Single parenthood equates persistent responsibility and fervor. The holistic phases of child management direct efficient guidance and careful time handling. Hence, this study explored the child-rearing practices of single mothers during the Covid-19 pandemic along with caretaking, connectedness, control and child behavior management and examined their encountered problems and identified their profile variables in terms of their age, monthly family income, highest educational attainment, religion and number of children. Participants were 73 single mothers of Villasis, Pangasinan. Results showed that majority of the single mothers in Villasis, Pangasinan are 18-34 years, Roman Catholic believers, high school graduate, having a monthly income of 11,690.00 and below with 1-2 children. Their child-rearing practices during Covid-19 pandemic are highly demonstrated. Their age, highest educational attainment, and religion of the respondents had an effect to the practices. As well, being alone and interrupted sleep have been the major problems being met. Notwithstanding, results suggested that various government agencies may offer job opportunities for single mothers that are suited to their conditions and educational attainment. Additionally, may conduct seminars and educational colloquia along child-rearing practices to give more valuable insights and additional understandings among single mothers in the Municipality.

The study was conducted to know the perception of Students and Parents for learning online during the lockdown. To conduct the investigation a sample size of 200 respondents, comprising of 100 students and 100 Parents was considered. A structured questionnaire was sent online to students of different colleges of Mumbai and to Parents. Tools like Central tendency, Mean score, Non Parametric test like chi square were used in the current study. The analysis and findings of the study represents that student have a positive perception for online teaching. The virtual visits to the filed shown on technology makes learning interesting. However, the facts still remain that students want face to face learning which brings a personal touch. On the other hand, Parents are looking forwards for students to join the college for lectures. According to Parents Personal Grooming of students can take place only through Offline sessions. The Hypothesis test revealed that there is a significant difference between gender and the perception for online learning. And There is no significant difference between qualification and the understanding of concepts in online learning.

The Ministry of Human Resource Development of the Government of India has developed & organized a comprehensive National Education Policy for year 2020 (NEP 2020). Prior to the independence, “The British Empire” had total authority over the then Indian education. As one might expect, education programs such as Macaulay’s were designed to produce “Babus”, clerks and bureaucrats who would serve the masters, plain and simple. Following independence, the society underwent a series of transformations, policies were established, and all the reforms were implemented, but the desired impact was not achieved. The Government of India adopted the “2030 Agenda for Sustainable Development (SD)” in year 2015, and the momentum has been building & rising since then. NEP 2020 is the conclusion of a lengthy and all-inclusive efforts. NEP 2020 is the blueprint of comprehensive planning. This article has covered the issues, essential characteristics, difficulties,solutions,aims,visions and some of its most important components. The essential element of policy and problems in regard with implementation has received the most attention. Other concerns have also been given due consideration. Overall, the government has taken a respectable and extremely welcomed step forward. It’s only with time will we come to know that how much net effective output has been achieved.

Education is one of the necessities of life today. It is the fundamental right of every citizen of the country to get quality education. Because the right carrier can be chosen only on the strength of good education system in which teachers can use the internet to teach student in any corner of the country on the world. Today, the epidemic Covid-19 is causing many problems in the world. Lockdowns and curfew have made it difficult to get an education outside at home. There are many benefits to learning online, but there are side effects. But it is not unreasonable to say that during the lockdown, the same education helped in the education of student. Apart from this, this teaching method is suitable for those who live far away as well as adult student who are self – disciplined. But it is more appropriate for children and adolescents to go to school and college in the traditional way. Using both these method of learning, the students can increase his knowledge and achieve success in life.

The history of mankind has witnessed the thousands of wars which have taken place in all periods destroying the peace of human minds and threatening the survival of mankind. Wars are born from the greed of power of some people or nations destroying the world peace. The best example of the present time is the crisis between Ukraine and Russia creating fear of another world war. The panacea of all these problems is imparting peace education and train young minds to realize the importance of peace. Since the contents of peace education are integrated with the different subjects like language and literature, social sciences, mathematics and sciences, etc., the pedagogy of peace education becomes very broad that includes various methods and approaches. Therefore, there is no single method to teach peace education, rather it can be taught through combining various methods in which the learners will not be simply passive listeners rather active participants. An attempt has been made in this paper to estimate some of the learner centric methods like Enquiry Method, Participatory Education, Experiential Learning, Reflective Learning, Collaborative and Cooperative Learning and Jurisprudential Teaching to teach peace education especially at higher education level.

The National Education Policy (NEP) 2020 reinstated the debate on the role of school leaders in ushering in school improvement. Research backs the statement strongly as ‘school leaders are only second to teachers in ascertaining student achievement’(Halász& Pont, 2007; Leithwood et al., 2020; Leithwood & Levin, 2010; Leithwood & Massey, 2010). Also, NEP (2020) focuses on developing inclusive education in the country. Hence, the role and responsibility of school leaders intensify as it needs to be explored in terms of inclusive educational prospects. The present qualitative study focuses on the case analysis of two schools in Trivandrum, Kerala catering to the children with special needs (CWSN) student clientele. Despite belonging to different boards of education, State and CBSE, respectively, it explores the dimensions of the progress made in special education and the challenges faced by the school principals and teachers in continuing their journey to school improvement. The paper contributes to the bleak literature on school leadership practices in the Indian context. It renders a contextualized understanding of the inclusive education development in Kerala; a state celebrated for its significant achievement in educational development, equity, and access(Kerala State Planning Board, 2019; KSPB, 2021; PIB, 2021).

Education system is most disturbed due to COVID pandemic that led to school closure and paradigm shift from traditional to digital education. Hence, the educational achievement of students became crucial where the people live in a great promise of technology driven society. This review paper identified digital learning that deepens social inequity with long existing structural inequalities rather reducing equity gap in education since the issues of economic wherewithal determines whether to prefer digital education. It does not favour to everyone, the inequitable quality learning resulted in learning crisis of loss and dropout rate in the country. The learning crisis of loss affect future career and may accrue unhealthy labour force. Still no freedom from the risk of pandemic and increasing COVID induced poverty that poses new challenges to achieve sustainable development goals, hence, need an integrated model for the technology driven inclusive education in schools.