theoretical ground of Ryff’s scale on psychological well-being. Paired t-test was used to find the impact of Counselling on the environmental mastery aspect of students’ well-being and results showed that there is a significant role of counseling at p>0.5 level of significance. Therefore, this could be concluded that a school that provides Counseling, and an overall good environment, nurture children to be resilient to adversities and have better environmental mastery.

Open and distance education has been accepted as an effective and credible mode of education since the middle of the 20th century. As a follow up of this, many institutions and states have come forward in offering distance education through single mode and dual mode university structures. This has resulted in increased enrolment at affordable cost and easiness to access. The people in the remote areas, employed people and the people on the margins used the system effectively to realise their educational dreams. In Kerala, the demand for higher education is on the rise and this demand could not be met through conventional brick and mortar system. This realisation has led to the establishment of a state open university, ‘Sree Narayana Guru Open University’ in 2020. The university is in its embryo stage. Still, the university has to expedite the process for offering courses and appointment of workforce and other infrastructure requirements. The current structural deficiencies are to be broken through pragmatic actions and practices. The university has to follow best practices in distance education especially with regard to; (a) design and development of courses, (b) student support services, (c) management and financing of institution and (d) integration of technology.

School education stands at a crossroads with growing uncertainties and ambiguity in the wake of Coronavirus Disease (COVID-19). The government’s mandate for the schools to go digital in their functioning is back into focus. From managing time-table to ensuring learner outcomes, teachers’ responsibility has increased considerably. Besides, the onus of school improvement has escalated the responsibilities of the principals considerably’. In such a scenario, there emerges a need to form a leadership continuum in schools that expands across the hierarchy and decentralizes power, especially to the teachers. Teacher leadership is a recent phenomenon in India, unlike its western counterparts, where the focus on the teachers’ role in leadership positions has already gained impetus. Clearly defined as a ’set of practices that enhance the teaching profession, it is a holistic concept that offers a means to improve schools overall’ (Killion et al. 2016). Besides guaranteeing school reforms, it also ensures durable professional identities (Fullan, 2006). ‘However, even where principals and schools support teacher leadership in classrooms and schools, this does not guarantee teachers to take full advantage of those opportunities to lead’(Berry et al. 2010a). In such a scenario, it becomes crucial for the principals to usher new and fresh teacher leadership prospects in schools ‘to embrace, encourage, and support innovation and creativity from their teachers’. The present paper contributes to the bleak literature on teacher leadership in India with a case study of a C.B.S.E. school in Trivandrum, Kerala. In India, rare studies attempt to conceptualise teacher leadership in a contextual understanding. Since education comes under the Concurrent List, both the Centre and States have a significant share in shaping education systems in the respective states. Hence, despite having a standard school system, culture and diversity shape the systems differently to cater to the diverse student needs and vast student strength. In such a scenario, teacher leadership can assure a potential solution to the issues related to the management and administration. The case study enlightens on the trajectory of teacher leadership observed by the school leader to achieve the maximum potential from a clientele of approximately 5000 students with the help of strong and confident teachers. It also assists the school in promoting positive culture, healthy competition, and overall improvement and concludes with the study’s implications.

Higher education has become a necessary condition in India for its people to sustain in competitive knowledge driven world. Taking cognisance of the circumstances there have been many organized efforts in this country so as to take higher education to a considerable population and thereby enable its people to live a more informed and confident life. This research article describes and explains how a vulnerable tribal population get the opportunity higher education in one of the State of Odisha. At the same time attempt has been made to bring the facts interms of socio-cultural, political and economic implications of higher education amongst the vulnerable Bonda tribal life. The investigator adopted descriptive study with case analysis design. The study was conducted in Malkangiri District of Odisha. Five Bonda tribes, who are graduates, had been involved as cases in this study. Semi-structured interview, informal interaction, close observation and recording of the interaction and interview techniques were adopted to study the cases. This article suggests that although Bonda tribesare found to have shown recessive characteristics amid socio-economic constraints interms of their participation in higher education gradually there has been a positive change in it because of the intervention of the State and Civil Societies. The progressive sign is that most of them are getting gainful employment opportunities either in private or public sectors besides their restricted participation in social and political affairs of their society. Although Bonda graduates are found to be instrumental in socio-cultural transformation, they are challenged by certain inherited traditions like taking excessive indigenous wine and animal slaughtering. The exposure of education has also helped Bonda to deal with a competitive environment especially the incursion of urban culture, which is found to be detrimental to their socio-cultural sustainability.

Multilingualism is not a new phenomenon. Around the world, multilingualism is a relatively widespread phenomenon. It is essential for the field of language education to consider and make adjustments to this reality because multilingualism brings opportunities and problems for all educational systems. In fields like linguistics, psycholinguistics, sociolinguistics, and education, multilingualism can be researched from a variety of angles because it is a multifaceted phenomenon. The teaching environment is improving with time as a result of the growth of teaching resources, favouring multilingual education. Globalization is associated with the need to increase our understanding of individual and societal multilingualism. Adopting a worldwide multilingual strategy could be a smart move to promote linguistic and cultural equity, which would afterwards lead to sustainable development.

Technology plays a critical role in teaching, learning and assessment processes. This study is an attempt to review the studies, initiatives and provisions for effective integration of technology in preparation and professional development of school teachers in Indian context. The digital competency of the teachers is crucial in implementing technological integration in the teaching, learning and assessment processes. The achievement of learners with technological integration will depend largely on the teachers’ abilities, perceptions and their skills to embrace the technology. The new education policy also highlights the need for integration of technology at all levels of education facilitating teacher preparation. It also highlights improving teaching, learning and evaluation processes. Several studies reported that the teachers were not fully confident to use technology as they were not properly trained. They have knowledge of technical devices but most of them don’t know how to use them in practical situations. This may be attributed to limited knowledge and training regarding how to use technology in teaching, learning and assessment.