- Head/Dean , Department/Faculty of Education,Patna University
Lalit kumar
Patna University, Department of Education, Faculty Member
- No Nation can go beyond the level of its teacher and so is true to the globe. I would be happy if I could satisfy my... moreNo Nation can go beyond the level of its teacher and so is true to the globe. I would be happy if I could satisfy myself and my learners as a teacher. The teacher has to acquire subject knowledge and different possible skills along with the researching skill. Can anyone find any other task more challenging to the task of teaching ?edit
Teaching is an art as well as science. Pedagogy is the science of teaching and its application makes the act of teaching an art. Activity-based methods and approaches of teaching have been advocated by educational documents. Whether it is... more
Teaching is an art as well as science. Pedagogy is the science of teaching and its application makes the act of teaching an art. Activity-based methods and approaches of teaching have been advocated by educational documents. Whether it is national education commissions, national education policies or different school and teacher education frameworks all put emphasis on activity-based teaching and learning. NCF-FS (2022) and NCFSE (2023) also advocate in the same way. Activities-based teaching methods and approaches are many and these need to be employed in our education system for effective teaching and better learning. Keeping in view the nature of content and psychological attributes of the learner's activity- based methods capproaches like Incident, Case Study, Simulation, Games/ Simulation Games, Role Play, Prioritization Exercises, etc may be employed. Methods like Project, Excursion, Laboratory, Heuristic, Seminar, etc may also be employed. Activities-based methods and approaches have their relative merits and limitations, but based on the characteristics of learners & learning these methods and approaches help effective teaching and better learning. What is needed today to promote activity-based teaching and learning.
Key Words: Activity-based, Incident, Case Study, Simulation, Role Play, Prioritization Exercises
Key Words: Activity-based, Incident, Case Study, Simulation, Role Play, Prioritization Exercises
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Technology and educational technology both have been defined and explained by many of the educationists and technologists. Both these concepts are centred around the purpose of improving, facilitating and advancing the process of life and... more
Technology and educational technology both have been defined and explained by many of the educationists and technologists. Both these concepts are centred around the purpose of improving, facilitating and advancing the process of life and teaching learning. The growth in technology and educational technology has given birth to many forms of technology. We have types of technology as off-line and on-line; audio, video, print and web- based; Traditional and Emerging; Interactive and non- interactive; digital and analogy; class-room and self-learning; and many more. Eight types of technology classification based on our senses, Dali's cone of experience and Bates list of technology give many more information regarding the type of educational technology.
With our technological initiatives in educational affair we are on the right track, but we need to work to strengthen our education system with technology without sacrificing the human touch. We need to take certain measures as planning for 100 years in our technological placement in education, take care of ethical issues while employing technology in educational matter, maintaining the application of group-centred method, making available technology related manpower and infrastructure, focus on man- related technologies, and adopting some concept like access devices and mechanism of evaluation of open learning in formal learning.
With our technological initiatives in educational affair we are on the right track, but we need to work to strengthen our education system with technology without sacrificing the human touch. We need to take certain measures as planning for 100 years in our technological placement in education, take care of ethical issues while employing technology in educational matter, maintaining the application of group-centred method, making available technology related manpower and infrastructure, focus on man- related technologies, and adopting some concept like access devices and mechanism of evaluation of open learning in formal learning.
Research and its methodology are governed by the research paradigm. The research paradigm is a guide to the research work and researcher as it directs the investigator to define and delimit the problem, decide its design of work and... more
Research and its methodology are governed by the research paradigm. The research paradigm is a guide to the research work and researcher as it directs the investigator to define and delimit the problem, decide its design of work and conclude the way the selected research paradigm is directed. As a concept, it started its journey with the Positivist paradigm followed by the Interpretivism paradigm which emerged as an opponent to Positivism. Now we have Pragmatic and Critical research paradigms as well. There continues a war among different aspects of paradigm and even about their category and their relative relevance. Some researchers find other paradigms as well, though most of the available literature talks only in terms of these four research paradigms. There is also differing opinion on the concept of paradigm, especially about the Pragmatic paradigm. Some literature claims about three methodologies within the pragmatic paradigm Mixed Method, Q-Methodology, and Generic Qualitative Inquiry; whereas most of the research interchangeably uses either the pragmatic paradigm or mixed method paradigm. There is differing opinion about the elements of the paradigm as well. Some researchers believe only in three elements Ontology, Epistemology and Methodology, others add Axiology to make the number four. Research has research ethics and it is being undertaken to help man and mankind in some way or other, so the list of research elements cannot be considered complete without including Axiology as the fourth element. No doubt, the two paradigms-Positivism and Interpositivism are the main research paradigms as they are opposite to each other in a complete sense. As they are opposite to each other they complete the circle of the research demand of the investigators. Pragmatism claims that by mixing and integrating these two paradigms by employing their strengths together the research work may be done in a better way. Can we think of research where we use the strength of both paradigms and simultaneously remove their limitations? How one can use any two approaches or systems by removing their limitations to go with their strength only and that too without sacrificing their originality? The maximum conflict among the researchers is on this issue of mixing and integrating positivism and anti-positivism. N. L. Gage may not be completely right in their intense warlike concepts in terms of paradigm war, but he cannot be found at any juncture of research work completely wrong. Paradigm war is there, and it needs to be. It is good for the development of the research world, researchers and the academia. A critical research paradigm with the objectives to study and fight for the improvement of humans and humanity may not be practical, but it has logic in it. We need academic activists to work as social activists. Gandhi, Bose, Mandela, and Jaiprakash are there in history and their success story is not without the support of the academic world and academic institutions. A group of researchers claims that days are to come when the dual pole of Positivism and Interpretivism will shift as Critical and Non-critical paradigms only. This claim may not be reliable and valid, but the thought war is for the development of the research world and the larger academic audience. Let us continue with this ongoing paradigm war for the betterment of the academic world and the development of mankind at large.
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The most common classification of methods and approaches of teaching is in terms of teacher controlled vs. learner controlled; and group controlled vs. individual controlled. There is also the concept of activity based methods and... more
The most common classification of methods and approaches of teaching is in terms of teacher controlled vs. learner controlled; and group controlled vs. individual controlled. There is also the concept of activity based methods and approaches. Over the years the researches in the area of pedagogical science have created many more ways of communication between the teacher and the learners. Implication of machines in teaching and now electronic media has revolutionized the way of communication for teachinglearning. No doubt we are in an age of information and communication technology, but certain way of communicating is still relevant and vibrant in this age as well. Lecture as a method of teaching and communicating is one of them. In fact it is still the master way of teaching and communicating. Pedagogy Science has also helped this oldest method of communicating with the support of researches in the area. With its original shape and mode of working it has been modernized by incorporating certain adoptions formulated by modern communication science. Shukla, C.S. (2008) has defined lecture, "as a mode or planned scheme devised and employed
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Certain skills help an individual to lead the life in a better way. These skills useful for better living have been identified by WHO, UNICEF and many other related organizations as life skills. It has been categorized by various bodies... more
Certain skills help an individual to lead the life in a better way. These skills useful for better living have been identified by WHO, UNICEF and many other related organizations as life skills. It has been categorized by various bodies differently, but certain skills are placed in almost all the categories. Communication, empathy, critical thinking, stress management, decision-making, problem-solving, and interpersonal skills are some of the important life skills. Different organizations and many curriculum frameworks suggest learning of these skills by individuals and especially by adolescents useful for their all-around personality development. India with its huge young population needs life skill education for its youth and especially for its adolescents. The need for life skill education has been suggested by educationists, sociologists, and economists. Adolescence, the transit period of human life, requires life skill education more than any other stage the reason is that psychologically it is the age of greater potentials and if these potentials are not channelized properly it may go either through way-destruction or construction. For a country like India life skill education needs to be part of our school curriculum in theory and practice both, and especially for our adolescents.
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The paper presents an overview of the historical background of higher education (HE) in India, changing policies for improving the higher education system and the challenges. The paper provides reasons for deficiencies in higher education... more
The paper presents an overview of the historical background of higher education (HE) in India, changing policies for improving the higher education system and the challenges. The paper provides reasons for deficiencies in higher education in India and discusses few policies and commissions which were set up for improvement at the higher level of education. Further, it elaborates the recent developments in higher education and provides some suggestions for revamping the higher education system in India.
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Video Lecture
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A satisfied worker always contributes the system and also enriches the system by generating positive environment and energy. Considering the importance of job satisfaction of teachers National Education Policy Draft (2019) has also... more
A satisfied worker always contributes the system and also enriches the system by generating positive environment and energy. Considering the importance of job satisfaction of teachers National Education Policy Draft (2019) has also recommended improvement in the status and working conditions of teachers for the development of the education system. Review of literature related to job satisfaction identifies research gaps. The researchers on the basis of review have reached on the decision to undertake the study to evaluate the job satisfaction of secondary school teachers. The researchers have taken Locality (Rural-Urban) and Types of Teachers (Regular-Niyojit) as Independent variables. The present study is based on the 20% (100) low job satisfied secondary teachers taken from the total sample of 500.
The sampling technique used in the study is Stratified Random. Objectives of the study are as (i) To Compare the Job Satisfaction of Rural and Urban Low Job Satisfied Secondary School Teachers and (ii) To Compare the Job Satisfaction of Regular and Niyojit Low Job Satisfied Secondary School Teachers. Hypotheses of the study are as (i) Low Job Satisfied Rural and Urban Secondary School Teachers do not differ Significantly in their Job Satisfaction and (ii) Low Job Satisfied Regular and Niyojit Secondary School Teachers do not differ Significantly in their Job Satisfaction. Tool developed by Kumar and Mutha has been employed in the study to collect data. Survey Method has been used in the study. Findings of the study are of mixed nature. On Composite Job Satisfaction neither Rural-Urban nor Regular-Niyojit Secondary School Teachers differ Significantly. On Attitude Towards Profession and Attitude Towards Authority dimensions of Job Satisfaction Urban Secondary School Teachers were found Significantly Superior, but again on Attitude Towards Working Condition and Attitude Towards Institution dimensions of Job Satisfaction Rural Secondary School Teachers were found Significantly Superior. In the same manner on Attitude Towards Profession and Attitude Towards Working Condition dimensions of Job Satisfaction Regular Secondary School Teachers were found Significantly Superior, but on Attitude Towards Institution and Attitude Towards Authority dimensions of Job-Satisfaction Niyojit Secondary School Teachers were found Significantly Superior.
The sampling technique used in the study is Stratified Random. Objectives of the study are as (i) To Compare the Job Satisfaction of Rural and Urban Low Job Satisfied Secondary School Teachers and (ii) To Compare the Job Satisfaction of Regular and Niyojit Low Job Satisfied Secondary School Teachers. Hypotheses of the study are as (i) Low Job Satisfied Rural and Urban Secondary School Teachers do not differ Significantly in their Job Satisfaction and (ii) Low Job Satisfied Regular and Niyojit Secondary School Teachers do not differ Significantly in their Job Satisfaction. Tool developed by Kumar and Mutha has been employed in the study to collect data. Survey Method has been used in the study. Findings of the study are of mixed nature. On Composite Job Satisfaction neither Rural-Urban nor Regular-Niyojit Secondary School Teachers differ Significantly. On Attitude Towards Profession and Attitude Towards Authority dimensions of Job Satisfaction Urban Secondary School Teachers were found Significantly Superior, but again on Attitude Towards Working Condition and Attitude Towards Institution dimensions of Job Satisfaction Rural Secondary School Teachers were found Significantly Superior. In the same manner on Attitude Towards Profession and Attitude Towards Working Condition dimensions of Job Satisfaction Regular Secondary School Teachers were found Significantly Superior, but on Attitude Towards Institution and Attitude Towards Authority dimensions of Job-Satisfaction Niyojit Secondary School Teachers were found Significantly Superior.
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India is the youngest country today due to its youth population and if the nation has to be the power centre of the world it has to channelize the potential of young Bharat. Population Dividend cannot be obtained without developing a... more
India is the youngest country today due to its youth population and if the nation has to be the power centre of the world it has to channelize the potential of young Bharat. Population Dividend cannot be obtained without developing a system to direct the energy of the Young India and no need to say that education is the answer to all these questions. Teacher and her education have their bearing on the quality of education that is the prerequisite for quality manpower. Teacher education does not bear the responsibility of the preparation of quality teacher up to desirable level. India in general and Bihar in particular need to strengthen its teacher education preparation system. Perhaps Bihar is the poorest potential state in terms of teacher education preparation mechanism, especially in the area of secondary teacher education. Only Patna University has Faculty of Education and Department of Education. There are few government colleges providing B.Ed. and M.Ed. study facility. Vacancy in these institutions has not been full-filled since long. As per the two years B.Ed. programme the Bihar Cabinet has to sanction new and more posts and that is also pending. Development of Faculty and Department of Education in every university of the state, sanction and creation of posts for two years B.Ed. & M.Ed. programmes, preparation in advance for the implementation of four years integrated B.Ed. programme, timely appointment of required faculty members, proper funding, implementation of Criterion Referenced Evaluation in teacher preparation & selection, etc. are some of the measures that can enrich the secondary level teacher preparation programme of the state.
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This lecture makes the learners able to understand the level of significance and the fudiciary limit that helps to test research hypotheses
Every statistics has it's standard error which represents the gap between the results on the basis of the sample and that of the population.standard error of mean, standard error,correction,etc are being used more.
Research is a planned and scientific act and follows certain steps as discussed in the present lecture
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शिक्षकों की कार्य संतुष्टि से शिक्षण व्यवस्था के साथ- साथ शिक्षा, समाज एवं संपूर्ण मानवता प्रभावित होती है। प्रकारांतर से नयी शिक्षा नीति प्रारूप (२०१६) तथा नयी शिक्षा नीति प्रारूप (२०१९) ने भी इस तथ्य को स्वीकारा है। वर्तमान अध्ययन में... more
शिक्षकों की कार्य संतुष्टि से शिक्षण व्यवस्था के साथ- साथ शिक्षा, समाज एवं संपूर्ण मानवता प्रभावित होती है। प्रकारांतर से नयी शिक्षा नीति प्रारूप (२०१६) तथा नयी शिक्षा नीति प्रारूप (२०१९) ने भी इस तथ्य को स्वीकारा है। वर्तमान अध्ययन में शोधकर्ताओं ने विषय एवं शिक्षक के प्रकार के संदर्भ में माध्यमिक शिक्षकों की कार्य संतुष्टि को अपना लक्ष्य निर्धारित किया है। तिरहुत कमिश्नरी के ५०० माध्यमिक शिक्षकों को परतीय आकस्मिक प्रतिदर्श तकनीकी से चुनकर उनमें से २०% उच्च कार्य संतुष्टि वाले १०० शिक्षकों का चुनाव वर्तमान अध्ययन के लिए किया है। अध्ययन का उद्देश्य है उच्च कार्य संतुष्टि वाले (क) विज्ञान एवं कला तथा (ख)स्थायी एवं नियोजित माध्यमिक शिक्षकों की कार्य संतुष्टि की तुलना करना। अध्ययन की परिकल्पनाएं हैं उच्च कार्य संतुष्टि वाले (क) विज्ञान एवं कला तथा(ख)स्थायी एवं नियोजित माध्यमिक शिक्षकों की कार्य संतुष्टि में कोई सार्थक अंतर नहीं है। आकड़ों के संग्रहण के लिए कुमार एवं मुथा द्वारा निर्मित कार्य संतुष्टि मापनी का प्रयोग किया गया है, और आकड़ों के विश्लेषण के लिए टी परीक्षण का उपयोग किया गया है। अध्ययन का प्राप्य है- (क) उच्च कार्य संतुष्टि वाले कला एवं विज्ञान माध्यमिक शिक्षक कार्य संतुष्टि की व्यवस्था के प्रति अभिवृत्ति विमा पर कार्य संतुष्टि की दृष्टि से सार्थक रूप से भिन्न नहीं है, किन्तु विज्ञान शिक्षक संस्था के प्रति अभिवृत्ति तथा प्राधिकारी के प्रति अभिवृत्ति विमा पर श्रेष्ठ हैं, और कला शिक्षक कार्य शर्तो के प्रति अभिवृत्ति विमा तथा कुल कार्य संतुष्टि में श्रेष्ठ हैं। (ख) उच्च कार्य संतुष्टि वाले स्थाई एवं नियोजित माध्यमिक शिक्षक कार्य संतुष्टि की व्यवसाय के प्रति अभिवृत्ति, संस्था के प्रति अभिवृत्ति तथा प्राधिकारी के प्रति अभिवृत्ति विमाओं पर एक दूसरे से सार्थक रूप में भिन्न नहीं है, किन्तु कार्य संतुष्टि की कार्य शर्तो के प्रति अभिवृत्ति विमा एवं समग्र कार्य संतुष्टि की दृष्टि से स्थाई शिक्षक नियोजित शिक्षकों से बेहतर है।
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The elementary schools in Bihar can improve their quality by employing a defined and planned mechanism of evaluation that can become instrumental in students' better performance,
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Curriculum is the reflection of educational aims and objectives. In fact, curriculum is the means to attain educational aims and objectives. Educational objectives are not limited to cognitive aspect rather are extended to psycho-motor... more
Curriculum is the reflection of educational aims and objectives. In fact, curriculum is the means to attain educational aims and objectives. Educational objectives are not limited to cognitive aspect rather are extended to psycho-motor and affective aspect, but in practice it is not like this. If the education system through its curriculum takes care of affective aspect of education why UNESCO Commission on education (1996) is of the view that there is the need of type of learning i.e., Learning to Live Together and Learning to Be? We are in the age of turmoil. We are less conscious to construct the world, but are more prepared to destruct the globe. Violence, religious fanaticism, disbelief, dishonesty, corruption, favourism and mistrust are so common in our individual, social and human life that we cannot believe easily we are the member of a civilized human society. Education is vital to human development and again it is education that can teach us that our development is not in the right direction. Curriculum is not developed without need assessment, but we often ignore physical and emotional aspect of development in assessing the need. Ultimately the concept of complete man is ignored and humanization of education is sacrificed. Our institution is the centre of every activity whether it is academic, sports & games or cultural programmes. We have to learn to channelize our muscular strength, internalise related human emotions and of course have to learn our academic tasks in our institutions. To plan curriculum to humanize education and to manage for related facilities to implement the curriculum in its content and spirit is the need of the hour. Scope for every type of human activities, use of group centred methods of teaching, optimum & planned use of technology, organisation of programmes for mass gathering, debating on social concerns of education, evaluating scholastically as well as non-scholastically, teaching to believe in democratic and human values, etc. are some of the steps the educational institutions and at large the education system can plan to humanize education.
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Considering the importance of job satisfaction of teachers for the education system the researchers have identified the concept for study and after due review of the area, the researchers have chosen variables like Locality, Subject,... more
Considering the importance of job satisfaction of teachers for the education system the researchers have identified the concept for study and after due review of the area, the researchers have chosen variables like Locality, Subject, Gender and Types of Teachers. By using the Stratified Random Sampling Technique, the researchers have taken 500 Secondary School Teachers from Tirhut Commissionary of Bihar as a sample. Objectives of the study are to compare the job satisfaction of (a) Rural-Urban (b) Science – Arts (c) Male – Female and (d) Regular-Niyojit Secondary School Teachers. Null hypotheses have been formulated in the light of the specified objectives. The job Satisfaction Scale of Kumar and Mutha has been used to collect data. Analysis of the data has been made by using t-test. The data has been analyzed along all the four identified dimensions of the scale as Attitude Towards Profession (ATP). Attitude Towards Working Condition (ATWC), Attitude Towards Institution (ATI) & Attitude Towards Authority (ATA) besides on Composite Job Satisfaction.
Findings of the study are of mixed nature as (1) only 28.40% of Secondary School Teachers have high Job Satisfaction. (2) On ATWC and Composite Job Satisfaction Urban group was found significantly superior, on ATI & ATA dimensions Rural group was found significantly superior and on ATP dimension no significant difference was found. (3) On ATP dimension Science group was found significantly superior, on ATI dimension Arts group was found significantly superior and on ATWC, ATA & also on Composite Job Satisfaction no significant difference was found (4) No significant difference was found between Male and Female group on ATP, ATWC, ATI & ATA dimensions and also on Composite Job satisfaction. (5) On ATP & ATWC dimensions and also on Composite Job Satisfaction Regular Teacher group was found significantly superior. On ATI dimension Niyojit Teacher group was found significantly superior and on ATA dimension no significant difference was found.
Findings of the study are of mixed nature as (1) only 28.40% of Secondary School Teachers have high Job Satisfaction. (2) On ATWC and Composite Job Satisfaction Urban group was found significantly superior, on ATI & ATA dimensions Rural group was found significantly superior and on ATP dimension no significant difference was found. (3) On ATP dimension Science group was found significantly superior, on ATI dimension Arts group was found significantly superior and on ATWC, ATA & also on Composite Job Satisfaction no significant difference was found (4) No significant difference was found between Male and Female group on ATP, ATWC, ATI & ATA dimensions and also on Composite Job satisfaction. (5) On ATP & ATWC dimensions and also on Composite Job Satisfaction Regular Teacher group was found significantly superior. On ATI dimension Niyojit Teacher group was found significantly superior and on ATA dimension no significant difference was found.
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A young country like India where the government has to transform the country into a digitally empowered community and knowledge society, digital education is necessary. Digital literacy and the preparation of digitally trained manpower is... more
A young country like India where the government has to transform the country into a digitally empowered community and knowledge society, digital education is necessary. Digital literacy and the preparation of digitally trained manpower is possible only through digital education or educating digitally. India has to create digital environment in our institutions in order to become a world power, but we have to create digital environment with human touch. Digital environment with human touch does not empower the young mass only, rather it provides opportunity to channelize creative potential of the youth. Analog and Digital technologies have contributed to education and training and have made storage, transmission and exchange of information easy. Sophistication of digital technology over analog technology is its strength and modern education system cannot march with due speed, intensity and strength without its optimum application. Government initiative is in the right direction through its policies and plans reflected in nine pillars of Digital India Programme. Sound digital infrastructure, sufficient electrical connectivity, favourable attitude of mass towards digital education, careful and controlled use of electronic devices by young population, etc. are some of the measures to be taken care of for the development of digital education or educating digitally.
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Empowerment is related to the sharing of available resources and power, and so it cannot be absolute. Women is empowered from all the related aspects of nature and natural resources, but the discrimination of the social and human world... more
Empowerment is related to the sharing of available resources and power, and so it cannot be absolute. Women is empowered from all the related aspects of nature and natural resources, but the discrimination of the social and human world try to restrict it. It is education that will make women capable to fight against any form of discrimination by making them aware about their rights & duties. Government of India has initiated many programmes for the upliftment and development of girls & women, but they are not ready to get benefit from these programmes and chemes up to desirable level due to their unawareness. It is education that will do away every type of darkness around them and will make them emotionally strong to fight for their right to every member and every section of society. Hindu Succession Act, 1956 has gone changed in many ways and many times, but sisters are still not ready to fight for their right with their rothers. Beti Bachao Beti Padhao, Pradhan Mantri Matru Vandana Yojana,Pradhan Mantri Ujjwala Yojana, Rashtirya Mahila Kosh, Kishori Shakti Yojana, etc. are available, but it is sad to know that in 132 villages of Uttarkashi district of Uttrakhand state no girl child has born out of 216 during three months. World is also working for the empowerment through agencies like UNICEF and World Bank. Sustainable development goal No-5 speaks to achieve gender equality and empower all women and girls. As the level of education of girls and women have started to increase they are more empowered, but this is not the desirable level. To educate girls and women, to make them aware about different governmental schemes, to educate and train them to deal with emotional issues, to make them physically fit and to educate them to fight with social and religious taboos, etc. are some of the measures that can help the girls and women to empower from every aspect of empowerment-Social Empowerment, Cultural Empowerment, Economic Empowerment, Emotional mpowerment, Physical Empowerment and of course through quality ducation Intellectual Empowerment.
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Job satisfaction of teachers has its bearing on the teaching learning process. Research in the area of job satisfaction suggests that there is research gap in the study of job satisfaction as the area has not been exhausted the way it... more
Job satisfaction of teachers has its bearing on the teaching learning process. Research in the area of job satisfaction suggests that there is research gap in the study of job satisfaction as the area has not been exhausted the way it demands. The researchers in order to compare the job satisfaction level of Male & Female and Science & Arts teachers have undertaken the study. The present study is based on the 20% lower job satisfaction group (100) taken from 500 sample which has been selected by Stratified Random Sampling Technique. The objectives of the hypotheses are to compare the job satisfaction of (i) Science & Arts and (ii) Male & Female Secondary School Teachers. Hypotheses of the study are as (i) There is no significant different between the Job Satisfaction of Low Job Satisfied Arts and Science Secondary School Teachers and (ii) There is no significant difference between the Job Satisfaction of Low Job satisfied Male and Female Secondary School Teachers.
The method of study is survey in which the scale developed by Kumar and Mutha has been used. Science Secondary School Teachers were found significantly superior on Attitude Towards Profession, Attitude Towards Authority dimensions of Job Satisfaction and also on Composite Job Satisfaction, but Arts Secondary School Teachers were found significantly superior on Attitude Towards Working Condition dimension of Job satisfaction. Male Secondary School Teachers were found significantly superior on Attitude Towards Profession dimension of Job satisfaction, where as Female Secondary School Teachers were significantly superior on Attitude Towards Institution dimension of Job satisfaction.
The method of study is survey in which the scale developed by Kumar and Mutha has been used. Science Secondary School Teachers were found significantly superior on Attitude Towards Profession, Attitude Towards Authority dimensions of Job Satisfaction and also on Composite Job Satisfaction, but Arts Secondary School Teachers were found significantly superior on Attitude Towards Working Condition dimension of Job satisfaction. Male Secondary School Teachers were found significantly superior on Attitude Towards Profession dimension of Job satisfaction, where as Female Secondary School Teachers were significantly superior on Attitude Towards Institution dimension of Job satisfaction.
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A long journey ended as the Right of Children to Free and Compulsory Education (RTE) Act, 2009 came into existence and became operative on 1st April, 2010. A journey of more than hundred years from charter Act (1813) to Gokhale through... more
A long journey ended as the Right of Children to Free and Compulsory Education (RTE) Act, 2009 came into existence and became operative on 1st April, 2010. A journey of more than hundred years from charter Act (1813) to Gokhale through the case of Unnikrishanan & many other related events to 86th Constitutional Amendment (2002) ended by leaving implementation challenges ahead. The challenge starts with the fact that
most of the stake-holders are not familiar with the provisions and different sections of RTE Act. Finance is another bigger issue along with scarcity of trained manpower (teachers, guardians, members of school management committee, etc.) responsible for the implementation of the right to education act. Lack of infrastructure and resources, lack of nowledge of admission & transfer related provisions among head-masters & senior teachers, quality teaching, employment of quality evaluation mechanism, lack of coordination between different ministries & stake-holders, inaction from the part of enforcing body, ignorance of parents, demotivation of students (specially of the students of arginalised group), etc. are the challenges in the way of the proper implementation of RTE. Making aware to the stake-holders, arrangements of the oordination
among different ministries and related persons, preparation and employment of trained and dedicated teachers in good number, proper community support and community involvement, proper financial support by central government to state governments (specially to the poor states), motivating students, etc. are needed measures to reinforce the RTE Act properly and purposefully.
most of the stake-holders are not familiar with the provisions and different sections of RTE Act. Finance is another bigger issue along with scarcity of trained manpower (teachers, guardians, members of school management committee, etc.) responsible for the implementation of the right to education act. Lack of infrastructure and resources, lack of nowledge of admission & transfer related provisions among head-masters & senior teachers, quality teaching, employment of quality evaluation mechanism, lack of coordination between different ministries & stake-holders, inaction from the part of enforcing body, ignorance of parents, demotivation of students (specially of the students of arginalised group), etc. are the challenges in the way of the proper implementation of RTE. Making aware to the stake-holders, arrangements of the oordination
among different ministries and related persons, preparation and employment of trained and dedicated teachers in good number, proper community support and community involvement, proper financial support by central government to state governments (specially to the poor states), motivating students, etc. are needed measures to reinforce the RTE Act properly and purposefully.
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Right to Education (RTE) by crossing through different phases of struggle is now a fundamental right in India. Achievement of 8 Millennium Development Goals was instrumental in the enforcement of RTE as in the millennium year (2000)... more
Right to Education (RTE) by crossing through different phases of struggle is now a fundamental right in India. Achievement of 8 Millennium Development Goals was instrumental in the enforcement of RTE as in the millennium year (2000) leaders of 189 countries including India, signed the United Nations-sponsored Millennium Declaration. Despite the implementation of RTE on 1st April 2010 India along with other countries could not attain the Millennium Development Goals to the expected extent by 2015 and so now India is looking forward to achieve Sustainable Development Goals thought RTE by 2030. Past experiences in the case of MDGs and the implementation challenges in the way of RTE suggest some measures to attain SDGs within the stipulated period of time, such as extending RTE to higher secondary school level; taking care of teacher education, their quality and teachers service conditions; educating adult mass; initiating RTE as mass movement; supporting poor; managing corruption in implementation; managing retention in schools; increasing every type of infrastructure and speeding up implementation of RTE to achieve SDGs within the targeted period of time.
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Creation of education system is a mile stone in the developmental history of human civilisation. Human society is convinced now that only knowledge is power and this is the only weapon that is instrumental for the empowerment of human... more
Creation of education system is a mile stone in the developmental history of human civilisation. Human society is convinced now that only knowledge is power and this is the only weapon that is instrumental for the empowerment of human society. Knowledge dissemination is possible only through qualified teachers and so the education system developed teacher preparation mechanism. In ancient and old age teachers were educated through monitorial system of education, but development in the field of education has influenced the teacher training to shape it as more formal and systematic. Preparation of teacher took momentum after independence due to the government efforts and suggestions forwarded by various committees & commissions. One year B.Ed. programme was popular and four years integrated B.Ed. programme was started in regional institutes of education. Establishment of NCTE as regulating body and privatisation of teacher education influenced the status of teacher education in India to a great extent. National Education Policy Draft Document (2019) has suggested to make secondary level teacher education of 4-years duration, but there are educationists of the opinion that the country is not ready for four years integrated B.Ed. course. They think there are other factors more prominent than the time duration.
Issues of quality, privatisation, employability, timely appointment, removal of implementation constraints, objectives, unplanned growth, consolidation, integration or separation of primary and secondary level course, proper evaluation, etc. are the important factors to be addressed. Teacher education of the country is at cross-road, but by taking steps like to strengthen general education to adopt one-year B.Ed. with necessary modifications, to check unplanned growth and expansion, to address quality concern seriously, to minimise the ratio of private colleges in comparison to public-funded institutions, to strengthen evaluation system by employing criterion-referenced evacuation technique, to consolidate the system, to adopt the idea of comprehensive colleges of education, to take care of employability, to manage manpower planning etc. the challenges of teacher preparation can be countered.
Issues of quality, privatisation, employability, timely appointment, removal of implementation constraints, objectives, unplanned growth, consolidation, integration or separation of primary and secondary level course, proper evaluation, etc. are the important factors to be addressed. Teacher education of the country is at cross-road, but by taking steps like to strengthen general education to adopt one-year B.Ed. with necessary modifications, to check unplanned growth and expansion, to address quality concern seriously, to minimise the ratio of private colleges in comparison to public-funded institutions, to strengthen evaluation system by employing criterion-referenced evacuation technique, to consolidate the system, to adopt the idea of comprehensive colleges of education, to take care of employability, to manage manpower planning etc. the challenges of teacher preparation can be countered.
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Education is vital for development and a young country like India needs quality education for the proper channelisation of its human resources. Population dividend may be favourable only when we provide good quality education to the mass... more
Education is vital for development and a young country like India needs quality education for the proper channelisation of its human resources. Population dividend may be favourable only when we provide good quality education to the mass and they are being lead by efficient & honest leaders - Academic, Administrative and Field Specific. Leaders must possess knowledge of the subject matter, relevant issues and of leadership characteristics. In one sense or other every individual has some amount of leadership quality. Group, leader and leadership quality are associated. Leader is one who leads the group, and so every group has a leader. Leadership quality helps the leader to achieve group goals and objectives easily. A principal is a leader, A mathematics teacher is a leader, a class captain is a leader, and of course there are political leaders. Group cohesiveness is an essential quality of any group, and if there is less cohesiveness in the group there may emerge a group or more within the group. School is a right place for the development of leadership quality as during this period most of the process of development & maturation takes place. Identification and nourishment of leadership quality at this stage is crucial. Colleges and teacher education colleges may enrich the leadership material in their places, but it is school stage that is instrumental. At school level we can start to prepare for academic, administrative and field specific leaders. In fact, school as a formal social system manages external relations and maintains internal pattern to condition the educational process and to generate leader & leadership quality.School is to prepare leaders,but we need leaders for the school proper functioning and development. Identification of potential child, leadership input at every stage of curriculum, integration of curricular & extra curricular content, discussion about leader personalities, development of a national policy of leadership, application of methods of teachings like simulation & role playing, internalisation of required leadership skills & qualities among future leaders., development of cultural harmony & language integrity and formation of potential specific groups for the development of leadership quality, etc. are some of the measures that can guard the preparation and development of every types of leaders for schools and also for other fields.
Keywords : Leadership, Academic, Administrative, Field Specific, School.
Keywords : Leadership, Academic, Administrative, Field Specific, School.
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Teaching and learning are inseparable and dependent on each other. The relationship between teaching and learning in like work and displacement. If displacement has not taken place it simply means, in the language of physics, that work... more
Teaching and learning are inseparable and dependent on each other. The relationship between teaching and learning in like work and displacement. If displacement has not taken place it simply means, in the language of physics, that work has not been done. In the same way if learning has not taken place due to teaching, it can be clearly concluded that teaching has not been done. Negligence of teacher and education of teacher besides their selection pattern has harmed the mankind, society and the nation. If status of the teaching profession does not improve it will further harm the globe in every respect. To make teaching effective for suitable & optimum learning certain measures may be taken as Understanding Art of Teaching, Knowing Science of Learning, Specifying Objectives of Teaching in Behavioural Terms, Using Appropriate Methods of Teaching, Employing Suitable Teaching Aids, Incorporating Relevant Teaching skills and Teaching Strategies, Employing Criterion Referenced and Internal Evaluation, Managing Learners Maximum Participation, Communicating Effectively, Researching to Understand Relationship of Teaching & Learning.
पंडित दीनदयाल उपाध्याय का व्यक्तित्व उनके एकात्म मानववाद जैसे कृतित्व से पूरा मेल खाता है। उनका यह विचार था कि मानव किसी समाज या राष्ट्र की सीमा से न बँधकर पूरे मानव समुदाय से जुड़ सके तो यह मानवता के लिए मंगलकारी होगा। उनके एकात्म... more
पंडित दीनदयाल उपाध्याय का व्यक्तित्व उनके एकात्म मानववाद जैसे कृतित्व से पूरा मेल खाता है। उनका यह विचार था कि मानव किसी समाज या राष्ट्र की सीमा से न बँधकर पूरे मानव समुदाय से जुड़ सके तो यह मानवता के लिए मंगलकारी होगा। उनके एकात्म मानववाद के दो आयाम हैं। पहला पाश्चात्य अवधारणा से जुड़ा ‘‘मानववाद’’ और दूसरा भारतीय संस्कृति से संबंधित ‘‘एकात्मकता’’, और विद्वानों का यह मत है कि पंडित जी का एकात्म मानववाद पाश्चात्य मानववाद केे भारतीयकरण की प्रक्रिया है। शिक्षा के संदर्भ में भी उनके विचार मानव कल्याण, मानव निर्माण एवं मानव उत्थान से संबंधित हैं। यद्यपि वे सीधे तौर पर शिक्षा से जुड़े नहीं थे, परन्तु शिक्षा एवं शिक्षण से संबंधित उनके विचार मौलिक और प्रासांगिक हैं। उनके आर्थिक विचार के शैक्षिक निहितार्थ हैं जो आज के ज्ञान समाज को मानवीय दृष्टि प्रदान करने के लिए आवश्यक है। उनके विचार पर्यावरण शिक्षा, नैतिक शिक्षा, संचार माध्यम, भाषा एवं शिक्षा के माध्यम, कौशल विकास, शिक्षा और समाज के अन्तःसंबंध, स्वाध्याय, संस्कार ग्रहण, अध्यापन आदि से संबंधित हैं। पर्यावरण के अधिक उपभोग के वे पक्षधर नहीं हैं और इस संदर्भ में प्राकृतिक संसाधन केे अधिक उपभोग करने वाले पश्चिमी राष्ट्रों को वे उर्जाभक्षी मानते हैं। संस्कृत को वे राष्ट्रभाषा एवं हिन्दी को संपर्क भाषा बनाना चाहते थे। शिक्षा को वे सरकार की नहीें समाज की जिम्मेेवारी मानते थे। वे शिक्षा के शुल्क के विरूद्ध थे। व्यक्तिवादी बनाने वाली शिक्षा को वे पसंद नहीं करते थे, उनका मानना था कि शिक्षा की जिम्मेवारी व्यक्ति को समाज के प्रति जवाबदेह बनाना है। कथा और उपदेश को वे संचार का उपयुक्त माध्यम मानते थे और विश्वास करते थे कि शिक्षा के बिना व्यक्ति की कल्पना की जा सकती है, समाज की नहीं। उनका एकात्म मानववाद और शिक्षा के संदर्भ में उनके विचार मानवतावादी शिक्षा की तरफ इंगित करते हैं। उनके विचार, उनके शैक्षिक एवं शैक्षणिक चिंतन और उनके मानव-प्रेम का गहन अध्ययन करने तथा उसे शोध से जोड़ने की जरूरत है, ताकि विश्व उनके विचारों का पूरा लाभ उठा सके।
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Quality school education is the base of education system and that is why RUSA has suggested to link school education and higher education. Quality school education has its bearing on all the types of development. Common school system, the... more
Quality school education is the base of education system and that is why RUSA has suggested to link school education and higher education. Quality school education has its bearing on all the types of development. Common school system, the brain child of Dr. D.S. Kothari, is essential for the quality education of mass. Gokhale fought for implementation of RTE for universalisation of primary education, but it took a century to come his dream true. Implementation of common school system and extension of RTE to higher secondary level will certainly create an environment where quality school education will be available to all. Augmentation and deveopment of every type of resources is essential in this regard and so the country for its better future has to fund more for school education. For quality school education besides implementation of CSS and extension of RTE to higher secondary level certain other steps are to be taken as managing corruption, taking care of professional development of teachers, linking different stages of education, integrating vocationalisation with general education, researching for the development in school education, managing admission and dropout, managing gender issue carefully, monitoring governmental schemes properly, establishing more and more standard schools, checking unnecessary political & bureaucratic interferences, managing poverty, child labour and malnutrition , upgrading the curriculum of school education & teacher education, managing & improving private school system side by side, enriching inclusive nature of school system, making learning joyful, etc.
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Education has many concerns for the overall development of human and human civilisation. Development of science and technology has made the man developed and advanced, but this uni-dimensional development on the cost of peace & harmony... more
Education has many concerns for the overall development of human and human civilisation. Development of science and technology has made the man developed and advanced, but this uni-dimensional development on the cost of peace & harmony has costed the mankind heavily.Why we are talking of peace education, moral education, value inculcation? How the concept of knowledge society has harmed the human factor of the society? Why UNESCO Commission on Education (1996) has put emphasis on Learning to Live together & Learning to be? Several related questions are before the mankind and the human civilisation, conveying the fact that how man in the race of blind-development has harmed the mankind. Corruption, Distrust, Global Warming, Terrorism, War, Nuclear Rivalry, Boundary Encroachment, Knowledge Selling, etc. are due to the negligence of education for peace & value oriented education. Individual can climb at the highest peak of development, but she/he cannot be satisfied unless or until she/he has a feeling of doing something precious for the society and the humanity. Peace is not possible without satisfaction of doing something for others, specially to the weaker sections of the society. Peace provides internal beauty and strength and this is possible only through a sense of doing something for others, not for self. If development is not peace oriented it is not real development as it will harm others in different ways. Industrialization, Modernisation & Technological Advancement have developed the man, but have given birth to several problems for the humanity- Environmental pollution, Alienation, Violence, Disbelief, Race for Destruction, etc. Education for peace and development is a vital human agenda & nobody can ignore it. Education for peace is real development and that is why Ram-Rajya is being dreamt by most of the great personalities. The world today for its existence has to decide the modalities of peace education in terms of levels(Local, National & International; Primary, Secondary & Higher),Curriculum, Practical aspects & activities, evaluation of the programme in wider perspectives, implementation strategies, mechanism of evaluation, etc. The beautiful world cannot exist, sustain and remain ever green without peace and education for peace.
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A bstract Higher education in India has developed fastly and today we have diff erent str ucture of higher education institutions as central universities, state universities, institutions of national impor tance, deemed universities and... more
A bstract Higher education in India has developed fastly and today we have diff erent str ucture of higher education institutions as central universities, state universities, institutions of national impor tance, deemed universities and pr ivate universities. Complexity of t he world and Indian society has presented many challenges before t he higher education system. We have contradictions in system as quality Vs quantity, pr ivatization Vs welfare nature, Indigenous model Vs Wester n model, Job creation Vs Knowledge society, etc. We again have challenges related to diff erent aspects of higher education – Academic, cur r icula, vacant faculty positions, lack of infrastr ucture, r igid system of examination, outdated met hods of teaching, lack of accountability, poor NAAC grades of public funded institutions, etc. are t he main challenges before t he system. System has to overcome t hese challenges to provide a sound system of higher education to channelise strengt h of t he relatively young population of t he nation.
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Communication facilitates sharing of common experiences with others. To share feelings and to express information is the primary function of communication which ultimately helps to educate, to train, to socialize, to entertain, to... more
Communication facilitates sharing of common experiences with others. To share feelings and to express information is the primary function of communication which ultimately helps to educate, to train, to socialize, to entertain, to motivate and to persuade.
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Learning is not limited to formal mode of education, but it takes through non-formal and informal mode too. Teachers' role also is not limited to the boundary of classroom. This is especially true for the Humanistic and Social Learning... more
Learning is not limited to formal mode of education, but it takes through non-formal and informal mode too. Teachers' role also is not limited to the boundary of classroom. This is especially true for the Humanistic and Social Learning Approaches where experiential & observational learning takes place through interaction & imitation. Infact, teachers' role in teaching-learning process in particular & education system in general is multi-dimensional and this can be understood to know how learning takes place & what learning approaches like Behaviorism, Congnitivism & Constructivism convey about the nature of learning. Education system in general and teaching-learning process in particular cannot be stronger if teachers are weak. Without strong pool of teachers neither human resource can be developed nor can any other resource be utilized to its strength. Teachers have to be the custodian of knowledge and simultaneously have to acquire & internalize all the related skills-communication skill, learning skill, teaching skill, reading skill, managing skill, researching skill, hard & soft skill, life skills and every possible skill to be versatile entity. Skill does not mean only identified skills mentioned above, rather it is endless. Skills are not time specific only, it is context specific too. An expert manager of learning is an expert of the subject matter, a master of the pedagogy and a practitioner & researcher of the skills & strategies. As discussed above learning is not limited to class room teaching and academic activity, learning has social & human dimensions. Teacher as the manager of learning has to manage every types of learning to prepare the students as complete man & woman and in the process she has to know, internalize and practice academic, social, moral and human aspects of knowledge.
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This video lecture already uploaded on YouTube deals with sample, population , statistics and parameter.This lecture is useful for all the students who has a paper as Research Methodology and also for state and civil services aspirants.
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This video lecture is on Trial and Error Learning Theory which is associated with Behaviourist School of Thought.Lecture is particularly useful for the learners of Education and Psychology related courses and also for state and civil... more
This video lecture is on Trial and Error Learning Theory which is associated with Behaviourist School of Thought.Lecture is particularly useful for the learners of Education and Psychology related courses and also for state and civil services examination as an optional paper-Psychology.
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This video lecture deals with Insight Learning Theory and some basics of Gestalt Psychology.Person from the field of Education and Psychology will find the lecture useful for their related course and also for states and civil services.
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The lecture focus on the characteristics of the Effective Teacher Education Programme
Teacher Education Programme and its effectiveness has it's bearing on teacher preparation.The concept is useful for B.Ed &M.Ed students in particular and students in general.Present lecture discuss the characteristics of the Effective... more
Teacher Education Programme and its effectiveness has it's bearing on teacher preparation.The concept is useful for B.Ed &M.Ed students in particular and students in general.Present lecture discuss the characteristics of the Effective Teacher Education Programme.
This lecture discusses some important features of national education policy -2020.
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This lecture focus on some important aspects of national education policy-2020.
This lecture puts some light on national education policy-2020
The third national education policy came into existence in 2020.This lecture presents a brief idea about the national education policy-2020.
Standard deviation as a concept is very important for the quantitative research.The present lecture discusses SD as a Concept and it's merits, limitations and applications
Out of four Measures of Variability SD is being considered the best.The present video lecture discuss how? by making a comparative discussion on certain identified parameters.
Degree of Freedom is associated with the restrictions imposed.There is the loss of one degree of from due to one restriction ,two restrictions loss two degree of freedom and so on.This is important as the numerical value to test the... more
Degree of Freedom is associated with the restrictions imposed.There is the loss of one degree of from due to one restriction ,two restrictions loss two degree of freedom and so on.This is important as the numerical value to test the hypotheses is find on the basis of the degree of freedom.
The first step of research process is the identification of a research problem and problem does not occur in vacuum.Literature survey and felt difficulty are two souces of the research problem ,but there are others as well.The present... more
The first step of research process is the identification of a research problem and problem does not occur in vacuum.Literature survey and felt difficulty are two souces of the research problem ,but there are others as well.The present lecture ,already uploaded on YouTube, talks about the souces of research problem.
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Teaching-Learning needs planning and planning contains three major steps besises certain other steps.Introduction , Presentation and Evaluation are the three important steps of planning a lesson for Teaching.
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Characteristics of Creative Individual
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Competent and dedicated teachers can manage learning even in the desert, but in the physical presence of the students. India along with the globe is facing a challenge of different nature as the world has to arrange a type of learning... more
Competent and dedicated teachers can manage learning even in the desert, but in the physical presence of the students. India along with the globe is facing a challenge of different nature as the world has to arrange a type of learning which is demanding physical distancing among learners and teachers. Distance learning is the solution, but its impact and range is limited. This is especially not effective for the young children as they are not mentally disciplined to learn with self pacing &active responding. There are many shortcomings of distance learning even for its application among higher education learners. Eye contact, face to face teaching and sitting together with fellow learners cannot be compensated in any way to yield the desired learning. Education system is talking and acting to arrange for learning by maintaining physical distancing through technology. It is again a misconception about technology that it is the implication of machine only, human factor is not only instrumental in every type of technology rather success of a technology largely depends upon the human faculty. Technology for classroom and technology for self learning, distance learning or on-line learning are different. Teacher with mastery over the subject knowledge and good communication skill by using board, charts, projectors, slides and audiovisual resources can manage classroom learning; but these are not workable for distance learning. We have neither optimum infrastructure, nor sufficient manpower to teach our learners through Closed-Circuit-Television (CCTV) to Tele-Conferencing and so can arrange for Self Learning Material (print material, audio resources &interactive videos).We can also use Television and Radio to teach from distance. For far distance we cannot use CCTV, but we must try to improve our infrastructure to teach through conferencing (audio, video &web)