Economic recessions and pandemics like COVID-19 typically leave behind a degree of economic scarring and slower growth in subsequent years. Without immediate remedial action, drop-out rate of girls from schools continue to rise making way for early marriages, sexual exploitation, and domestic violence. In this article we review access to education and technology during COVID in Uttar Pradesh to address the following questions – what were the challenges in equal access to education and technology in Uttar Pradesh during the COVID-19 pandemic? How does education during a pandemic affect learning and continuity in education for children? To answer these questions, we address the issues that contributed to greater uncertainties regarding equal access to education and technology during the pandemic. We bring out the focus group discussions with head teachers, schoolteachers and students (mostly girls) aged between 12-17 years in rural and urban areas in Uttar Pradesh to suggest possible remedial actions to improve access to education and technology and to raise awareness of potential challenges facing students and teachers in Uttar Pradesh.

Education plays a crucial role in the growth and development of the learners. Students, as learners, are the primary beneficiary of education. Education provides students with the opportunity to develop their cognitive, social, emotional, and physical abilities, as well as to acquire knowledge and skills that will prepare them for future careers and life challenges. Life skills education is a holistic approach which nurtures all dimensions of human development and reinforces psychosocial skills. NCERT recognized the effectiveness of life skills education in promoting desirable behavior such as sociability, improved communication, conflict resolution, self-awareness, stress management etc. Considering the importance of life skill education all over the world, it is being implemented in the curriculum. It has been seen through many research studies that intervention programs of life skills education, has a significant impact on a student’s academic achievement as well as his mental health. CBSE and UGC have adopted Life skills education and implemented it in the curriculum of school education and undergraduate program respectively. The present paper focuses on the importance of life skills education and the benefits of imparting life skill education in our curriculum.

Technological development has affected the ICT tools of teaching learning system. The educational system of India has emerged greatly with the benefits of ICT and open access material available online. The internet has brought the information and knowledge in the hand of educational community. This article aims to increase insight into the importance and benefits of open educational resources (OERs) and its application in teaching and learning process. To comprehend India’s position on OER, Government of India has taken many relevant initiatives which are disused in this article. In order to meet the professional goals of young Indians, this research also offers several advantages of OER concepts that are building complex lifelong learning pathways.

The vision of NEP 2020 is to restructure and change the education system and structure in the country. But the COVID-19 pandemic has created unexpected challenges in India’s educational setting. Schools and colleges have switched to remote learning and started online education system. The pattern of education has changed all of a sudden, and digital learning has emerged as the primary alternative. This sudden switch and overdependence on technology has come with its fair share of constraints. Expectedly, theNEP 2020 policy proposs several measures for promoting digital learning and enhancing infrastructure requirements. However, identified the socio-economic and regional diversity of India, there exist multiple roadblocks to accessibility and the capability of widespread adoption of online teaching and learning, some of which are discussed in present research paper.

The current research has tried to explore the effect of a school intervention program on nurturing spiritual development among school students through school assemblies. The objective of the research is to design a framework for school intervention program and construct a spiritual assessment tool for assessing spiritual development. To test the effectiveness of the intervention program in developing spirituality, the researcher had developed a spiritual assessment tool. In the present study, a quasi-experimental research

methodology has been designed with a sample of 128 students of class 5th to 8th from a school in Hisar, Haryana, and divided into two groups i.e. Control group and the Experimental group. A nonequivalent Control Group Posttest-Only Design was used in the present study. A significant effect was assessed of intervention program of morning school assembly on the spiritual values of the students at school level. The results of the study indicated the significant effect of the intervention program on the above spiritual dimensions.

Present paper focuses on reviewing PESTLE analysis and its application in Finance firm. Thereafter, it tries to establish hierarchical inter-relationships amongst them using ISM methodology.

Present research work explores the various challenges faced by couples in a live in relationship in India. These challenges have been explored over various search engines such as Google scholar; Research gate etc. Thereafter, it explains the ISM methodology and presents possible hierarchical inter-relationships amongst them using ISM methodology.

There has been a tremendous surge in popularity of mindfulness in psychotherapy. Although there has been several disciplines and practices that can cultivate mindfulness such as Yoga, Tai-chi (Siegel, 2007b), a majority of theoretical writings and empirical research has focused on mindfulness’s meditation. Various criteria has been explored and the possible inter-relationships amongst them has been studied with the help of Interpretive Structural Modelling Methodology [ISM].

Online teaching and learning have been one of the emerging paradigm shifts in the teaching and learning process. It has developed as an alternative or to some extent supportive of the conventional education system. Assessment is an integral part of the teaching-learning process. Teaching learning cannot be considered complete in the absence of assessment. Assessing students’ learning has been a challenge in the conventional mode of teaching and learning so as with online mode also. The purpose of this review is to systematically identify the trends of online assessment strategies, challenges, effectiveness, and implications in teaching and learning. The content analysis method was employed to analyze and synthesize the findings of the data. Finally, the results regarding the study objectives are presented and discussed. The findings of the present review also throw light on the gaps in the literature as well as

provide insight into the use of online assessment in education.

Throughout the world, Science is one of the compulsory subjects in schools. Now-a-days online media (like Youtube) is frequently opted by faculties and students for online teaching learning process specially in science. But science learning is incomplete without hands on experience. That’s why majority of the students have lack of interest and motivation to learn science. It leads to low academic achievement in science. Constructivist approach (Known to unknown) provides tremendous opportunities for inculcating

creativity and innovation, so that learner’s performance is enhanced. NCF 2005, states “Child centered pedagogy” means giving more primacy to children’s experience, their voices and their active participation. The objectives of present study are: to study the effect of constructivist approach on class VI students’ achievement in science, to study the effect of constructivist approach on the achievement of low achievers of class VI in science and to compare the performance of boys and girls of class VI students learnt through constructivist approach. This study was conducted in D.A.V School, Bhagalpur. It was limited to the students of class 10th. 5E Model of constructivist approach was implemented in the study. The present design of study was quasi-experimental. Class 10th students of D.A.V School were population of this research. The purposive sampling was used for selecting secondary school. 54 students were selected from two sections for the purpose of this study. Researcher selected section ‘A’ as experimental group and section ‘B’ as control group. Researcher had used two types of tools: Instructional Tool (5E model) & Measuring Tool (Teacher made Achievement Test). The data were analyzed by using appropriate statistical techniques i.e., ‘t’- test and ANCOVA. Constructivist approach had significant effect on the achievement of class 10th students in science (M1 = 22.16, M2 = 16.20, ‘t’-value is 2.345**). Constructivist approach had significant effect on achievement of low achievers of class 10th students in science (M1 =7.66, M2 = 5.5, ‘t’-value is 3.01**). It can be concluded that constructivist approach provides enough scope for active participation and interaction in classroom with peers and teachers. Through interaction, low achievers can get better opportunity to acquire knowledge and increase their achievement.