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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 1
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 2
Index Sl.
No.
Paper Title Author Page No.
1. A comparative study of personality in students with high and low scientific attitude
Dr. Stuti Srivastava 03-16
2. Virtual Classroom Teaching: Paradigm Shift
Dr. Sudhir Sudam Kaware
17-23
3. Attitudes of The Teachers of Secondary Schools Belongs to Tribal Community towards Information Technology
Dr. Subhash Sarkar & Monalisha Debbarma
24-35
4. The Educational Thoughts of A P J Abdul Kalam
Dr. Vikrant Mishra 36-43
5. Factors Affecting the Problem of Absenteeism among the Students of Government Primary Schools in District Sitapur and Suggestions to Handle this Problem
Dr. Vaibhav Kumar Singh
44-53
6. Academic Stress And Self Concept Of Indian Adolescents- Moderating Role Of Democratic Parenting Style
Saranjeet Kour & Dr. Franky Rani
54-966
7. Secondary Teacher’s Attitude towards Continuous and Comprehensive Evaluation
Vijay Jaiswal & Anjali Gaud
67-79
8. Understanding Well-being: An Indian Philosophical Perspective
Prince Kumar Gupta &
Prof. U.C. Vashishtha
80-88
9. The Role of Self-Esteem in Predicting Adjustment among Jnv Migrants
Neha Vats Dr. Navdeep Kaur
89-99
10. Effect of Divergent Thinking Training on Creativity of Seventh Class Students
Yogesh Sharma & Sawinder Arora
100-108
11. Education of Maulana Abul Kalam Azad for Unity
Dr A. H. Rizvi
109-120
12. A Comparative Study of Values in Hindi and Oriya Children’s Literature- Essay, Poetry and Short Story
Smt. Bijli Bahadur 121-133
13. Where are we Moving? Right to Education Act and its Various Amendments
Dr. Naveen Kumar 134-157
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 3
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-1
A comparative study of personality in
students with high and low scientific
attitude Dr. Stuti Srivastava
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 4
A comparative study of personality in students with high
and low scientific attitude Dr. Stuti Srivastava1
Abstract
The present study is an attempt to find out whether students with high and low
personality traits differ from one another in their scientific attitude in intent as
well as action. Sample comprised of 600 students of class 9th. It included 300
male students and 300 female students of 10 schools situated in Allahabad city.
‘Scientific Attitude Questionnaire’ and ‘Neo- Personality Questionnaire’ by K.
S. Misra have been used to measure students’ scientific attitude and personality.
Findings revealed that as compared to less planned, analytical and inquisitive
students, more planned, analytical and inquisitive students exhibit more
scientific attitude in their intent as well as action. More adaptable students
exhibit more scientific attitude in intent than less adaptable students. More self-
sufficient, reticent, sociable, analytical, independent and motivated students
exhibit more scientific attitude in their action than their less self- sufficient,
reticent, sociable, analytical, independent and motivated counterparts.
Introduction-
Scientific attitude is desirable by all students irrespective of their ability. A
person who has scientific attitude is (1) critical- minded- he looks for
inconsistencies in statements and experiential inferences and make a rational
analysis of various situations, (2) open- minded- he has readiness to listen to,
consider and evaluate arguments, suggestions or ideas for others, (3) respects
for evidence- demands or supply empirical evidences to support or contradict
statements or explanations, (4) suspends judgement- collects as much as data
as possible before drawing conclusions or postpones making of decisions when
adequate evidences are not available, (5) willingness to change opinion- ready 1 Survey associate, Educational Survey Division, NCERT, New Delhi
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 5
to alter his decisions when evidences do not support his viewpoint or when it
becomes necessary to accommodate empirical data, (6) exhibits questioning
attitude- asks questions starting with what, where, why, when, who, and how or
tries to know more about some event, organism, equipment or phenomenon, (7)
exhibits objectivity- reports of facts or observations are not influenced by
personal feelings or opinions (Misra, 2008). Scientific attitude has two
components- intent and action. The intent component represents that students
purposefully approve or disapprove the behaviour which define an attitude. This
is indicated by his specific action in certain situations relevant to the attitudes.
The actions component represents behaviour the student actually demonstrates
in the science classroom which defines an attitude.
Srivastava (2015) studied the relationship between the intent and action
components of scientific attitude and personality in IX grade students by using
scientific attitude and neo- personality questionnaire developed by K. S. Misra.
The findings were as follows- scientific attitude as manifested in intent is
positively related to four personality traits namely planned, analytical,
inquisitive and adaptable and negatively related to two personality traits namely
group- dependent and pessimist among female students but scientific attitude-
intent is not related to these personality traits among male students. Scientific
attitude in intent is positively related to ‘motivated’ personality trait but it is not
so in case of female students. Scientific attitude in action is positively related to
‘motivated’ and ‘adaptable’ personality traits among male and female students.
Scientific attitude in action is positively related to reticent, alienated, motivated,
adaptable and tolerant traits among male students while scientific attitude as
manifested in action is not related to these personality traits among female
students. Scientific attitude as manifested in action is positively related to
planned, sociable, inquisitive, analytical, independent and inquisitive traits
among female students but it is not related to these personality traits among
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 6
male students. For male students personality trait motivated emerged as the best
predictor of scientific attitude- intent. For female students scientific interest,
three personality traits namely- analytical, self- sufficient and pessimist
emerged as the best predictors of scientific attitude- intent. For male students
two personality traits namely- alienated and inquisitive emerged as the best
predictors of scientific attitude in action but for female students scientific
interest and two personality traits namely- analytical and anxious contribute to
the prediction of scientific attitude- action. More independent female students
exhibit more scientific attitude in action than their less independent female
counterparts. As compared to less analytical female students, more analytical
female students exhibit more scientific attitude in intent. As compared to less
group- dependent female students, more group- dependent female students
exhibit low level of scientific attitude as manifested in intent. As compared to
less inquisitive female students, more inquisitive female students exhibit more
scientific attitude in intent and action. More adaptable female students exhibit
high level of scientific attitude in action and intent. More and less independent,
analytical, group- dependent and inquisitive, adaptable male students do not
differ from one another in any of the aspect of scientific attitude. As compared
to less reticent male students, more reticent male students exhibit more
scientific attitude in action. More motivated and divergent male and female
students exhibit more scientific attitude in action.More and less planned,
crooked, self- sufficient, sociable, egoist, hesitant, alienated, perseverant,
dominant, rest- loving, pessimist, anxious, divergent and tolerant students do
not differ from one another in their scientific intent as well as action.
Srivastava (2016) found that scientific attitude in intent is positively related to
two traits namely—analytical and tolerant and negatively related to one trait–
pessimist but scientific attitude in action is not related to these personality traits.
Scientific attitude in action is positively related to three traits namely-self-
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 7
sufficient, sociable, independent and divergent but scientific attitude in intent is
not related to these traits among students. Three personality traits namely;
pessimist, tolerant and analytical emerged as the predictors of scientific attitude
in intent while planned and alienated traits contributed to the prediction of
scientific attitude in action. The present study is an attempt to find out whether
students with high and low level of personality traits differ in their scientific
attitude?
This research question has been investigated with reference to intent and action
components of scientific attitude separately.
Objectives-
The objectives of the study are as follows:
1. To find out whether students with high and low personality traits differ
from one another in their scientific attitude- intent.
2. To find out whether students with high and low personality traits differ
from one another in their scientific attitude- action.
Hypotheses-
1. Students with high and low level of personality traits do not differ from
one another in their scientific attitude- intent.
2. Students with high and low level of personality traits do not differ from
one another in their scientific attitude- action.
These hypotheses has been tested with reference to twenty two personality traits
namely- planned, crooked, self- sufficient, reticent, egoist, sociable, disturbed,
analysis, alienated, hesitant, independent, group- dependent, perseverant, rest-
loving, dominant, inquisitive, motivated, pessimist, anxious, divergent,
adaptable and tolerant.
Method-
Sample- It comprised of 600 students of class 9th. It included 300 male students
and 300 female students of ten schools situated in Allahabad city.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 8
Tools used-‘Scientific Attitude Questionnaire’ and ‘Neo- Personality
Questionnaire’ by K. S. Misra has been used to measure students’ scientific
attitude and personality. Scientific attitude questionnaire consists of 120 items
of belonging to two components of scientific attitude- intent and action.
Statistics used- t- ratios were calculated for the analysis of data.
Values of median for each of the twenty- two personality traits have been
calculated separately for students. Students who scored more than the median
constituted the high group, whereas male or female students who scored equal
to or less than median were included in the low group. The median scores for
various personality traits and the number of students in high and low groups
have been shown in table 1.
Table-1
Median scores for various personality traits and number of students in high and
low group
S. No. Personality traits Median
Number of
students in
high group
Number of
students in
low group
1 Planned 13 361 239
2 Crooked 6 262 338
3 Self- sufficient 14 323 277
4 Reticent 10 328 272
5 Egoist 8 365 235
6 Sociable 13 373 227
7 Disturbed 10 309 291
8 Analytical 12 352 248
9 Alienated 9 318 282
10 Hesitant 9 341 259
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 9
Results-
Table-2
Mean, S. D. and t- ratios showing the difference in scientific attitude- intent
among students with high and low levels of personality
S. No. Personality traits Group Mean S. D. t- ratio
1
Planned
High 57.34 13.59
2.85** Low 53.85 16.14
2
Crooked
High 55.53 14.50
.61 Low 56.27 14.95
3
Self- sufficient
High 57.03 13.65
1.94 Low 54.68 15.86
4
Reticent
High 56.64 14.49
1.25 Low 55.12 15.03
5
Egoist
High 55.02 15.08
1.92 Low 57.39 14.12
11 Independent 13 346 254
12 Group- dependent 8 277 323
13 Perseverant 14 288 312
14 Rest- loving 9 310 290
15 Dominant 10 338 262
16 Inquisitive 14 363 237
17 Motivated 12 362 238
18 Pessimist 8 360 240
19 Anxious 12 346 254
20 Divergent 14 334 266
21 Adaptable 12 355 245
22 Tolerant 8 338 262
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 10
6
Sociable
High 56.70 14.74
1.60 Low 54.71
14.71
7
Disturbed
High 54.88 15.08
1.82 Low 57.08 14.32
8
Analytical
High 57.25 14.03
2.58** Low 54.10 15.55
9
Alienated
High 55.43 15.83
.92 Low 56.53 13.42
10
Hesitant
High 56.48 14.24
1.02 Low 55.24 15.38
11
Independent
High 56.36 14.82
.80 Low 55.38 14.66
12
Group dependent
High 55.15 14.72
1.23 Low 56.63 14.76
13
Perseverant
High 56.26 14.50
.49 Low 55.66 14.99
14
Rest- loving
High 56.65 14.19
1.20 Low 55.20 15.31
15
Dominant
High 55.71 14.23
.44 Low 56.25 15.41
16
Inquisitive
High 56.98 14.54
2.12* Low 54.37 14.95
17
Motivated
High 56.62 14.34
1.37 Low 54.93 15.32
18
Pessimist
High 55.40 15.24
1.12 Low 56.77 13.96
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 11
19
Anxious
High 56.05 14.88 .20
Low 55.80 14.60
20
Divergent
High 56.37 15.04 .78
Low 55.42 14.38
21
Adaptable
High 57.14 14.30 2.40*
Low 54.21 15.23
22
Tolerant
High 56.65 14.66 1.33
Low 55.04 14.83
Observation of the table 2 shows that the value of two personality traits i.e.,
inquisitive (= 2.12) and adaptable (= 2.40) are significant at .05 level and the
values of t- ratio for two personality traits i.e., planned (= 2.85) and analytical
(= 2.58) are significant at .01 level. It means students who are more planned,
analytical, inquisitive and adaptable exhibit more scientific attitude in their
intent than their less planned, analytical, inquisitive and adaptable counterparts.
The table 2 also shows that out of twenty- two values of t- ratios for twenty- two
personality traits, eighteen are not significant at .05 level. It means that more
and less crooked, self- sufficient, reticent, egoist, sociable, disturbed, alienated,
hesitant, independent, group- dependent, perseverant, rest- loving, dominant,
motivated, pessimist, anxious, divergent and tolerant students do not differ from
one another in their scientific attitude in intent.
Table-3
Mean, S. D. and t- ratios showing the difference in scientific attitude- action
among students with high and low levels of personality
S. No. Personality traits Group Mean S. D. t- ratio
1
Planned
High 20.06 4.36
2.58** Low 19.07 4.96
2 Crooked High 19.39 4.58 -1.30
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 12
Low 19.89 4.66
3
Self- sufficient
High 20.19 4.06 2.97**
Low 19.06 5.16
4
Reticent
High 20.01 4.40
1.98* Low 19.26 4.87
5
Egoist
High 19.56 4.82
.68 Low 19.83 4.33
6
Sociable
High 20.02 4.62
2.42* Low 19.08
4.61
7
Disturbed
High 19.48 4.69
1.04 Low 19.87 4.57
8
Analytical
High 20.04 4.69 2.33*
Low 19.14 4.51
9
Alienated
High 19.77 4.80
.60 Low 19.55 4.44
10
Hesitant
High 19.71 4.39 .25
Low 19.61 4.94
11
Independent
High 20.08 4.49 2.58**
Low 19.10 4.76
12
Group dependent
High 19.26 4.53 1.99
Low 20.02 4.70
13
Perseverant
High 19.91 4.81 1.23
Low 19.44 4.46
14
Rest- loving
High 19.80 4.52
.69 Low 19.53 4.76
15 Dominant High 19.64 4.60 .17
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 13
Low 19.70 4.69
16
Inquisitive
High 19.99 4.61
2.08* Low 19.18 4.64
17
Motivated
High 19.99 4.49
2.10* Low 19.18 4.81
18
Pessimist
High 19.60 4.71
.45 Low 19.77 4.52
19
Anxious
High 19.55 4.69 .71
Low 19.83 4.55
20
Divergent
High 19.99 4.63 1.92
Low 19.26 4.61
21
Adaptable
High 19.89 4.49 1.40
Low 19.34 4.82
22
Tolerant
High 19.74 4.64 .45
Low 19.57 4.63
Observation of the table 3 shows that the values of t- ratio for five personality
traits i.e., reticent (= 1.98), sociable (= 2.42), analytical (= 2.33), inquisitive (=
2.08) and motivated (= 2.10) are significant at .05 level and the values of t- ratio
for three personality traits i.e., planned (= 2.58), self- sufficient (= 2.97) and
independent (= 2.58) are significant at .01 level. It means that more planned,
self- sufficient, reticent, sociable, independent, analytical, inquisitive and
motivated students show more scientific attitude in their action than less
planned, self- sufficient, reticent, sociable, independent, analytical, inquisitive
and motivated counterparts. The table 3 also shows that out of twenty- two
values of t- ratios for twenty- two personality traits, fourteen are not significant
at .05 level. It means that students with more and less crooked, egoist, disturbed,
alienated, hesitant, group- dependent, perseverant, rest- loving, dominant,
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 14
pessimist, anxious, divergent, adaptable and tolerant students do not differ from
one another in their scientific attitude in action.
Discussion-
Democratic learning environment in classroom facilitate the learning of
personality traits which positively influence the development of scientific
attitude. As compared to less planned, analytical and inquisitive who are more
planned, analytical and inquisitive exhibit more scientific attitude in their intent
as well as action. This lends support by the findings of Srivastava (2016) that
scientific attitude is positively related to planned and inquisitive traits. It means
that students’ disposition to work in an organised and systematic manner i.e.,
their tendency to be planned might lead to the development of scientific attitude
in intent. Careful questioning can stimulate ‘inquisitiveness’ to search
dependable answers of his questions, which is crucial in order to promote
scientific attitude among students. After some explanations teacher can ask
more questions to their students. It was also found that trait ‘analytical’ is
positively related to scientific attitude in intent. Trait ‘analytical’ emerged as
predictor of scientific attitude in intent as well as action. Exploratory learning
activities can enhance ‘analytical’ trait among the students. These types of
activities can encourage students to generate tentative hypotheses, make
observations, collect data, draw conclusion and become equipped to apply them
in new situations.
More adaptable students exhibit more scientific attitude in intent than less
adaptable students. Students’ ability to make necessary intrapersonal and
interpersonal adjustments increases tendency to act like scientists while
confronting the new situations. This finding draws viewed as indirect support
from the finding that emotional intelligence positively related to scientific
attitude among female students (Jindal, 2014). Trait ‘adaptability’ seems to be
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 15
related to emotional intelligence. An emotionally intelligent person usually has
better interpersonal and intrapersonal adjustment.
More self- sufficient, reticent, sociable, independent and motivated students
exhibit more scientific attitude in their action than less planned, self- sufficient,
reticent, sociable, analytical and motivated counterparts. It means that traits
namely self- sufficient, reticent, sociable, analytical and motivated and
divergent promotes the development of scientific attitude in action of students.
Findings of the study by Srivastava (2016) that self- sufficient, sociable,
independent and motivated are positively related to scientific attitude in action
support this study. To make the children ‘self- sufficient’ parents may allow
them to make mistakes and understand that mistakes are critical in learning.
Tendency of saying little i.e., reticent may facilitate the scientific attitude in
action. Collaborative teaching, group- discussion, group- work are the activities
which can be carried out in science classroom to enhance the tendency of
‘sociability’ among students. As children enter adolescence, they try to be free
of the confines of homes and assert their independence. Parents need to be
sensitive to their explorations of their outside world to facilitate the
development of trait ‘independence’ among them. Exploratory learning
activities might also be helpful in nurturing divergent trait among students. It
will give them chance to think of many, different and novel solutions of
problems. Motivation to learn science encourages the development of scientific
attitude in action. This implies that teachers may encourage scientific attitude
among them by providing an environment which motivates the students to learn
science.
References-
Baumel, H. B., and J. J. Berger. (1965). An Attempt to Measure Scientific
Attitudes. Science Education, 49, 267-269.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 16
Misra, K.S. (2012). Neo Personality Questionnaire. Sangyanalaya,
Kanpur.
Misra, K.S. (2008). Construction and Standardization of Scientific
Attitude Questionnaire. Journal of Educational Studies, 4(1), 1-5
Misra, K.S. & Srivastava, S. (2016). Factors Affecting Scientific Attitude
of IX Grade Students. Indian Educational Review. 54 (1). 24- 35.
Srivastava, S. (2015). A study of scientific attitude of IX grade students
in relation to their interest, achievement, intelligence and personality.
Unpublished Doctoral Dissertation. University of Allahabad.
****************************************************************
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 17
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-2
Virtual Classroom Teaching: Paradigm
Shift Dr. Sudhir Sudam Kaware
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 18
Virtual Classroom Teaching: Paradigm Shift Dr. Sudhir Sudam Kaware2
Abstract
In an age, where we are surrounded by information, the concept of walled
classroom is no more the ideal option to propagate education everywhere. The
classroom concept was only applicable when teachers were the student’s most
accessible and the only source of information. In an age of wireless internet,
perhaps traditional methodology of having classrooms with rows of benches
and chairs is fast turning obsolete. But it cannot limit the role of teachers.
Virtual classroom has two teaching modes. Modes are synchronous and
asynchronous. Synchronous classroom teaching is live teaching. It can be
accessed anywhere from the campus or off the campus. It requires support
technology like laptop with high speed internet, Google+ or Skype application
so that we can connect students easily. Synchronous classroom teaching gives
fixed time schedule to connected students. Second mode of virtual classroom
teaching is asynchronous mode. Asynchronous virtual teaching is also effective
way of teaching. Here teacher uploads teaching videos and students can access
videos anytime and anywhere. Students can interact with teachers by asking
questions and giving feedbacks. Both the ways of teaching are effective. This
paper focuses on the importance and use of virtual classroom teaching in day
today teaching. Virtual classroom teaching is transforming current classroom
scenario rapidly in Higher education.
Keywords- virtual classroom, synchronous, asynchronous, higher education
Introduction-
ICT is the combination of three words: INFROMATION, COMMUNICATION
and TECHNOLOGY. From these three words we can define ICT as “a
2 Department of Education, Guru Ghasidas Vishwavidyalaya (A Central University) Bilaspur, Chhattisgarh E-mail Id: sudhirkaware1981@gmail.com
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 19
combination of technological tools and resources that are used to manipulate
and communication the information. Here technological tools are the electronic
& digital devices like computers, Internet and broadcasting technologies etc.
Nowadays ICT (Specially an internet) plays very important role in the process
of integrating technology into the educational activities. The importance of ICT
is: Students Centred Learning, Supporting Knowledge Construction
(Constructivism Learning), motivation to learn, Developing Higher Order
Thinking Skills, Developing Problem Solving Attitude and Creating interest.
The modern ICT’s may include the following means and media;
Digital video camera
Multimedia personal computer (PC), laptop and notebook
Application software such as word processing spreadsheets, power-point
simulation and speed recognition
Multimedia projector (LCD or DLP) to communicate to large group
Local area network (LAN), metropolitan area network (MAN) and wide
area network (WAN)
Multimedia PC/ laptop with video card and web camera or digital video
camera
Computer database and data processing mechanism, CD ROM and DVD
Digital Libraries
E-mail, Internet and World Wide Web (www)
Hypermedia and Hypertext resources
Computer-mediated conferencing-video and audio conferencing
Video text, tele-text, interactive video text, interactive video disk and
interactive remote instruction
Idea of virtual classroom and virtual reality
Virtual Classroom: Overview
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 20
In the recent years, the traditional “lecture only/chalk and talk” classroom
environment has been enhanced by various educational software and internet-
based tools that open up new and different possibilities in the classroom
environment. Ideally, teachers can use the technology to simultaneously teach
not only those students who are sitting in the classroom but also distance
learners who can participate either synchronously or asynchronously (virtual
mode). Now, the time has come that we should accept and implement virtual
mode in teaching learning process.
In the recent era of globalization, technological advancement has been increased
dramatically in every sphere including mainstream education. These advances
have introduced new educational nomenclature i.e. “Virtual Education”,
“Virtual Classroom”, “Virtual Universities”, “On Line Courses”, “Electronic”
and “Cyberspace Institution” etc.
Virtual means a simulation of the real things. It is a simulated classroom via
internet. It allows the learners to attend a class from anywhere in the world.
Virtual Education is a learning environment where the teacher and the students
are separated by time and space or both. They communicate via multimedia,
internet and videoconferencing. Virtual Education is made possible only by the
e-content development and use of ICT. In the virtual classroom, students meet
teacher and fellow learners in the virtual environment. They will not present
physically but connect to the classroom via internet. Everyone will be able to
share experiences with other participants virtually.
Virtual Classroom Transforms Current Classroom-
A virtual classroom is a learning environment created in the virtual space. It is
a computer-generated space (computer-mediated communication system),
specially designed to host and deliver e-education. Teachers and students
interact via the Internet. It allows online interactive collaboration between
students and teachers. Activities in the virtual classroom focus on the learner.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 21
It is an alternative approach to the traditional instructor based teaching-learning
process.
In the world of rapid change and ever-advancing technologies, common phrases
have filtered in educational scenario. That’s why, schools need to prepare
students for experience and experiments with theory into practice. The
information and communication technologies impact upon the way we think and
learn. According to the Australian council of Deans of Education that schooling
must reflect the notion of new learning: so that schooling in the 21st century
must embrace the need for learners to be interdisciplinary, navigate change and
diversity to learn as they go to solve problems, collaborative and be flexible and
creative and productive. It is important to use computer based technologies in
education for improvement of knowledge and skills in higher level.
Teaching through Asynchronous Virtual Classroom-
The virtual classroom software will be developed for both the mode i.e.
asynchronous & synchronous. In asynchronous virtual classroom, students will
get login by entering user-id and password. They will download some power
point presentations and other study materials for the lessons and access class-
wise video lectures. After watching the videos, they will solve assignments and
tests. If they have doubt about the content, they will be allowed to ask questions
by sending feedback or comment from contact option. Notices will be
displayed for their information. Student’s records will be maintained through
teacher’s user ID. The record related with use of software by them, their results,
usage time etc. will be maintained.
Teaching through Synchronous Virtual Classroom-
Teacher can use Skype/Google+ software application for synchronous virtual
classroom in the virtual classroom software. Students will get their Skype’s
user Id and password. Schedule of the live classes will be displayed through the
notice board on the website. Before class starts, Students will download study
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 22
materials like power point presentation, document file having text, graphics etc.
Students will interact with teacher through Skype. Teacher asks questions on the
taught portion and simultaneously students will be allowed to ask doubts
regarding content. Students will solve assignment and tests. Results of the
assignments and tests will be collected through teachers ID.
Teaching in Higher Education through Virtual Mode-
Virtual classroom is the new instructional device, can illustrate or explain the
content more comfortably and effectively. Now traditional teaching practices
are much behind of new instructional technology. In future, higher education
will be more effective than ever by using virtual based teaching-learning
process. In this series of technology, real time computing is the very advanced
system of communication. Teachers and Students must work to acquire and
upgrade their computer skills to keep pace with changing modern technologies.
Teachers and Students must make more use of technology based learning
(internet, video conferencing, virtual learning etc.) to use vast available
resources to improve their quality of learning. Teachers and Students must use
virtual classroom software i.e. asynchronous and synchronous mode for the self-
study. Teachers are suggested to get more computer friendly so that vast
resources available online can be best utilized for transforming knowledge to
the students.
Conclusion-
Entire discussion indicates that teaching through virtual classroom software i.e.
asynchronous virtual classroom and synchronous virtual classroom are very
effective and useful. This asynchronous virtual classroom is very helpful for
increasing learning of students. Teacher training institutions must focus on more
training through computers to impart these skills to future teachers.
Managements and Administrators of educational institutions must work for
more use of virtual classroom based teaching and making institute computer
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 23
friendly. Software designers must take genuine interest in understanding the
psychological principles of students for whom educational software’s are
prepared. Further they must be made available at reasonable rates. Teaching
through virtual classroom is the need of an hour in current classroom scenario.
References-
Aggarwal, J. C.,Essentials of Educational Technology- Innovations in
Teaching-Learning. 2nd Edition, Vikas Publishing House Pvt. Ltd., A-22,
sector-4, Noida-01(UP). (2009)
Fetterman, D. N.. Videoconferencing online: Enhancing communication
over the internet. Educational Researcher, 25(4), (1996),23-27.
Fetterman, David., Teaching in the virtual classroom. Stanford
University, 61, 24. Retrieved on September 20, 2009 from
http://www.stanforduniresearch.com (1998)
Imre J. Rudas & László Horváth, Teaching Virtual Technologies in
Virtual University. Proceedings of the International Conference on
Information Technology based Higher Education and Training, Istanbul,
Turkey, (2000) pp. 127-131,
Mishra R.C., Teaching of Information Technology. A P H Publishing
Corporation, 4435-36/7, Ansari Road, Darya Ganj, New Delhi. (2009)
Talesra Hemlata, Marashdeh Wasef & Nagda M L,Web-based Learning.
Authorspress Global Network, E-35/103, Jawahar Park, Laxmi Nagar,
Delhi. (2003)
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 24
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-3
Attitudes of the Teachers of Secondary Schools Belongs to Tribal Community
towards Information Technology Dr.Subhash Sarkar
Monalisha Debbarma
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 25
Attitudes of the Teachers of Secondary Schools Belongs to
Tribal Community towards Information Technology Dr.Subhash Sarkar3
Monalisha Debbarma4
Abstract
Every aspect of life is related to science and technology. Huge flow of
Information is emerging in all fields throughout the world. The purpose of this
study was to explore attitudes of the teachers of secondary schools belongs to
Tribal community towards Information Technology. This study was conducted
with the sample of 310 Tribal teachers of secondary schools (192 male and 118
female) from four district of Tripura, West, South, Gomati and Sepahijala
districts. Data were analysed through statistical approaches. The results
indicate that secondary school Tribal teachers have moderate favourable
attitudes towards Information Technology. Also revealed there is significance
difference between the level of attitude Tribal male and female teachers towards
Information Technology. And also found that there is significant difference
between the attitudes of urban and rural Tribal teachers towards Information
Technology. Most of the teachers use Information Technology for educational
purpose.
Keywords-Tribal community, Attitude, Information Technology.
Introduction-
Today’s age of 21st century and it is also the age of Information and
Technology. Every aspect of life is related to science and technology. Huge
flow of Information is emerging in all fields throughout the world. Now
Information and Technology is popularly using in educational field for making
3 Assistant Professor (Stage III & Former Head (I/C), Department of Education,Tripura University,(A Central
University), AGARTALA, Tripura, India 4 Assistant Teacher, Saint Arnold’s H. S. School, Ambassa, Tripura, India
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 26
teaching-learning process successful and interesting for students and teacher
both. According to UNESCO (2002) Information Technology is a scientific
Technological and engineering discipline and management technique used in
handling information, its application and association with social, economic and
cultural matters. It is considered a subset of Information and Communications
Technology. It has been around for a long time. Basically as long as people
have been around Information Technology has been around because there were
always of communicating through technology available at that point in time.
Tripura is a hilly state in the north-eastern region of India. It is the homeland of
different tribes. Altogether there are 19 tribes. Tripura was a princely state and
it was ruled by the maharajas of Tripura. The rulers of this princely state have
done many welfare works. After independence Tripura was merged with India
on India 15th Oct, 1949. Thereafter Tripura was administered after administered
by the chief commissioner appointed by the govt. of India. The Tripura
territorial council was constituted in 1956 with total members of 32 out of 2
were nominated members. The govt. of India declared Tripura, a full-fledged
start on 21st Jan 1972. According to 2001 census but in comparison to national
Tribal literacy rate Tripura education is somehow good which good sign is for
Tripura Tribal. Tripura has three stages of school education among these the
high dropout in Tripura Tribal stage is class 9 and 10 the rate is 70.9 according
to 2011census which quiet high in comparison to national rate for which their
educational status has to be enhanced to enable them to take advantage of the
overall growth Information Technology. Information Technology is very wider
process in teaching learning process. As we know that maximum Tribal people
are socially and economically disadvantage, now modern days knowledge of
computer is essential in every field and to have computer knowledge it’s very
helpful and useful .In this present era a teacher should have computer
knowledge to make more efficient teaching learning process. To know the
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 27
perspectives of Tribal teacher about Information Technology It will be helpful
to build a self confidence of teacher.
The term Information Technology in teaching-learning activities improved
teaching and learning outcomes. Teachers are the core of any living society.
Technologies play an important role in training programme of teachers. Student
accesses knowledge and information through TV, digital media i.e. Face book,
twitter, whats App, linked inn, we chat etc. Information Technology is very
important for pre-service teacher education programme in the 21st century
without proper knowledge of Information Technology cannot perform in his/her
classroom and it could not be said to be a complete one. Teachers is an effective
and dominating factor among the once contribution to educational
improvements. The teacher effectiveness depends mainly on the teacher’s
attitude characteristics and the classroom phenomena such as environment and
climate organization and management. As a result the teachers are motivated,
inspired and endured to develop better curriculum, textbook and teaching aids.
But all the efforts are meaningless, unless teachers are not having the positive
attitude towards educational Technology. The teaching-learning process has
been greatly influence by rapid advance in Information and Communication
Technology. Integration of this I.T in classroom helps to create an environment
for student’s activities that lead to meaningful and sustainable learning
experience.
The present study has been undertaken to find out and analyses the attitude of
teachers engaged in higher education towards the use of ICT. In this study the
group of teachers working in technical colleges and non-technical colleges both
selected to find out their attitudes towards using ICT as their instructional
resource in their classrooms. As it is the fact that normally in technical colleges
the teachers themselves have quite a good knowledge and are well aware with
new technologies including information and communication technologies and
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 28
therefore for these teachers the use of ICT as their instructional resource is not a
big deal whereas the teachers of non-technical backgrounds may or may not be
well aware of these new technological issues and therefore for these teachers it
can be little difficult to adapt ICT as their instructional resource and they feel
more convenient with the traditional mode of instructions in classrooms, Hence
the present study will be helpful to find out the attitude of teacher’s in these
prospects.
Significance of the Study-
Education is a lifelong process therefore anytime anywhere access to
Information explosion is an ever increasing phenomenon therefore there is
needs to get access to this Information. Education should meet the needs of
variety of learners and therefore IT is important in meaning this need. It is a
requirement of the society that the individuals should possess technological
literacy we need to increase access and bring down the cost of education to meet
the challenges of literacy and property IT is the answer access to variety of
learning recourses immediacy to information anytime learning anywhere
learning, collaborative learning, multiple approach to education, authentic and
up to date. Information access to online libraries, teaching of different subjects
made interesting educational data storage, distance education, access to the
source of information, multiple communication channels e-mail chat, forum ,
blogs etc. access to open course were better access to children with disabilities
reduces time many routine tasks.
In the present era Information Technology is very essential in our life to access
good education. Now days without the knowledge of Information Technology
we cannot fully participate in any teaching and learning situation. At present
one of the agencies for Information Technology as primarily a tool for teaching
and learning across the curriculum although there are foundations skills in
Information Technology that students need to learn before they can participate
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 29
fully an Information Technology rich classroom so, therefore I.T knowledge is
very necessary to teacher and students to be all round development. Here the
main topic of this study is to focus on the attitudes of Tribal teachers in Tripura.
As we know most of Tribal people are socially and economically disadvantage.
Many Tribal teachers are who teach different schools in Tripura. To improve
their knowledge and also to know their attitude towards IT it’s very important,
so they can give proper education to student as well as improvement of
teaching-learning process.
Information Technology in education effects of the continuing development in
Information Technology on education. New and emerging technologies
challenges the traditional process of teaching and learning and the way
education is managed, Information Technology while an important area of study
is its own right is having a major impact across all curriculum areas. Present
21st Century’s education is student centric education. Students learn from multi
sources and for this reason use of ICT & Multimedia are very much essential in
educational field and simultaneously teacher’s knowledge of ICT and
Multimedia also required. So present study has great need and significance
because this study shows roles of Information Technology teachers in
education.
Objectives of the study-
The objectives of the present study are as follows
1) To estimate the attitude of Tribal teachers of secondary schools towards
Information Technology.
2) To compare the attitudes of Tribal male and female teachers of
secondary schools towards Information Technology.
3) To compare the attitudes of urban and rural Tribal teachers of secondary
schools towards Information Technology.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 30
Hypotheses of the study-
H01.There is no significant difference between the level of attitude Tribal male
and female teachers towards information Technology.
H02. There is no significance difference between the attitudes of urban and
rural Tribal teachers towards Information Technology.
Method of the study-
The method adopted for the study was an analytical survey and statistical in
nature. In this investigation, the population was stipulated and defined as all the
teachers of secondary school from four districts namely, West Tripura,
Sepahijala, Gomati and South Tripura. The sample consisted of both male and
female Tribal teacher of secondary school, by following simple random
sampling altogether 310 male and female Tribal teacher of secondary school
were selected from govt. schools, 31 schools were finalized from all over from
four district, 10 schools from West Tripura, 8 schools from Sepahijala, 6
schools from Gomati and 7 schools from South Tripura District as a sample. In
order to study the nature of data, mean, t-test, SD etc. were used for data
analysis.
Tools of the study-
In the present study, following standardized tool was used:
Attitude scale, Attitude scale Towards Information Technology for
Teachers. By Nasrin and Dr. Fatima Islahi.
Analysis and Interpretation of Data-
Objectives 1: To estimate the attitude of Tribal teachers of secondary schools
towards Information Technology.
Table 1: Showing various levels of Attitude of Tribal teachers of secondary
schools
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 31
Range of Row score N Level of Attitude for IT
143 & more 1 Extremely Favourable
Attitude
126 to 142 20 Highly Favourable
Attitude
109 to 125 92 Positively Favourable
Attitude
85 to 108 172 Moderate Favourable
Attitude
68 to 84 24 Unfavourable Attitude
50 to 67 1 Highly unfavourable
Attitude
49 & less 0 Extremely
unfavourable Attitude
From Table 1 it can be observed that 1 (0%) have obtained extremely
favourable attitude, 20(6%) have obtained highly favourable attitude, 92 (30%)
have obtained positive favourable attitude, 172 (56%) have obtained moderate
favourable attitude, 24 (8%) have unfavourable attitude, 1(0%) have obtained
highly unfavourable attitude, 0 (0%) have obtained extremely unfavourable
attitude. This observation leads us to say that maximum teachers were the
moderate favourable attitude and very few teachers have highly unfavourable,
extremely favourable and extremely unfavourable attitude.
Objectives 2: To compare the attitudes of Tribal male and female teachers of
secondary schools towards Information Technology.
Hypothesis 1:“There is no significant difference between the level of attitude
Tribal male and female teachers towards Information Technology”.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 32
Table 2: Showing significance difference between the means of male and
female Tribal teachers towards IT.
Sl.
No
Category n mean SD df “t”
Value
Level of
significance
1 Male 192 101.01 13.97 308 3.96 0.05*
2 Female 118 107.59 14.15 Significant
It has been found from Table 2 that the critical value of‘t’ with degree of
freedom at 5% level of significance is 1.97. Our computed value of “t” i.e.
greater than the critical value 1.97 and hence it is significant. Therefore, the null
hypothesis i.e. “There is no significance difference between the level of attitude
Tribal male and female teachers towards Information Technology” can be
rejected and as a result our null hypothesis is rejected. So it can safely be
concluded that male and female teacher are have different attitude towards
Information Technology.
Objectives 3:To compare the attitudes of urban and rural Tribal teachers
towards Information Technology.
Hypothesis 2:“There is no significance different between the attitudes of
urban and rural Tribal teachers towards Information Technology”.
Table 3: Showing significance difference between the means of urban and
rural Tribal teachers towards IT.
SL.
NO
category N Mean SD df t-
value
Level of
significance
1 Urban 126 107.06 14.15 308 3.66 0.05*
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 33
2 Rural 184 101.09 14.06 Significant
The result in Table 3 that the critical value of t with degree of freedom at 5%
level of significance is 1.97. Our computed value of “t” i.e. greater than the
critical value 1.97 and hence it is significant. Therefore, the null hypothesis i.e.
“There is no significance difference between the attitudes of urban and rural
Tribal teachers towards Information Technology” can be rejected and as a result
our null hypothesis is rejected. So it can safely be concluded that male and
female teacher are have different attitude towards Information Technology.
Conclusion-
From the above context we can conclude that education is the only key for
Tribal’s development. In India the educational participation of Tribal’s is low
and development process also slow. So to develop the Tribal‘s of India there is
need to improve literacy, health facilities, institutions and assets development.
Govt. of India also needs to take drastic initiatives for the development of Tribal
education and improving attitudes level towards IT. Unless Govt. gives priority
on tribal’s they remain only in history. Hence it is the time to think it seriously
about Tribal education and their attitudes development. Keeping in view
different problem, there is an urgent need for various Govt. interventions. The
social reformers, planners and policy makers need to think on this problem to
allocate more funds in the central and state budget for Tribal education. The
educational opportunities given for them should be more flexible in order to
bring them to the mainstream of their attitudes development.
References-
Cavas.B, Karaoglan.B, Kislat (2009) A study on science teachers
attitudes towards Information and communication Technologies in
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 34
Education. The Turkish online Journal of Educational Technology-To
JET April 2009 issn.1303-652volum 8 issue 2 Article-2.
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Information Communication Technology in Education. International
journal of Education and Information studies.ISSN-3169 Volume5,
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Teachers’ Uses of Technology Vary by Tenure and Longevity”. Journal
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Mustafina, A. (2016). Teachers’ attitudes toward technology integration
in a Kazakhstani secondary school. International Journal of Research in
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Saxena and Rathour (2009) Attitude of senior secondary students towards
Computer Application In Education. ICT In Professional Education
Published by Nangia .New Delhi. pp 164-171.
Mahat S, Jamsandekar P.P and Nalavade M.K (2012) A study of teachers
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 36
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-4
The Educational Thoughts of A P J Abdul
Kalam Dr. Vikrant Mishra
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 37
The Educational Thoughts of A P J Abdul Kalam Dr. Vikrant Mishra5
Introduction-
Dr. Kalam is a practical educational thinker and visionary who stands for
integrating ancient and modern educational ideals for the development of a
balanced Indian society. Being a top scientist of international reputation, his
direct contribution to the advancement of science and technology is unique and
commendable. His scholarly research publications, articles, books etc. have
opened new avenues for research and studies in the area of aeronautics,
ballistics, and metallurgy.
Dr Kalam lays great emphasis on education. He believes that the teachers,
particularly school teachers, have tremendous responsibility in shaping the life
of an individual. Childhood is the foundation stone upon which stands the entire
life structure. He states that the seeds sown in childhood blossom into the tree of
life. He firmly believes that the education system should be able to retain the
smiles of children. He further states that the education system has a tremendous
responsibility to transform a child into a leader–the transformation from “What
can you do for me?” to “What can I do for you?” He believes that proper
education would help nurture a sense of dignity and self- respect among the
students. He maintains that the purpose of teaching is to create nation-building
capacities in the students and these capabilities are derived from knowledge,
education, own experience and value system inherited through civilization.
Kalam’s Aims of Education-
According to Dr. Kalam education system should retain the smiles of children.
This can happen if the education system is made creative throughout and full
5 Assistant Professor of Education, Directorate of Distance Education, Kurukshetra University Kurukshetra
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 38
employment is provided to all. Dr. Kalam lists the main aims of education are as
follows:-
1. To build confidence among children to face the future
2. To enlighten and empower citizens to contribute towards healthy nation
building
3. To build character and to cultivate human values in students
4. To encourage creativity and to develop scientific attitude with spiritual
foundation
5. To develop capacity for research and enquiry among students.
6. To unfold innovating powers and entrepreneurship
7. To develop moral leadership
8. To make the country energy independent
9. To develop the sense of dignity, self-respect and self-reliance among
students
Some Crucial Factors for Better Education-
Capacities to be built among students-
The primary focus of the students should be to excel in their studies. This is
their first contribution to the development of the nation. The education system
should instil in the minds of students capacities of inquiry, creativity,
technology, entrepreneurial and moral leadership. If we develop in all our
students these five capacities, we will produce "Autonomous Learner" a self-
directed, self-controlled, lifelong learner, who will have the capacity to both
respect authority and at the same time is capable of questioning authority, in an
appropriate manner.
Planning for good education for children in villages-
Every school should have basic amenities such as a good building equipped
with ventilation and lighting. The rooms should be airy and have spacious
classrooms. The school should also have a library, laboratories including the
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 39
latest Information Technology tools and infrastructure, safe drinking water,
clean toilets and a playground. This is possible by earmarking the additional 2
to 3 per cent of GDP.
Mission of education-
Education is the most important element for growth and prosperity of a nation.
India is in the process of transforming itself into a developed nation by 2020.
Yet we have 350 million people who need literacy and many more who have to
acquire employable skills to suit the emerging modern India and the globe.
Inequality of access to educational resources-
It is essential that we enlighten and create widespread awareness of education
among all sections of society particularly in rural areas and among the urban
poor. We should use technology for this important social purpose. It is possible
for NGOs, other social and philanthropic institutions and the media to focus on
this area of creating awareness. We should also mobilise necessary resources for
providing education to the underprivileged people.
Technology Enhanced Education-
Constraints of time and space together with the rapid obsolescence of
knowledge in some areas of science and technology, have created a huge
demand for different courses from different institutions in the distance mode.
There is a need for a working digital library system that alone can, in the long
run, provide the kind of access required for a Knowledge Society. Technology
Enhanced Learning is a solution. It attempts to exploit the rapid developments
in Information and Communication Technology. As the communications
bandwidth continues to increase and the cost of computer power continues to
drop, Technology Enhanced Learning will become an economically viable
solution. Virtual classrooms of the future will have students from many
locations taught by a team of geographically distributed instructors through the
tele-education delivery system.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 40
Reducing Dropouts-
It is reported that 39 per cent of children drop out from school after studying 5th
Class and 55 per cent drop out after studying up to 8th Class. This situation
needs remedial action, especially since assent has been accorded to the 86th
Constitution Amendment Act ? The Right to Education Bill for children
between the age group of 5 and 14 years. But, an Act alone cannot achieve the
goal, unless education is delivered in a manner, which will take into account the
socio-ecnomic reality and perception of the people to whom it is addressed.
Some Thoughts of A P J Abdul Kalam Regarding Education-
Dr Kalam believes that education is the pillar of a developed and powerful
country, and also the most important element for growth and prosperity. He
trusts that education is the most important area of the service sector as it
provides the required knowledge and skill to do any work. Some of his
educational thoughts are:-
a. Curriculum: Dr Kalam maintains that the curriculun and syllabus
should be structured in such a manner that it should meet the changing
societal and occupational needs, and inculcate high moral values among
the students in addition to learning skills. Dr Kalam has struck a balance
between science and spiritualism in his educational philosophy, which he
believes is imperative, and suggested that curriculum must include the
teachings and experiences of our eminent and great leaders.
b. Schools : In his educational philosophy, Dr Kalam has also laid due
emphasis on schools. He advocates that there is an urgent need for every
school to have basic amenities, such as good building equipped with
ventilated, lighted, airy and spacious classrooms, safe drinking water,
clean toilets and playgrounds. Fixing the responsibility for the same, he
further states that it is the responsibility of the sponsoring organisation to
see that their schools maintain basic minimum norms both in academics
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 41
as well as in providing physical facilities on their campus. Certain safety
features must be built in school buildings without which it should not be
possible to get affiliation for these schools.
c. Children: Children are our greatest wealth. Each child born in the nation
allowed to blossom. It is particularly important to provide extra care and
facilities to the children including those who are not fortunate to have
their families to look after them. This noble service should be promoted
by all individuals and government organizations, leading to the
development of enlightened citizens who will become an asset for
national development.
d. Imparting moral values: The right kind of education on moral values
will upgrade the society and the country. After every child is nurtured
during the early years with love and affection and when he reaches- a
school- going age he needs a value based education. The prime learning
period for a child is from six to seventeen years of age. Hence, the school
hours for children are the best environment and mission-oriented learning
with value based educational system.
e. Teacher : Dr Kalam has provided a glorious place to teachers in his
educational philosophy. He has thrown light on the role of teachers,
various qualities of teachers and teacher–student relationship. Dr Kalam
believes that teachers have tremendous responsibility in shaping the life
of an individual and their great mission should be to ignite the minds of
the young. Dr Kalam realises that these ignited minds of the young are
the most powerful resource on the earth, above the earth and under the
earth. He visualises that the role of a teacher is like the proverbial ‘ladder’
which is used by everyone to climb up in life, provided the ladder stays
in its place.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 42
f. Capacity to Use High-End Technology: All students should learn how
to use the latest technologies for aiding their learning process.
Universities should equip themselves with adequate computing
equipment, laboratory equipment, and internet facilities
and provide an environment for the students to enhance their
learning ability. In the midst of all the technological innovations and
revolutions we cannot think that the roles of the teachers will. In fact, the
teacher will become even more important and the whole world of
education will become teacher assisted as technology would help in tele-
porting the best teacher to every nook and corner of the country to
propagate knowledge.
Conclusion-
Thus, it can be concluded that the essence of Dr. Kalam’s personal experience,
his life, his educational philosophy and his educational thoughts are a treasure,
worthy to be possessed, studied deeply and implemented. He is the only
president- who has a lot of love for children and feels that the future of India
lies in them. Today’s young students want the education system to feed and
challenge their innovative and creative minds. Educational institutions have to
year up to evolve a curriculum that is sensitive to the social and technological
needs of a Developed India.
References-
Kalam Abdul,A.P.J.(1998) .India 2020-A Vision for the New Millennium.
Penguin Books India Ltd.
Gurmeet, K. (2015). Thesis- Educational Thoughts of J Krishnamurti and
their relevance to present education.
Kalam, A. P. (2012). You are unique. bangalore: punya publishing
private limited.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 43
Kalam, A. P. (2002). Ignited Minds. Gurgaon: Penguin Books India Pvt
LTD.
Kalam, A. P. (2013). My Journey, Transforming Dreams in to Action.
New Delhi: Rupa Publications India Pvt.LTD.
Katiyar, K. &. (2002). A.P.J abdul Kalam The Visionary Of India. New
Delhi: S.B.Nangia A. P. H. Publishing corporation .
Pandalai, P. K. (1998-1999, sep-oct, jan-feb ). a man of destiny- 1,2,3.
Retrieved may 10, 2016, from newindfiadigest: www.newindiadigest.com
Pareek, S. (2015, July 28). 12things that made dr. apj abdul kalam the
most extraordinary man we know. retrieved may 15, 2016, from
thebetterindia: www.thebetterindia.com
Pillai, A. P. (2004). Envisioning an Empowered Nation. TATA
MacGraw- Hill Publishing Company Limited.
Policepatil, B. B. (2011). Tesis- A Study of Educational Thoughts of Dr.
Rabindranath Tagore and their Relevence to Present Education System.
Rajan, A. P. (1998). A Vision for the New Millennium. New Delhi: S.B.
Nangia A.P.H. Publishing Corporation.
****************************************************************
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 44
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-5
Factors Affecting the Problem of Absenteeism among the Students of
Government Primary Schools in District Sitapur and Suggestions to Handle this
Problem Dr. Vaibhav Kumar Singh
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 45
Factors Affecting the Problem of Absenteeism among the
Students of Government Primary Schools in District
Sitapur and Suggestions to Handle this Problem Dr. Vaibhav Kumar Singh6
Abstract
Primary education is not only the foundation of education system but it is the
foundation of human life also. Education provided at primary level, not only
affects the further education of an individual but it also affects his/ her whole
life. In other words, quality primary education is the basic necessity for the
progress in life and for the better career of an individual. If base of one’s
education is strong then he/ she can achieve further educational goals in his/
her life very easily but if educational base is not strong then it will be
comparatively difficult for an individual to succeed in his/ her further
education. Therefore, it is necessary for teachers to provide quality primary
education to the children availing education in their schools. Although, there
are so many reasons/ problems which reduce the quality of government primary
education, but one common and severe problem which is always blamed by
teachers is the absenteeism among the students of government primary schools.
So, keeping in mind the importance of this problem, the researcher decided to
explore this problem. This research paper is an effort to analyze the factors
affecting the problem of absenteeism among the students of government primary
schools in district Sitapur and to provide suggestions to handle this problem.
Key Words- Absenteeism, Government Primary School.
Introduction-
It is the duty of guardians, teachers, society/ community and state to provide
quality primary education to each and every child. Keeping in mind the 6 Assistant Teacher, P.S. Kodariya II, Block- Sidhauli, District- Sitapur (Uttar Pradesh)
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 46
importance of elementary education, our constitution makers made proper
provision for this important issue in constitution. According to Article 45 of
Indian constitution, elementary education (Grade I to Grade VIII) should be free
and compulsory for children having age group 6 to 14 years within 10 years
from the date of implementation of constitution. This article directs the state to
make proper provision for free and compulsory education to the children having
age group 6 to 14 years of whole country. Subsequently, Article 21(A) came
into existence and RTE, 2009 was implemented in our country from 1st April,
2010. After implementation of RTE, many changes occurred in primary
education like recruitment of teachers in large scale, totally free education, no
student can be failed and it is compulsory to promote him in further class,
corporal punishment is banned and no student can be denied admission in any
school, though he/ she may be lacking any document/ formality etc. Due to
implementation of these provisions there is improvement in terms of increase in
enrolment, decrease in drop-out rate and better facilities in schools.
On the other hand, we see that absenteeism among the students of government
primary schools is a big challenge for majority of schools. Inspite of the efforts
done by the teachers, 100% attendance is far from their reach. The researcher
has worked as an assistant teacher in three schools of two blocks in district
Sitapur for last 3 years. It was felt by the researcher that in these 3 years no
single day came when 100% students were present in any school and on an
average attendance was about 60%. The researcher discussed with many other
teachers and found that absenteeism is a common problem and in majority of
schools attendance is about 60%. Such condition provoked the researcher to
find out the factors affecting the problem of absenteeism among the students of
government primary schools in district Sitapur and also to provide suggestions
for improving the attendance of students studying in government primary
schools in district Sitapur.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 47
Objective-
To study the factors affecting the problem of absenteeism among the students of
government primary schools in district Sitapur and to provide suggestions to
handle this problem.
Delimitation-
The present study is delimited to only government primary schools (Parishadiya
Vidyalaya) of district Sitapur.
Methodology-
As per the nature of the present study, descriptive survey research method has
been used as a research method to explore the problem.
Population-
All the government primary schools (Parishadiya Vidyalaya) of district Sitapur
have been defined as the population for the present study. There were 417,199
students enrolled in 2,958 government primary schools having 9,781teachers in
district Sitapur (Uttar Pradesh) till 2014-157.
Sample-
To fulfil the objectives of the present study, the sample of 40 teachers of
government primary schools (Parishadiya Vidyalaya) from different blocks of
district Sitapur has been constituted by using purposive sampling.
Tool-
To find the opinion of teachers, interview as well as telephonic talk has been
used as a tool in the present study.
Factors Affecting the Problem of Absenteeism among the Students of
Government Primary Schools in District Sitapur-
For collecting the opinion of teachers regarding the factors affecting the
problem of absenteeism among the students of government primary schools in
district Sitapur, interview as well as telephonic talk was held with selected 40 7 District Report Cards, 2014-15, Volume- II, p. 1283
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 48
sample teachers of district Sitapur. For this, researcher asked major reason for
absenteeism in government primary schools from each sample teacher. As all
the teachers were facing the problem of absenteeism severely, they got an
opportunity to share their views regarding this problem and responded frankly
on the basis of their experiences in the field of teaching. Thus, varieties of
opinions were compiled by the researcher regarding the factors affecting the
problem of absenteeism among the students of government primary schools in
district Sitapur. The opinions compiled by the researcher regarding the factors
affecting the problem of absenteeism among the students of government
primary schools in district Sitapur can be summarized as under-
S.N. Factors affecting the problem of
absenteeism
No. of
teachers
who
responded
for this
factor
Percentage of
teachers who
responded for this
factor
1. Lack of awareness among
students and guardians
16
40%
2. Use of traditional teaching
methods
6 15%
3. Poverty of guardians 4 10%
4. Lack of infrastructure 3 7.5%
5. Involvement of students in
agricultural and domestic work
3
7.5%
6. Illiteracy of guardians 2 5%
7. Enrolment of students in more
than one school
2
5%
8. Involvement of students in caring
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 49
of their younger siblings 1 2.5%
9. Lack of seriousness and caring
among guardians for their wards
2
5%
10. Involvement of teachers in non-
academic works
1
2.5%
Suggestions to Handle the Problem of Absenteeism among the Students of
Government Primary Schools in District Sitapur-
For collecting the opinion of teachers regarding the suggestions to handle the
problem of absenteeism among the students of government primary schools in
district Sitapur, interview as well as telephonic talk was held with selected 40
sample teachers of district Sitapur. For this, researcher asked for the most
effective suggestions to handle the problem of absenteeism from each sample
teacher. Since all the teachers are already trying to handle the problem of
absenteeism in their schools by their own ways, they shared their suggestions
very effectively and seriously which are being used by them or suggestions
which were in their mind to execute in future to handle the problem of
absenteeism. Thus, varieties of opinions were compiled by the researcher
regarding the suggestions to handle the problem of absenteeism among the
students of government primary schools in district Sitapur. The opinions
compiled by the researcher regarding the suggestions to handle the problem of
absenteeism among the students of government primary schools in district
Sitapur can be summarized as under-
S.N
.
Suggestions to handle the
problem of absenteeism
No. of teachers
who responded
for this
suggestion
Percentage of
teachers who
responded for this
suggestion
1. To make aware/ motivate/
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 50
guide the guardians 17 42.5%
2. To ensure the teachers’
responsibility
6 15%
3. Use of ICT/ technologies/
activities in teaching learning
process
4
10%
4. To ensure the availability of
infrastructure in schools
3
7.5%
5. Modification in government
policies/ education system
3
7.5%
6. Creating public awareness and
propagation of education
3
7.5%
7. To take legal action on
guardians and debar them from
government facilities
2
5%
8. Teachers should behave in an
appropriate manner with
students
1
2.5%
9. To ascertain the attendance of
teachers by using biometric
machine and through other
techniques
1
2.5%
Discussion-
According to majority of teachers, lack of awareness among the guardians is a
major factor affecting the problem of absenteeism among the students of
government primary schools in district Sitapur. While, some other factors
affecting the problem of absenteeism among the students of government
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 51
primary schools in district Sitapur are traditional teaching methods and
inactiveness of teachers, poverty of guardians, lack of infrastructures in
government primary schools, agricultural and domestic works, illiteracy of
guardians, enrolment of students in more than one school, involvement of
students in caring of their younger siblings, lack of seriousness and caring
among guardians for their wards and involvement of teachers in non-academic
works and more focus of guardians on government facilities. From this
discussion we see that the lack of awareness among the guardians is a major
factor affecting the problem of absenteeism. In other words, without improving
the awareness of guardians, we can’t handle the problem of absenteeism among
the students of government primary schools in district Sitapur. Lack of
awareness among the guardians is indirectly related to their poverty, illiteracy
and socio economic status. Therefore, the concerned authorities have to focus
on these issues also while talking about unawareness among the guardians.
According to majority of teachers, to make aware, motivate and guide the
guardians regarding importance of education for their wards is a major
suggestion for handling the problem of absenteeism among the students of
government primary schools in district Sitapur. While, some other suggestions
for handling the problem of absenteeism among the students of government
primary schools in district Sitapur are to ensure the teachers’ responsibility, use
of ICT/ technologies and activities in teaching learning process, to ensure the
availability of infrastructures in schools, modification in government policies
and the education system, public awareness for propagation of education, to
take legal action on guardians and debar them from governments’ facilities,
teachers should behave in an appropriate manner with students and they should
pay attention on teaching learning process and to ascertain the attendance of
teachers by using biometric machines and through other techniques. From this
discussion we see that creating awareness, motivating and guiding the guardians
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 52
are major suggestions for handling the problem of absenteeism among the
students. Therefore, it is necessary to improve any how the awareness of
guardians regarding education of their wards. Teachers, NGOs, social reformers
and public representatives should pay special attention on awareness among the
guardians. Some special panning and policies are also required to create
awareness among the guardians.
Educational Implications-
Following are the educational implications of the present study-
(i) Teachers should make aware/ motivate/ guide the guardians regarding
importance of education of their wards.
(ii) Basic education department should ensure the proper handling of their
responsibilities by the teachers.
(iii) Teachers should use ICT/ technologies/ activities in their teaching
learning process.
(iv) Government should ensure the availability of infrastructure in schools.
(v) Modification should be done in government policies/ education
system as per the need and demand of the society.
(vi) Teachers should behave in an appropriate manner with students and
they should pay attention to teaching learning process carefully.
(vii) Basic education department should ascertain the attendance of
teachers by using biometric machine and through other effective
techniques.
(viii) Public awareness/ propagation of education should be done effectively
in society.
(ix) Government should ensure legal action on those guardians who are
not sending their wards to the school regularly and such guardians
should also be debarred from the facilities provided by the state and
central governments.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 53
References-
District Report Cards. (2014-15). Volume- II. Government of India.
New Delhi: NUEPA Publication Division.
Govinda, R. & Diwan, Rashmi (2003); “Community Participation and
Empowerment in Primary Education”, SAGE Publication, India Pvt.
Ltd, New Delhi.
Gupta, S. & Agarwal, J.C. (2009); “Bharat Me Prarambhik Shiksha-
Swatantrata Se Purva Evam Pashchat”, Shipra Publication, Delhi.
National Curriculum Framework (2005), Department of Secondary &
Higher Education, NCERT, MHRD, Publication Division,
Government of India, New Delhi.
Right to Education Act (2009), MHRD, Publication Division,
Government of India, New Delhi.
Saxena, R.R. and Mittal, S.C. (1985); “Impact of Mid-Day Meal
Programme on Enrolment and Retention at the Primary Stage.”
(USAID Financed), NCERT, New Delhi.
Singh, Sunil Kumar, et al. (2007); “Challenges in Universalization of
Elementary Education”, Sapna Ashok Prakashan, Varanasi.
Singh, Vaibhav Kumar (2017); “Quality Concerns in Primary
Education of Uttar Pradesh: An Analytical Study”, Unpublished Ph.
D. Dissertation, University of Lucknow, Lucknow.
****************************************************************
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 54
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-6
Academic Stress and Self Concept of Indian Adolescents- Moderating Role of
Democratic Parenting Style Saranjeet Kour
Dr. Franky Rani
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 55
Academic Stress and Self Concept of Indian Adolescents-
Moderating Role of Democratic Parenting Style Saranjeet Kour8
Dr. Franky Rani9
Abstract
The study focused on academic stress and its impact on the self-concept of
secondary school students. Present study was conducted on 200 adolescent
students of class 9th and 10th of schools of Pathankot city. Data was analysed by
using correlation and hierarchical multiple regression. Moderate and
significant correlations were observed between academic stress, democratic
parenting style and self-concept of the adolescents. To detect the overall effect
of democratic parenting style as moderator in the relationship between
academic stress and self-concept of adolescents, the R2 values of the regression
model that included academic stress and its interaction with democratic
parenting style was compared with the regression model having academic stress
without interaction terms. Significant interaction effect of democratic parenting
style of adolescent and academic stress was observed in the analysis. Academic
stress was predictor of self-concept among adolescents. Parents must be taught
that parenting should involve an appropriate balance of warmth and
restrictiveness so that this may decrease the overall impact of academic stress
on adolescents.
Introduction-
Education is a life-long process of inner growth and development and its period
stretches from cradle to grave. The main aim of education is to humanize
humanity and to make life progressive, cultured and civilized. With the advent
of technology and recent globalization, the complexities of life have increased 8 Research Scholar, Department of Education, Guru Nanak Dev University, Amritsar 9 Assistant Professor, Department of Education, Guru Nanak Dev University, Amritsar
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 56
manifold. The world is becoming more and more competitive. Quality of
performance has become the key factor for personal progress. Parents desire
that their children climb the ladder of performance to as high a level as possible.
From the time of admission to school to the time of leaving, the child is viewed
as an achiever. Thus the process of education itself creates in the student
educational stress. From an early age a sense of achievement is a source of good
inspiration and self-respect and failure is a source of anger and frustration when
the learner face’s failure, not only feels disturbed but ridiculed by others and is
more prone to stress.
In this learning process there is too much pressure and burden on pupils for
achieving more according to competitive world and parental aspirations. It
creates a kind of stressful atmosphere around the students especially
adolescents. In the last few decades, alarm has already been provoked by the
proliferation of books, research reports, popular articles and the growing
number of organized workshops, aiming to teach people how to cope with this
stressful environment ( Keinan & Perlberg 1986)
The academic overload in schools and the unrealistic parental demands and
social expectations are imposing severe stress on students. In an attempt to fulfil
the demands and meet the expectations, students are found to strive for an
elusive perfection ( Hariharan and Radhanath, 2008). School work,
extracurricular activities, and parental expectations all contribute to teenagers’
stress (Communications, 2017).
A little stress is good for better performance because the overwhelming stress
pushes a student to do things they would not normally do. Experiencing high
levels of academic stress can lead to anxiety, aggression, fatigue, depression,
frustration, low self-esteem, threat and tension, Absenteeism, poor productivity,
poor memory and language skills lower adjustment (Hussain, Kumar & Husain
2008) and lower academic achievement (Bajwa and Kaur, 2006) among
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 57
adolescents. These negative academic experiences lead to helplessness
(Abramson, Garber, and Seligman, 1980; Sedek and Kofta, 1990) in students
thereby placing their academic futures in trouble by lowering down their self
concept.
Contexts are the social settings in which development occurs, play important
roles in adolescent development. These contexts include families, peers, schools
and culture. (Santrock, 2007). These social contexts also contribute to the
development of an adolescent’s self-esteem. (Dusek & Mc Intyre, 2003; Harter,
2006; Turnage, 2004). Family is one of the crucial factors which influence one’s
self-concept. Among all family factors, the parenting style is one of the most
influential factors which affect children’s socialization development and
psychological health (Huang & Yong, 1998; Zhang, 1997). According to the
developmental theories, the development of the children is the outcome or
results of reciprocal interactions between children and the multiple
environments in which they live (Bronfenbrenner and Ceci 1994; Sameroff
1994). In this sense, parents and school both play active roles in promoting and
supporting the physical, emotional, social and intellectual development of a
child from infancy to adulthood. Parent–child relationships frequently undergo
transitions during adolescence (e.g., Wissink et al. 2006). Personality of the
adolescents is influenced by the way the parents raise them.
Democratic style of parenting is associated with stronger self-concept, while
permissive and authoritarian styles of parenting are associated with negative
patterns of social-emotional development (McClun and Merrell (1998). The
quality of the relations experienced at home and in school was found to be a
major determinant of the social development of children, (Moos, 1976). Parent-
child relation is a central factor in children’s social development (Bretherton,
1985; Wachs and Gruen, 1982). In essence, children who have a good relation
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 58
with parents tend to show better social adjustment and self-esteem development
(Demo et al., 1987; Gecas and Schwalbe, 1986; MacDonald and Parke, 1984).
Therefore the purpose of this study was to assess academic stress and self
concept among adolescents and moderating role of democratic parenting style in
the relationship between academic stress and self concept.
Method-
Participants-
The participants in the study were 200 adolescents (Boys and girls) studying in
IX and X classes from senior secondary schools in Pathankot city.
Materials-
The following tools were used to collect the data
Academic stress- Bisht Battery of stress scales (2005)
Children’s Perception of Parenting Styles by Pyari and Kalra (2005)
Self Concept Rating Scale by Dr. Pratibha Deo (2011)
Objectives-
To study the relationship of academic stress and self concept of the
adolescents
To study the moderation of democratic parenting style in relationship
between academic stress and self concept.
Hypotheses-
There exists no significant relationship between parenting academic stress
and self concept of the adolescents.
The relationship between academic stress and self concept will not be
moderated by democratic parenting style of the adolescent.
Statistical Analysis-
SPSS (The Statistical Package for Social Sciences) version 20.0 was used for
computing correlations and hierarchical multiple regression.
Results-
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 59
Hypothesis-I
There exists no significant relationship between academic stress and self
concept of the adolescents.
TABLE 1.1
Correlations between types of academic stress and adolescents’ self concept
Correlation between measures
N R
1. Academic Stress
2. Self Concept 200 -.159**
** Significant at 0.05 level
Self-Concept and Academic Stress-
Pearson product-moment correlation coefficients between academic stress and
adolescents self concept are displayed in Table 1.1. As can be seen, modest but
significant correlation emerged. As predicted, academic stress was negatively
related with self concept of adolescents r(198) = -.159, p = .025.
Thus the hypothesis that “There exists no significant relationship of academic
stress and self concept of the adolescents.” was rejected leading to the
conclusion that there is relationship between academic stress and self concept of
the adolescents.
Hypothesis-II
The relationship between academic stress and self concept will not be
moderated by democratic parenting style of the adolescent.
Table 1.2
A hierarchical Multiple Regression predicting self-concept from Academic
Stress, Democratic Parenting Style of Adolescent and their interactions
(N=200)
Variable B SE Βeta R R2 ΔR2 ΔF
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 60
Self concept
Step 1 .159 .025 .025 5.113*
Academic Stress -.060 .027 -.159
Step 2 .364 .133 .107 24.415**
Democratic
Parenting styles 1.849 .374 .334
Step 3 .393 .155 .022 5.132*
Academic Stress
*Democratic
Parenting Style
.012 .005 .918
** Significant at 0.01 level
* Significant at 0.05 level
Moderating Role of Democratic Parenting Style of Adolescent-
To test the hypothesis that the self concept is a function of academic stress,
democratic parenting style of adolescents and their interaction, the hierarchical
multiple regression analysis was conducted. The hierarchical multiple
regression revealed that in step 1, academic stress contributed significantly to
the regression model, Δ F (1, 198) = 5.113, p = .025 and accounted for 2.5% of
the variation in self concept of adolescents. Introducing the variable democratic
parenting style explained an additional 10.7% of variation in self concept and
this change in R² was significant, Δ F (1, 197) = 24.415, p = .000. The
interaction effect entered at step 3, of hierarchical multiple regressions for self
concept show the moderator effect. To avoid potentially problematic high
multicollinearity with the interaction term, the variables were centred and an
interaction term between academic stress and democratic parenting style was
created (Aiken & West, 1991).
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 61
Step 3, shows that the interaction of democratic parenting style of adolescent
with academic stress accounted for 2.2% of variance in self concept of
adolescents and this change in R² was significant, Δ F (1, 196) = 5.132, p =
.025. Significant interaction effect of democaratic parenting styles of
adolescent and academic stress was observed in the analysis.
Figure 1: Moderating Role of democratic parenting style on the
relationship between academic stress and self concept
To examine the exact nature of the conditionality that exist between self
concept, two regression lines were plotted: one for low level of moderator
variable (democratic parenting style) (1SD below the mean), and one for high
level of moderator (1SD above the mean). This simple slope analysis in figure-
1
Thus the hypothesis that “The relationship between academic stress and self
concept will not be moderated by democratic parenting style of the adolescent”
was rejected leading to the conclusion that the relationship between academic
stress and self concept of the adolescents is different across different levels of
democratic parenting style.
Discussion-
0
20
40
60
80
100
120
140
Low academic stress High academic stress
Self
Conc
ept
Academic Stress
Low Democratic
High Democratic
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 62
The main results of this study indicate was the statistically negative relationship
between academic stress and self concept of adolescents. This implies that the
stronger the self concept of the adolescents the lower the level of academic
stress faced by them. The present study also revealed that as the level of self-
concept of the adolescent becomes high the level of academic stress goes down.
This is so as the self-concept protects the individual from distress, it helps the
person to bounce back in terms of highly stressful or academically loaded
situations (Mitra, 2007). This result is consistent with the studies (Mitra and
Sengupta).
Democratic parenting style was found to moderate the relationship between
academic stress and self concept of the adolescents. The psychological well
being of adolescents depends on his/her parental relations. This mental well
being depends on the quality and quantity of communication which the
adolescent has with his/her parents which in turns depends on many factors vital
among those is the parenting styles. Democratic parents usually converse with
their children on each and every matter. They set goals for acceptable behaviour
and this is done in a logical manner. When an adolescent encounters with
academic stress, those with democratic style of parenting figures out ways to
overcome the problem instead of avoiding them. Thus we see that good
parenting is the foundation of a house made of strong personality with a roof of
high self-concept that protects the individual from Tsunamis and hurricanes in
the form of stress. (Mitra, 2007).
This result is consistent with the studies (Mitra and Sengupta, Heaven and
Ciarrochi, 2008, LaVoie, 1976; Douvan and Adelson, 1966; Edler, 1962, 1963).
These findings lend additional support to the Baumrind conceptualization of
parenting styles, and tend to back up the idea that democratic parenting style
helps in the positive social-emotional development in adolescents.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 63
A parent, who loves, positively evaluates his/her child and provides emotional
support conveys to the child a feeling of value that is the basis of self-concept.
Parental acceptance and support also encourage the child to explore personal
confines and discover competencies, which is important for self-concept
development (Dekovic and Meeus, 1997). The result is consistent with the
studies (Mcclun and Errell, 1998, Buri et al., 1987).
The practical implications of this main finding can be related to parent guidance
and educational programs. Amid the parent educators meeting, preparing ought
to be given to guardians on the best way to create just styles in their styles of
child rearing. They should be shown that child rearing ought to include a proper
adjust of warmth and limitation; guardians who are steady and sincerely
accessible to their kids, however who additionally set reasonable objectives for
their youngsters, will probably bring up kids who are balanced in each circle of
their life. Another practical implication of this main finding is that we should
emphasise more on key to decreasing distress by providing students with a
feeling of control over their education, information about what to expect, and
feedback regarding what can be done to improve their performance. Despite the
fact that it isn't conceivable to diminish the academic stress of adolescent in
present time of competition, it is required to create projects to enable help to
manage this anxiety. Directing specialists ought to be enrolled in every last
school with the goal that youth may motivate counsel to tackle their issues and
discover approaches to relieve stress.
Although these findings provide some interesting evidence regarding the
relationship between academic stress, democratic parenting style and self
concept, there are some limitations which may weaken the generalizability of
these findings, and which should be well thought-out carefully. A primary
limitation of the study methodology was that democratic parenting style was
assessed using adolescent self-reports of their perceptions rather than an
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 64
objective appraisal of parent behaviours and characteristics. It may be possible
that some factors like temporary stresses in adolescent–parent relationships may
have influenced and biased the adolescent subjects self-report. A final limitation
to consider is that this study can be generalised to culture of India only but not
to the other western countries. So, future researches should include the
comparative studies of parenting styles in different cultures.
References-
Abramson, L. Y., Garber, J., and Seligman, M. E. P. (1980). Learned
helplessness in humans: an attributional analysis. In J. Garber and M. E.
P. Seligman (eds.), Human Helplessness: Theory and Application, pp. 3–
34. New York: Academic Press.
Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and
interpreting interactions. Thousand Oaks, CA: Sage.
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture
reconceptualized in developmental perspective: A bioecological model.
Psychological Review, 101 , 568–586.
Buri, J. R., Kirchner, P. A. and Walsh, J. M. (1987). Familial correlates of
self-esteem in young American adults. The Journal of Social Psychology,
127, 583–588.
Bajwa, S., & Kaur, H. (2006). Academic Achievement in Relation to
Family Environment and Academic Stress. Education New Horizons,
4(11).
Communications, N. (2017). NYU Study Examines Top High School
Students’ Stress and Coping Mechanisms. Nyu.edu. Retrieved 29 June
2017, from http://www.nyu.edu/about/news-
publications/news/2015/august/nyu-study-examines-top-high-school-
students-stress-and-coping-mechanisms.html
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Douvan, E., and Adelson, J. (1966). The Adolescent Experience, Wiley,
New York.
Elder, G. (1962). Structural variations in the child-rearing relationship.
Sociometry 25: 241-262.
Elder, G. (1963). Parental power legitimation and its effect on the
adolescent. Sociometry 26: 50-65.
Harter, S. (1988). The self-perception profile for adolescents. Denver,
CO: University of Denver, Department of Psychology.
Harter, S. (1990). Issues in the assessment of the self-concept of children
and adolescents. In A. M. LaGreca (Ed.), Through the eyes of the child:
Obtaining self-reports from children and adolescents (pp. 292–325).
Needham Heights, MA: Allyn & Bacon.
Harter, S. (1991). Processes underlying adolescent self-concept
formation. In R. Montemayor, G. R. Adams, & T. P. Gullotts, (Eds.),
From childhood to adolescence: A transitional period? Advances in
adolescent development (pp. 205–239). Newbury Park, CA: Sage.
Hussain, A., Kumar, A., & Husain, A. (2008). Academic stress and
adjustment among high school students. Journal of the Indian Academy
of Applied Psychology, 34(9), 70-3.
Huang, X. T., & Yong, X. (1998). Making a Scale of Self-Worth for
Young Students. Psychological Science, 4, 289-292.
LaVoie, J. (1976). Ego identity formation in middle adolescence. J. Youth
Adoles. 5: 371-385.
McCauley, E., Mitchell, J. R., Burke, P. M., & Moss, S. J. (1988).
Cognitive attributes of depression in children and adolescents. Journal of
Consulting and Clinical Psychology, 56, 903–908.
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Merrell, K. W., Cedeno, C. J., & Johnson, E. R. (1993). The relationship
between social behavior and self-concept in school settings. Psychology
in the Schools, 30, 293–298.
Mishra, R. and Michelle, M. (2000). College Students’Academic Stress
and its Relation to Their Anxiety, Time Management, and Leisure
Satisfaction. American Journal of Health Studies, January, Vol. 16, No.
1, pp. 41-51.
Perry, R. P., and Magnusson, J.-L. (1989). Causal attributions and
perceived performance: consequences for college students achievement
and perceived control in different instructional conditions. Journal of
Educational Psychology 81: 164–172.
Sameroff, A. (1994). Developmental systems and family functioning. In
R. D. Parke & S. G. Kellam (Eds.), Exploring family relationships with
other social contexts (pp. 199–214). Hillsdale: Erlbaum.
Sedek, G., and Kofta, M. (1990). When cognitive exertion does not yield
cognitive gain: toward an informational explanation of learned
helplessness. Journal of Personality and Social Psychology 58: 729–743.
Sengupta, D. Self-Concept: A Determinant of Academic Stress and
Perceived Parenting Mom Mitra Deϒ.
Wissink, I. B., Dekovic, M., & Meijer, A. M. (2006). Parenting behavior,
quality of the parent–adolescent relationship, and adolescent functioning
in four ethnic groups. The Journal of Early Adolescence, 26, 133–159.
Zhang, L. H. (1997). Reviews on Parental Rearing Patterns and Children
Socialization. Journal of Liaoning Normal University (Sociality Science
Edition), 3, 19-21.
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 67
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-7
Secondary Teacher’s Attitude towards
Continuous and Comprehensive Evaluation Vijay Jaiswal
Anjali Gaud
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 68
Secondary Teacher’s Attitude towards Continuous and
Comprehensive Evaluation Vijay Jaiswal10
Anjali Gaud11
Abstract
The aim of the present paper was to study the attitude of secondary level
teachers’ towards Continuous and Comprehensive Evaluation (CCE). The
population of the study consists of teacher belonging to C.B.S.E. Board
secondary school in Meerut city only. In the present study, a sample of 120
teachers was taken through simple random sampling technique. The tool used
for the study was Teacher's Attitude Scale towards Continuous &
Comprehensive Evaluation constructed by Dr. Vishool Sood and Dr. (Mrs) Arti
Anand. The findings of the study are as follows: (i) the secondary school
teachers attitude towards Continuous Comprehensive Evaluation (CCE) is
extremely favourable is partially accepted; (ii) there is no significant difference
between male and female teacher’s attitude towards Continuous Comprehensive
Evaluation (CCE); (iii) there is difference between Govt. and Private school
teacher’s attitude towards Continuous Comprehensive Evaluation (CCE); (iv)
there is no difference among Arts, Science & Commerce teacher’s attitude
towards Continuous Comprehensive Evaluation (CCE).
Key words- Continuous and Comprehensive Evaluation (CCE), Attitude
Introduction-
Evaluation is an all exclusive and a wider process. In evaluation, data is
collected from different persons at different times, from different sources using
different techniques. Thus, the variety of information, sources and techniques
makes the process of evaluation more comprehensive. It should cover the 10 Associate Professor, Department of Education, C.C.S. University, Meerut-250004 11 M.Ed. Student
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 69
personality of the student incorporating the cognitive, affective and
psychomotor aspects and not limited to a few selected aspects of personality. In
the words of Kothari Commission,” Evaluation is continuous process, forms an
integral part of the total system of education and is intimately related to
educational objectives. It exercises a great influence of the pupil’s study habits
and the teacher’s methods of instruction and thus helps not only to measure
educational achievement but also to improve it. The techniques of evaluation
are means of collection evidence about the student’s development in desirable
directions.” In this context International Commission on Education sponsored
by UNESCO in 1972 gave their valuable comments and stated that, “Real
evaluation, but on over-all observation of his work throughout a course of study.
It should pay less attention to the volume of memorized knowledge and more to
the development of his intellectual capacity, reasoning ability, critical judgment
and proficiency in problem-solving.” The National Policy on Education (1986)
emphasized on Continuous and Comprehensive evaluation and the introduction
of Semester system from the secondary stage.
Unlike CBSE's old pattern of only one test at the end of the academic year, the
CCE conducts several tests. There are two different types of tests namely,
the formative and the summative. Formative tests will comprise the student's
work at class and home, the student's performance in oral tests and quizzes and
the quality of the projects or assignments submitted by the child. Formative
tests will be conducted four times in an academic session, and they will carry a
40% weight age for the aggregate. In some schools, an additional written test is
conducted instead of multiple oral tests. However, at least one oral test is
conducted.
The CCE or Continuous and Comprehensive Evaluation scheme refers to a
school-based evaluation of students that covers all the aspects of a student’s
development. Continuous means regular assessments, frequency of unit testing,
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 70
analysis of learning gaps, applying corrective measures, retesting and giving
feedback to teachers and students for their self-evaluation, etc. Comprehensive
on the other hand attempts to cover both the scholastic and the co-scholastic
aspects of a student’s growth and development — with both these aspects of the
evaluation process being assessed through Formative and Summative
Assessments.
In the context of modern education world, the function of education is not
merely to supply some amount of knowledge to the students, but to develop
desirable habits, interest attitudes and skills among students. To attain these
objectives, we have to provide appropriate learning experiences to the students.
The true implementation of this evaluation system depends upon the active
participation of the teachers. The performance of the teachers greatly depends
upon their attitude. A positive attitude makes the work not only easier but more
satisfying also and professionally rewarding. A negative attitude makes the
teaching task harder, tedious and unpleasant. So, the knowledge of the attitude
of the teachers will be helpful to the policy makers for the true implementation
and to know the success of the system. If same deficiency exists, can be
eliminated and this will help in providing quality education to the learners.
The outcome of this system of CCE at the initial level varies. Though most of
the schools implemented it quickly, teachers and students who were more
connected to the older system of evaluation and examination faced difficulties
coping with the changes. The main aim of CCE being to reduce the pressure, so
as to allow the majority to students who are unable to effectively participate in
the educational system and leave it dejected and with low self – confidence,
instead of celebrating the success and glory of a minuscule few who, owing to
their socio – cultural milieu, were able to take advantage of the previous system.
The system process of continuous learning actually focuses more on project,
activities, then actual learning. The workload is no where have been cut off,
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 71
stressed students wrestle with time and effort making projects and preparing for
oral test all the year round even if the syllabus is not covered. One need have to
participate in activities, But the outcome by this method were projected to be
better that the role learning of the previous system which placed an under
emphasis on memory and facts instead of understanding and creating a learning
environment. Ask any students for further reference some students will
appreciate it and some strongly depreciated it. If a child gets into the good book
of a teacher, then he/she ensures better grade. Flattery is often used by some
children to get better grades throughout the year. Many teachers also do biased
marking and there is no action against them.
There is a growing agreement among the academic community, in schools and
among researchers, concerning the advantages of formative assessment and the
limitations of large-scale assessment. The necessity, importance and scope of
CCE have been a matter of debate among stakeholders. Though CBSE makes
extensive reference to NCF 2005 in its manual, its scheme of CCE contradicts
with the philosophy of that framework. At the same time, CBSE's CCE is more
in alignment with the position of the NFG, which formed the basis for NCF
2005 on students’ assessment. The author considers that these conceptual
differences in policy and implementation framework have created confusion.
Furthermore, decentralised decision-making on assessment, less rigid recording
and reporting procedures, flexible timeframes, and continuous engagement with
teachers are necessary for effective implementation of CCE (Yagnamurthy,
2017).
Evaluation in education holds great significance. With the implementation of
NCF-2005 and the mandatory practice of the reformative Continuous and
Comprehensive Evaluation (CCE), education scene is bound to change. In the
present study, students’ attitude towards CCE was studied. Data was collected
from students (N=1200) of CBSE affiliated schools of Jammu province. Results
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 72
reflect the moderate acceptability of CCE by students. The overall results
indicate that the there is a significant difference between the attitude of students
towards continuous comprehensive evaluation in relation to type of school,
locality, the interaction of school type and locality. In spite of knowing the fact
that CCE is an effective scheme to improve the teaching learning process, the
teachers and students are not adequately prepared for the effective and efficient
execution of CCE in schools on reality ground. Therefore, there is a need to
work out strategies which may facilitate effective practice of CCE without the
burden on teaching and learning (Raina & Verma, 2017).
Kaur (2014) studied on 70 teachers’ and 120 students’ perspectives on
continuous and comprehensive evaluation in which self-prepared (content
validated) questionnaires were used to collect data from teachers and students.
Percentage analysis was used to draw conclusions from the data. The results
reported that majority of the students (71.66%) believed that CCE system
encourages not only the academic skills/performance but also the other abilities
among them (e.g. performing/ expressive art, sports, etc.). When students were
asked, if given a choice, which evaluation system they prefer, only 35%
expressed that they would like to switch back to the older system (annual,
marking system) whereas majority (65%) expressed their preference for the
CCE (Kaur, 2014).
Objectives of the Study-
The following were the objectives of the study:
To study the attitude of secondary school teachers attitude towards
continuous and comprehensive evaluation.
To compare the attitude of male and female secondary school teachers
attitude towards Continuous and Comprehensive Evaluation .
To compare the attitude of government and private secondary school
teachers towards Continuous Comprehensive Evaluation.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 73
To study the attitude of arts, science and commerce stream secondary
school teachers attitude towards continuous comprehensive evaluation.
Hypotheses of the study-
The following assumption/hypotheses were framed and tested in the study:
The secondary school teacher’s attitude towards Continuous and
Comprehensive Evaluation is highly favourable.
There is no significance difference between the male and female
secondary teachers towards Continuous Comprehensive Evaluation.
There will be no significance difference between attitude of government
and private secondary school teachers towards continuous comprehensive
evaluation.
There will be no significance difference between arts, science and
commerce secondary school teachers towards continuous comprehensive
evaluation.
Delimitations of the Study-
Delimitation of the study according to best (1953), “ This recognition helps to
focus attention on valid objectives and help to minimize the degree of over
generalization.” The delimitations of the study is as follows:
1. The sample is confined to Meerut City urban region only.
2. Teachers of C.B.S.E. board have been only considered.
3. It is confined to Senior secondary school teachers of all 3 streams i.e.,
Science, Arts and Commerce.
4. The population/sample of the study is restricted to 120 teachers.
5. The sample is selected with the help of simple random sampling.
Research Method-
The Selection of research method depends upon objectives, nature and
resources of the research. In this study descriptive survey method was used.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 74
Population of the study-
Population consists of the total number of person inhibiting a country, city or
any district of Area. The investigator has narrowed down the field of study to
Meerut district only. The population of the study consisted of teacher belonging
to C.B.S.E. Board secondary school in Meerut city only.
Sample of the study-
After defining a population and listing all the units, a researcher selects a
sample of units from the sampling frame. The process of a such a selection is
called sampling. The first consideration before the investigator was to select the
school/Institute for the purpose of the study. There are 74 secondary school in
Meerut city. Out of these schools 15 schools were selected randomly. In the
present study, a sample of 120 teachers, 8 teachers from each selected school
teaching in secondary classes. The schools & teachers were taken through
simple random sampling technique.
Description of the tool-
In Present study the tool used for the study was Teacher's Attitude Scale
towards Continuous & Comprehensive Evaluation constructed by Dr. Vishool
Sood and Dr. (Mrs) Arti Anand. The scale is a self-administering and self-
reporting five-point scale. Items of the scale are in statement from requiring
response for each item on a continuum as follow: Strongly Agree. Agree,
Undecided, Disagree and strongly Disagree. The items are scored in such a
manner that if the answer to a positive item is 'strongly Agree', a score of 5 is
given, for 'Agree' option, a score of 4, For 'Undecided' option, a score of 3, for
'Disagree' option, a score of 2 and for 'strongly disagree' option, a score of 2 and
for 'strongly disagree' option, a score of 1 is awarded. On the other hand, in case
of negative items, the above scoring produce is completely reversed. The Test-
Retest Reliability was got by correlating I test and Retest score of the
representative sample of 56 teachers and, was to be 0.769 which is significant at
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 75
0.01 level of significance. The intrinsic validity of the scale was ascertained
by ensuring internal consistency of the scale through product moment
correlation method. The split-Half reliability coefficient of 0.844 was also fairly
high and ensured intrinsic validity of the scale.
Analysis and Interpretation of Data-
Assumption-1: The secondary school teachers’ attitude towards Continuous and
Comprehensive Evaluation is extremely favourable.
To test above assumption z-score was used and results are shown in Table–1.
Table – 1
Secondary Teachers’ Attitude towards CCE
Sr.
No.
Level of Teachers
Attitude
Range of
z-score
N %
Percentage
Grade
1. Extremely
Favourable
+2.01 and
above
5 4.67 % A
2. Highly Favourable +1.26 to +2.00 70 58.34 % B
3. Above Average
Favourable
+0.51 to 1.25 25 20.82 % C
4. Moderate
Favourable
−0.50 to +0.50 20 16.67 % D
5. Below Average
Favourable −0.51 to –1.25 0 E
6. Highly Unfavourable −1.26 to –2.00 0 F
7. Extremely
Unfavourable
−2.01 and
below
0 G
It is evident from the above table-1 that only 4.67% teachers’ attitude have been
found extremely favourable towards CCE, 58.34% teachers’ attitude highly
favourable, 20.84% teachers’ attitude are above average favourable, 16.67%
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 76
4.67%
58.34%
20.84% 16.67%
0 0 0 0.00%
10.00%20.00%30.00%40.00%50.00%60.00%70.00%
teachers’ attitude moderate favourable and there is no below average, highly
and extremely unfavourable teachers’ attitude towards CCE. On the basis of
above conclusion, the assumption of the study secondary school teachers’
attitude towards CCE is extremely favourable” is partially accepted. This is also
depicted through fig.-1.
Fig.-1
Secondary teachers’ attitude towards CCE
H01: There is no significant difference between the male and female secondary
teacher's” towards continuous and comprehensive evaluation system.
To test above hypothesis t-test was used and result are shown in table-2.
Table–2
Male and Female Teachers’ Attitude towards C.C.E. System
Variable N Mean
S.D.
(σ)
df ‘t’-
value
Level of
Significance
Male teachers
64 170.51 10.45
118 1.42 Insignificant
at 0.05 level Female teachers
56 173.89 14.55
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 77
It is evident from the table-2 that calculated ‘t’ value is 1.42 (df 118, table
value 1.98 at 0.05 level) and it is insignificant at 0.05 level of significance.
Hence the null hypotheses (H01) is accepted. Thus, we can conclude that there is
no significant difference between male and female teachers’ attitude towards
CCE.
H02: There will be no significant difference between Government and Private
secondary school teachers’ attitude towards continuous and comprehensive
evaluation system.
To test above hypothesis t-test was used and results are shown in Table-3
Table–3
Attitude of Govt. and Pvt. Secondary School Teachers towards C.C.E. System
Variable N Mean
X
S.D.
(σ)
df ‘t’-
value
Level of
Significance
Govt teachers
56 165.54 14.92
118 2.16 Significant
at 0.05 level Pvt. teachers
64 171.72 16.47
It is evident from the table-3 that calculated ‘t’ value is 2.16 (df 118, table value
1.98 at 0.05 level) and it is significant at 0.05 level of significance. Hence the
null hypothesis (H02) is rejected. Thus, we can conclude from the mean value
that the private school teachers have higher level of attitude towards CCE in
comparison to Government school teachers.
H03: There will be no significant difference among Arts, Commerce and Science
secondary school teachers’ attitude towards Continuous and Comprehensive
Evaluation system.
To test above hypothesis F-test was used and results are shown in table-4.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 78
Table– 4
Comparison of Arts, Science and Commerce secondary School Teachers’
Attitude Towards continuous comprehensive evaluation system
Sources
of
variance
SS df MSS F-ratio Level of
Significance
Between 2186.21 2 1093.105
814.49
1.34 Insignificant
at 0.05 level Within 95295.79 117
Total 97482 119
It is evident from the table-4 that calculated F-ratio is found to be 1.34 (table
value 3.06 at df (2, 117) and 0.05 level) and it is not significant at 0.05 level.
Hence the null hypothesis (H03) is accepted. It means that three groups namely
Arts, Science and Commerce teacher’s group are found insignificantly different
on their attitude towards CCE. Thus, we can conclude that there is no difference
between attitude of Science, Arts and Commerce teachers towards Continuous
Comprehensive Evaluation (CCE).
Findings & Conclusion-
The findings of the study are as follows:
The secondary school teachers attitude towards Continuous
Comprehensive Evaluation (CCE) is extremely favourable is partially
accepted.
There is no significant difference between male and female teacher’s
attitude towards Continuous Comprehensive Evaluation (CCE).
There is difference between Govt. and Private school teacher’s attitude
towards Continuous Comprehensive Evaluation (CCE).
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 79
There is no difference among Arts, Science & Commerce teacher’s
attitude towards Continuous Comprehensive Evaluation (CCE).
References-
Best, J. W. & Kahn, J. V. (1995). Research in Education (7th Ed.) New
Delhi: Prentice Hall of India.
Kaur, K. (2014). Teachers’and students’ perspectives on continuous and
comprehensive evaluation. Global Journal for Research Analysis. 3(10):
1-2
Raina, S. & Verma, L. K. (2017). Continuous and Comprehensive
Evaluation: A study of student’s attitude. Retrieved from
http://ijesc.org/upload/0680c1c7930b22877aa3d6118697fd29.Continuous
%20 and %20 valuation%20A20of%nts%20Attitude.pdf
Yagnamurthy, S. (2017). Continuous and Comprehensive Evaluation
(CCE): policy and practice at the national level. Retrieved from
http://www.tandfonline.com/doi/full/10.1080/09585176.2016.1275725?sc
roll=top &needAccess=true
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 80
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-8
Understanding Well-being: An Indian
Philosophical Perspective Prince Kumar Gupta
Prof. U.C. Vashishtha
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 81
Understanding Well-being: An Indian Philosophical
Perspective Prince Kumar Gupta12
Prof. U.C. Vashishtha13
Abstract
The line ‘Sarvebhavantusukhinah, Sarvesantuniramayah’ is reflected from the
ancient India on where the welfare is the centre in the thinking of saint and
common man. The vision of Indian philosophy is too broad that there has an
imagination of life in everything. Indian philosophy has various perspectives to
look well-being in everyone according to the central idea of various schools.
Each school has own way to achieve the goal of well-being in terms of various
notion as happiness, attainment, liberation, self-realization, and free from all
sufferings etc. The well-being emphasises the spiritual progress rather than
bodily existence.
Introduction-
The ancient Indian is looked as ‘Jagat Guru’, because of having the golden
history of his unique tradition and specific culture. In his rich culture,
everything has life and is respected to everyone with having a specific position.
This reflects the wellness of everyone. There is suited the line
‘Sarvebhavantusukhinah, Sarvesantuniramayah’ inspired from the
Brihadaranyaka Upanishad. The Indian philosophy always talks about the
welfare of individual and society as well. The vision of Indian philosophy is too
broad that it never emphasises on worldly well-being, it focuses on realization
of inner universal self which leads to well-being in true sense.
Relevance of the Study-
12 UGC-SRF Research Scholar, Department of Education, University of Lucknow, Lucknow-226007 (U.P.),
Email: princekumarfdz@gmail.com 13 Former Head & Dean, Faculty of Education, University of Lucknow-226007 (U.P.), India
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 82
A close review of the previous studies indicates that a very less number of
studies have been conducted on understanding well-being from an Indian
philosophical perspective (Kumar, 2015; Govanakoppa, 2013; Maybury, 2013;
& Zaidi, 2011). Therefore, the present study aims to philosophically investigate
to understand well-being from an Indian philosophical perspective.
Statement of the Problem-
Hence, the problem of the present study can be specified as below:
“Understanding Well-being: An Indian Philosophical Perspective”.
Delimitations-
1. Some selected schools of Indian philosophy are delimited in this study.
2. Six-darshan from theist category of philosophy, and Charvaka and
Buddha from atheist category of philosophy are taken.
Research Questions-
During the review the literature, many questions are raised in the mind as
below:
1. What does understand by Indian philosophical perspective?
2. What is the concept of well-being?
3. How does it reflect the well-being of an individual from the Indian
philosophical perspective?
Objectives-
1. To understand the sense of Indian philosophical perspective.
2. To formulate the concept of well-being.
3. To analyse the reflection of well-being of an individual from Indian
philosophical perspective.
Methodology-
The problems need answer with appropriate method, although the problem is
related to humanities or sciences. Method is the instrument to solve the existing
problem with the comprehension power of the researcher. The selection of
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 83
appropriate method depends on the research question posed. The present
research questions refer to qualitative analysis. For this analysis, philosophical
method is suitable to find the solutions to the questions posed. In the qualitative
research, the researcher is used a tool and philosophical method demands a
good knowledge in general and familiarity to think holistically. The insight and
analytical thinking contribute in the interpretation of the data with ascribing a
significance, meaning, purpose and to draw the common points. The researcher
uses intellectual analyses for clarifying definitions, highlighting ethics, or
arriving at a value judgement of that issue (Mangal & Mangal, 2013).
Philosophical method includes some specific steps to understand the nature of
the problem and analyses it accordingly. These steps are beginning with
wonder, formulate questions and problems, enunciate a solution, justify the
solution, and philosophical criticism (Zaidi, 2011).
Analysis per Objective wise-
Understanding Indian Philosophical perspective-
The issue related to meaning, purpose and quality of life has taken an important
place from the ancient time. Different cultures tries to answer the questions
related to quality of human existence. As Athenian philosophy focuses on ‘good
action and good character’, whereas Victorian philosophy emphasises on
various human virtues as honour, discipline and duty.
In this way, in India various notions are used for the quality of good life and
well-being in Vedic and Upanishadic periods. To understand the concept of
quality of life and well-being is worldview for knowing the nature of human
and his position in the universe (Kumar, 2006). In ancient India, Different
schools of Indian philosophy try to conceptualizing the quality of life and well-
being with a better understanding. In this understanding, the central theme of
each school is reflected with own perspective.
Conceptualizing Well-being-
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 84
The roots of positive psychology are prevention and wellness, moral
philosophy, Aristotle, Allport and humanistic psychology (Boniwell, 2006).
Before the world-war II, the major task of psychology were as cure mental
health, enhance the lives of the normal population and study geniuses. But after
the world-war II, only first agenda was emphasized (Linley, 2009). The
psychology before war and after war known as positive psychology are
differentiate on this questions that ‘Why do these individuals fail?’ versus
‘What makes some individuals succeed?’ in terms of mental illness and mental
health. World Health Organization (WHO) (1948) defined the well-being in
terms of mental health “as a state of well-being in which every individual
realize his or her own potential, can cope with the normal stresses of life, can
work productively and fruitfully, and is able to make a contribution to her or his
community”.
Reflection of well-being of an individual from Indian philosophical
perspective-
Well-being and Six-darshan-
Six-darshan refers to six system of philosophy as Samkhya-Yoga, Nanya-
Vaisesika, and Mimamsa-Vedanta. This philosophy claims to attain happiness
and well-being in terms of bliss and achieve the highest purpose of life like
liberation.
Samkhya philosophy focuses on ‘prakrti’ as the basis of all effects in the world.
It has three constituents known as gunas i.e., sattva, rajas, and tamas. These
three gunas reflects the level of well-being. The sattva guna refers to right
cognition, moral, good behaviour, goodness which is reflects the highest level
of well-being. Rajas guna refers to restlessness, aggressive behaviour, sensual
pleasure, whereas Tamas guna refers to ignorance, suffering and
motionlessness. Yoga philosophy claimed that our action plays the role to be
well-being. Action is reflected in the integration of mental, verbal and body
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 85
which leads on the path of dharma. The path of dharma is the path of well-being
in true sense. Yoga removes avidya which is the cause of all pains of an
individual. Yoga has integration of eightfold asan which removes all avidya and
achieves the well-being. Individual gets absorptive concentration in the eighth
asan of yoga ‘samadhi’ where he attains bliss in terms of well-being.
Nyaya philosophy focuses on the right knowledge which has the components of
soul, body, senses, cognition etc. This philosophy emphasises on sukha-prapti
rather than duhkha-nivrtti. These are two sides of one coin. Duhkha-nivrtti or
the avoidance desire is removed by the self-knowledge. Avoiding this desire, an
individual gets unlimited sukha which leads to the path of well-being. Vaisesika
philosophy follows four moral ends as artha, kama, dharma and moksha. These
four moral ends reflect the level of well-being. Well-being is looked as the end
of positive actions (pravrtti).
Mimamsa claims that the well-being is achieved only by the performance of his
duties (dharma). By this performance, individual knows his potentialities and
realities. The knowledge of self by senses is not complete, but there needs to
know his inner or spiritual progress. This progress increases or decreases by the
performance of dharma which is conductive to welfare of individual and society
as well. This performance of dharma leads to the path of well-being. Vedanta
philosophy highlights the bliss which is inherent in Brahman. Fulfilment of
desires is temporary happiness and well-being. This philosophy aims to realize
the eternal universal self which is a part of Brahman. Vidya leads to the right
path of liberation and free from all suffering. This reflects bliss, the path of
well-being.
Well-being and Charvaka-
Charvaka darshan is also known with a famous name as Lokayata in the history
of Indian philosophy. This philosophy neglects all worldly reality included
super sensuous. This claims that the happiness and well-being inherits within
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 86
oneself. The understanding of well-being and happiness is only physical
worldly and has narrow meaning. He agrees strongly with the phrase ‘Eat,
drink, and be merry’. This philosophy doesn’t care to other world and assumes
that all happiness and well-being lies in this physical world, although the means
of that are unethical. The goal of this life is to be happy and well-being as one
lives. This philosophy follows the hedonist approach and focuses on only
happiness and well-being of an individual from all means that is super sensuous.
The vision of this philosophy is limited by this physical world. Beyond this
physical world, no other world exists with the conception of no future and no
past. This assumes that life is life when there is full of happiness and well-being
with worldly things in the present.
Well-being and Buddha-
Buddha philosophy origins from the sorrow surrounding the individual. Buddha
is one of the most influential world philosophers who highlight the path of
achieving well-being and happiness. His ideas and thoughts have been
accumulated in the book called ‘Dhammpada’. This is known for ethical
teaching of Buddha and discussion about suffering and well-being. He pointed
out that the cause of any suffer is desire. This are desires of achieving more,
putting together, using that, not sharing with others. Everyone has a lot of
desires; this is called as ‘man of desires’. For these desires, he is not capable or
not to do work as required. He begins to follow unmoral and unethical
behaviour. Understanding these problems, Buddha starts to preach about the
relation of morality and well-being of an individual. Morality brings the well-
being of an individual in terms of removing three poisons like greed, hatred and
delusion.
Buddha describes the noble eightfold path to achieve the well-being. But he
further points out that these eightfold path are not the goal of human being, the
goal is to achieve the highest level of well-being mentioned in eighth path
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 87
‘Nirvan’. The noble eightfold path neglects sensual pleasure (kama-sukha) by
fivefold sense-organs, sensual intelligence and self-mortification for achieving
highest level of goal as well-being. Nirvan refers to a state of freedom from all
sufferings. This has various notions as immortal, refuge, and happy island
(Encyclopaedia of Philosophy of Education).
Conclusion-
The six system of philosophy emphasises on bliss and removing all suffering by
the right knowledge. The right knowledge is self-realization. By this, individual
never demands the sensual pleasure or happiness because it is temporary as
mentioned in Charvaka philosophy, but the inner spiritual happiness or well-
being is achieved by removing all worldly desires as claimed by Buddha
philosophy.
References-
Best, J. W. & Kahn, J. V. (2011). Research in education. Delhi: PHI
Learning Private Limited.
Boniwell, I. (2006). Positive psychology in a nutshell. London: Personal
Well-Being Centre.
Cresswell. J. W. (2014). Research design: Qualitative, quantitative, and
mixed method approaches (2nd ed.). New Delhi: Sage Publication India
Pvt. Ltd.
Good, C.V. & Scates, D.E. (1954). Methods of Research. New York:
Appleton Century Crofts, Inc.
Govanakoppa, J.M. (2013). Modernity in relation to subjective well-being
and self-esteem of college students. Unpublished Thesis. Department of
Psychology, Karnatak University.
Kumar, Ajay (2015). Relationship of home environment with self-
confidence, self-esteem and general well-being amongst adolescents.
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Unpublished Thesis. Department of Psychology, Maharshi Dayanand
University.
Kumar, S.K. (2006). Happiness and well-being in Indian tradition.
Psychological Studies, 51(2-3), 105-112.
Linley, A. (2009). Positive psychology (history). In S. Lopez (ed.). The
Encyclopaedia of Positive Psychology (pp. 742–6). Chichester: Blackwell
Publishing Ltd.
Mangal, S.K. & Mangal, S. (2013). Research methodology in behavioural
sciences. Delhi: PHI Learning Private Limited.
Maybury, Karol K. (2013). The Influence of a Positive Psychology
Course on Student Well-Being. Teaching of Psychology, 40 (1). 62-65.
World Health Organization (1948). Preamble to the constitution of the
World Health Organization as adopted by the International Health
Conference 1946. Retrieved from
www.who.int/about/definition/en/print.html.
Zaidi, K.M. (2011). The individual in education: A philosophical study.
Unpublished Thesis, University of Lucknow.
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 89
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-9
The Role of Self-Esteem in Predicting
Adjustment among Jnv Migrants Neha Vats
Dr. Navdeep Kaur
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 90
The Role of Self-Esteem in Predicting Adjustment among
Jnv Migrants
Neha Vats14
Dr. Navdeep Kaur15 Abstract
This study was conducted to study the relationship between perceived stress,
self-esteem and adjustment of the Jawahar Navodaya Vidyalaya migrants
(N=211), as well as the moderator role of self-esteem in the relationship of
perceived stress and adjustment. Bivariate relationship indicated a positive
relationship of self-esteem and adjustment. Hierarchical regression analysis
revealed that self-esteem and perceived stress predicts adjustment among
migrant students. Further the analysis revealed that self-esteem moderated the
relationship between perceived stress and adjustment among JNV migrants.
Implications for the counsellor, administration of school and hostel staff were
also discussed.
Keywords: self-esteem, perceived stress, adjustment, migrants, moderator
Introduction-
Koc and Welsh (2002) emphasised that the process of migration may bring lots
many changes as well as resistance to new habit, new environment, new culture
experiences and, new behaviours, eventually in the case of migrants of JNVs it
become more critical as they migrate only for one year, which make the whole
process adjusting in to new environment as troublesome and stressful. Evidence
from several research lines suggests that children’s personal characteristics are
stress protective (Kliewer and Sandler, 1992). Self-esteem is an important
construct especially for the adolescence self-understanding, and is dynamic in
nature which may fluctuate by internal and external influences (Abela, Webb, 14 Research Scholar, Department of Education,Guru Nanak Dev University, Amritsar 15 Assistant Professor, Department of Education, Guru Nanak Dev University, Amritsar
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 91
Wagner, Ho & Adams, 2006; Baldwin & Hoffmann, 2002). Individuals with
high self-esteem are assumed to have better coping instruments and are thus less
vulnerable to negative consequences of stressful life events, especially in the
challenging life circumstances viz. migrants adjusting to new environment (Orth
et al., 2009). Whereas, individuals with low self-esteem has been found related
to poor social adjustment (Geist & Borecki, 1982 and Rice & Dolgin, 2002).
Monney, Sherman, and LoPresto (1991) found that global self-esteem was
related to overall as well as social and academic adjustment of students.
Many studies indicate that self-esteem buffer the effect of stress on the
psychological functioning of the individuals, and also found to be inversely
correlated with self-esteem (Kerger, 1995). However, the previous researches
yielded inconsistent results regarding the moderation role of self-esteem in the
relationship between stress and negative health outcome i.e. adjustment,
addressing the need of further investigation.
This study aims at following areas
i. To investigate the association between the predictor variables of
perceived stress and self-esteem and the outcome variable adjustment of
the migrants students. It is expected that perceived stress negatively and
self-esteem positively related to adjustment of the migrant students.
ii. To investigate the moderation effect of self-esteem on the relationship
between perceived stress and adjustment. It is expected that moderation
effect of self-esteem would be found.
Method-
Participants-
The sample of the study was collected from the 12 Jawahar Navodaya
Vidyalaya situated in Punjab, India. The participants for this study were 187
(Male= 112, Female= 75) migrated students studying in class 9th ranging in age
from 13 year to 15 year.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 92
Measures-
Rosenberg’s Self Esteem Scale (RSES)-
It is a ten- item Likert-type scale, with items answered on a four-point scale —
from strongly agree to strongly disagree. Five of the scale items have positively
worded statements and five have negatively worded ones. The scale measures
state self- esteem by asking the respondents to reflect on their current feelings.
The scale generally has high reliability, test-retest correlations are typically in
the range of .82 to .88, and Cronbach's alpha for various samples are in the
range of .77 to .88. The scale ranges from 0-30. Scores between 15 and 25 are
within normal range. Scores below 15 suggest low self-esteem.
Adjustment Inventory For School Students (AISS) by Sinha and Singh: The
adjustment inventory has been designed for use with school students of India.
The inventory seeks to segregate well- adjusted secondary school, students (age
group 14 to 18) from poorly adjusted students in three areas of adjustment:
Emotional, social and Educational. The inventory has 60 questions indicating
the significant problems of school students. In the above mentioned three areas
of adjustment. The question has to be answered in ‘Yes’ or ‘No’.
Perceived stress by Cohen, Kamarck, & Marmelstein, 1983: Cohen’s PSS-
10 (perceived stress scale-10) was used to assess the degree to which each
participant perceived his/her experience and environment to be stressful. The
PSS-10 is a short, 10-item Likert type self-report scale. Participants rated each
statement on a scale of 0 = “Never” to 4 = “Very often” in terms of stress over
the previous month. A total stress score was computed. Score of 13 on the scale
indicate average perceived stress and near 20 score on this scale indicate higher
perceived stress.
Data Analysis and Result-
The study employed Pearson’s product moment correlation and hierarchal
regression techniques in analysing the data obtained.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 93
Table 1
Descriptive Statistics, Correlations Matrices of the Major Study Variables
Correlations
Perceived
Stress
Self-esteem Adjustment
Perceived Stress 1
Self-esteem -.284** 1
Adjustment .385** -.346** 1
Mean 12.139 17.599 13.476
SD 4.172 6.946 5.380
**. Correlation is significant at the 0.01 level (2-tailed).
* As the scoring of the adjustment scale is in reverse manner (lower the score,
better the adjustment), so the positive sign of the correlation coefficient should
be considered as negative and vice versa.
Descriptive statistics and inter correlation of the main study variables appear in
table 1. Adjustment was found significantly associated with higher levels of
self-esteem. Perceived stress was also found significantly correlated with
adjustment of migrated students.
/Results of Multiple Regression-
It is hypothesised that self-esteem will moderate the relationship between
perceived stress and adjustment of migrants, weakening the relationship at
different levels of self-esteem. In order to test the moderating effect of self-
esteem, hierarchical regression analyses was carried out to examine the
moderating effect of self-esteem on the relationship between perceived stress
and adjustment. In the hierarchal moderated regression analysis, the perceived
stress was entered first, and then the moderator in the step 2, and finally, the
interaction term (perceived stress× self-esteem) was entered in the third step.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 94
Variable B SE Β t R R2 ΔR2 ΔF
Step 1 .385a .148 .148 32.237**
Perceived
Stress .497 .087 .385 5.678
Step 2 .458b .209 .061 14.210**
Perceived
Stress .402 .088 .312 4.565
Self-esteem -.200 .053 -.258 -3.770
Step 3 .495c .245 .036 8.696*
Perceived
Stress .372 .087 .289 4.282
Self-esteem -.183 .052 -.236 -3.509
Perceived
Stress ×
Self-esteem
-.033 .011 -.193 -2.949
** Significant at 0.01 level
* Significant at 0.05 level
a. Predictors: (Constant), Perceived Stress
b. Predictors: (Constant), Perceived Stress, Self- esteem
c. Predictors: (Constant), Perceived Stress, Self- esteem, Perceived Stress *Self- esteem
d. Dependent Variable: Adjustment
This hierarchal regression was conducted to examine the moderation effect of
self-esteem in the relationship of perceived stress and adjustment. In step 1,
perceived stress was entered, which contributed significantly to the regression
model, Δ F (1,185) = 32.237, p = 0.000 and accounted for 14.8% variance in
adjustment of migrated students. Introduction of self-esteem in step 2 explained
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 95
additional 6.1% variance in the adjustment of the migrated students, and the
change in R2 was significant, Δ F (1,184) = 14.210, p=0.000. In the final step,
interaction term of self-esteem and perceived stress was entered in order to
examine the moderation effect of self-esteem, which contributed significant
additional 3.6% variance, Δ F (1,183) = 8.696, p=0.05, in adjustment of the
migrated students. In the third model, specifically, perceived stress, b= 0.289, t
(183) = 4.282, p=0.000, self-esteem b=-0.236, t (183) = -3.509, p= 0.000 and
the interaction term b= -0.193, t (183) = -2.949, p=0.000 significantly predicted
adjustment of migrated students.
Thus the hypothesis that “Self-esteem will not moderate the relationship
between perceived stress and educational adjustment.” was rejected leading to
the conclusion that the relationship between perceived stress and adjustment of
the migrated students is different across different levels of self-esteem.
To examine the exact nature of the conditionality that exist between the three
dimensions of educational adjustment two regression lines were plotted: one for
low level of moderator variable (Self-esteem) (1SD below the mean), and one
for high level of moderator (1SD above the mean). This simple slope analysis
in figure 1 indicated that high self-esteem cases shows a substantial regression
of adjustment on perceived stress; low self-esteem cases on the other hand
display a slight regression. Thus, as self-esteem increases the slope of
adjustment and perceived stress become steeper. These results illustrate that
higher levels of self-esteem moderate the relation between stress and adjustment
of migrant students of JNV.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 96
Discussion -
Self-esteem has been found predictive factor of adjustment in various empirical
researches. The results of this study also confirmed that self-esteem is positively
related to the adjustment of the migrant students (Friedlander et al., 2007; Duran
& Tezar, 2009; Pasha & Munaf, 2012). In line with hypothesis, the result
showed that perceived stress is negatively related to the adjustment of the
migrant students. The findings thus support the protective role of self-esteem in
connection with psychological health i.e. adjustment, despite the exposure to
stressful life events. Individual having high self-esteem seems to be protected
from the negative outcomes of the stressful events may experience lesser threat
to their sense of self and by having ability to be more resilient. A high self-
esteemed individual also appears to result in more effective and active coping as
well as in increased motivation level in stressful situation (Abel, 1996).
In line with the moderation hypothesis, the results indicates that personal
characteristics i.e. self-esteem buffer the relationship between perceived stress
and adjustment (Moksnes et al., 2010), which establish self-esteem as protective
factor in the relationship of perceived stress and adjustment.
These findings of the study have several implications viz. intervention programs
should be developed to prevent the development of adjustment problems,
02468
1012141618
Low PerceivedStress
High PerceivedStress
Tota
l Adj
ustm
ent
Low Self-esteemHigh Self-esteem
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 97
however these programs should be guided by an understanding process by
which migrant children differ in their self-esteem as well response pattern to the
perceived stress. Particularly, migrants should be taught effective strategies to
maintain their self-esteem when they perceive stress, may be by re-evaluating
the implications of stressor for their self-esteem (Harter, 1986; Pop, McHale &
Craighead, 1988; Kliewer and Sandler, 1992). It would be justifiable to assume
that developing self-esteem among children is crucial for the promotion of
positive psychological functioning (ahn & Kim, 2003; Wilburn & Smith, 2005).
Several methodological limitations should be recognized of the study. First, in
this study the general measure of self-esteem was used which may be further
disaggregated to investigate further domains of this construct (Harter, 1986).
Different domains of self-esteem may be useful to understand that how
personality affects adoption to specific domains of stress. Second, since this
study used the data obtained from self-reporting questionnaires from the
respondents about the adjustment issues, it is also important to investigate other
aspect of the issue i.e. views of warden and teachers regarding the adjustment
issue of the migrants.
References-
Abel, M. H. (1996). Self-esteem: Moderator or mediator between
perceived stress and expectancy of success?. Psychological
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Abela, J. R. Z., Webb, C. A., Wagner, C., & Ho, M. H. R., & Adams,
P.(2006). The role of self-criticism, dependency, and hassles in the course
of depressive illness: A multiwave longitudinal study. Personality and
Social Psychology Bulletin, 32, 328-338.
Ahn, Y. M., & Kim, J. H. (2003). Comparison of maternal self-esteem,
postpartal depression, and family function in mothers of normal and of
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low birth-weight infants. Journal of Korean Academy of Nursing, 33(5),
580-590.
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among first-year undergraduates. Journal of college student
development, 48(3), 259-274.
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and enhancement of the self-concept in children. Psychological
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graduate students. Psychological Reports, 76(1), 345-346.
Moksnes, U. K., Moljord, I. E., Espnes, G. A., & Byrne, D. G. (2010).
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role of gender and self-esteem. Personality and Individual
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Mooney, S. P., Sherman, M. F., & PRESTO, C. T. (1991). Academic
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Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 100
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-10
Effect of Divergent Thinking Training on
Creativity of Seventh Class Students Yogesh Sharma
Sawinder Arora
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 101
Effect of Divergent Thinking Training on Creativity of
Seventh Class Students Yogesh Sharma16
Sawinder Arora17
Abstract
The aim of this study was to determine the effect of divergent thinking training
on creativity of seventh class students. The study was experimental in nature
designed on the lines of pre-test post-test control group design. The treatment
was assigned randomly. The experimental group students were given training of
divergent thinking. The sample comprised 100 seventh class students of age
range 12–14 years, belonging to two different schools of Nawanshahr district.
Creativity was assessed with the help of Verbal Test of Creative Thinking by
Baqer Mehdi. Divergent thinking training was found to be effective in
enhancing the creativity of seventh class students.
Keywords -Divergent Thinking Training · Creativity · Analysis of Covariance
Introduction-
The training provided in our classrooms is mostly for developing logic and
reasoning abilities of the students. However, along with critical thinking,
schools need to impart training in creativity also as creativity is essential to
survive and progress in the present world of competition. Tran, Ho, Mackenzie,
and Le (2017) pointed out that in the present world, the development of
students’ creativity has become a significant teaching objective for school
teachers. This further asks for understanding creative thinking and finding new
ways of imparting training for creativity in the classrooms. Runco and Jaeger
(2012) said that the standard definition of creativity is bipartite; it requires both
originality and effectiveness. The creative products are both original and have 16 Ramgarhia College of Education, Phagwara, Punjab, India, mathematicalcreativity@gmail.com 17 G.N. College of Education for Women, Kapurthala, Punjab – India, drsawinderarora@gmail.com
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 102
some value for the society or individual himself. The training to be imparted
should take this into the consideration. Previously, studies have been done for
the development of creativity (Amin, 1988; Andolfi, Nuzzo, & Antonietti, 2017;
Baer, 1996; Baum, 1988; Blanchette, Ramocki, Odel, & Casey, 2005; Bosco,
2000; Cheung, Roskams, & Fisher, 2006; Dubey, 1994; Greer & Levine, 1991;
Gupta, 1985; Howard-Jones, Taylor, & Sutton, 2002; Kuha, 1993; Mijares-
Colmenares et al., 1988; Pathak, 2002; Rubenstein, 2000; Sharma, 2014; &
Sharma & Bhalla, 2011). As there is need for nurturing creativity in every class
room, there is need to develop more creativity training programmes. However,
the effectiveness of these training programmes needs to be evaluated properly.
The present investigation was designed to study what effect divergent thinking
training would have on creativity of students?
Method-
Design-
The present study was experimental in nature and designed on the lines of pre-
test and post test control group design (Campbell & Stanley, 1963).
Sample-
A total of 100 seventh class students of age range 12–14 years belonging to two
different schools, namely, Dr. Asa Nand Arya Model senior secondary school,
Nawanshahr and Government senior secondary school, Jadla, Nawanshahr
served as the subjects. The schools were randomly assigned to the treatment.
Dr. Asa Nand Arya Model Senior Secondary School, Nawanshahr was selected
randomly as the experimental group (N = 59). The other school, namely,
Government Senior Secondary School, Jadla, Nawanshahr was considered as
the control group (N = 41).
Tools-
Verbal Test of Creative Thinking (TCW). This verbal test developed by Baqer
Mehdi was used to evaluate students’ creativity.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 103
Students Liking Scale. The student liking scale developed by S.P. Malhotra and
B.K. Passi was used to assess the students’ liking of the treatment.
Procedure-
Before the start of the experiment, TCW developed by Baqer Mehdi was
administered on both experimental group and control group students. The scores
on TCW constituted pre-creativity of seventh class students. After that the
experimental group students were given creativity training for 30 days. The
creativity training involved divergent thinking exercises using wide range of
content. These exercises were done in cooperative small group settings. A
sample of the divergent thinking training exercises is given in the Appendix A.
On the other hand, the control group students were not provided any special
training and they simply had regular classes. At the end of the treatment, the
TCW developed by Baqer Mehdi that was administered on the first day on the
students of both experimental group and control group, was administered again.
This constituted creativity of seventh class students. Moreover, after treatment,
Students Liking Scale developed by S.P. Malhotra and B.K. Passi was
administered on students of both groups.
Results and Discussion-
The data were analysed with the help of analysis of covariance and independent
t-test. The results are summarized in the subsequent tables (Table 2 and Table
3). The adjusted and unadjusted mean scores of creativity and its components of
divergent thinking training and traditional method groups are given in Table 1.
Table 1
Adjusted (and unadjusted) creativity and its components means on TCW
Treatment Level Creativity and its
Components
M
Divergent Thinking
Training
Fluency
Flexibility
30.10(30.51)
21.78(21.80)
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 104
Originality
Total
16.75(16.63)
68.63(68.48)
Traditional Method of
Teaching
Fluency
Flexibility
Originality
Total
29.27(28.68)
20.90(20.87)
12.54(12.70)
62.71(62.92)
Table 2
Summary of ANCOVA of creativity and its components by considering pre-
creativity and its components as covariate separately
Variable Source of
Variance
SSy.x Df MSSy.x Fy.x η²
Fluency Treatment 80.08 1 80.08 4.62* .05
Error 1681.87 97 17.34
Flexibility Treatment 21.04 1 21.04 2.48 .03
Error 822.22 97 29.69
Originality Treatment 366.05 1 366.05 11.20** .10
Error 3169.36 97 32.67
Creativity Treatment 748.16 1 748.16 8.38** .08
Error 8664.17 97 89.32
** Significant at 0.01 level ** Significant at 0.05 level
It can be seen from the Table 2 and 3 that divergent thinking training was found
to enhance creativity and its components, namely, fluency and originality
significantly and it was superior to traditional method in fostering creativity and
its components, namely, fluency and originality when groups were matched
with respect to pre-creativity and its components, namely, fluency and
originality separately. As per Cohen (1998), the effect size was from medium to
large. The finding is supported by previous studies. Moreover, it can be
assumed that the students were interested in divergent thinking training as it was
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 105
found that the students taught through divergent thinking training had
significantly higher students liking in comparison to those who were taught
through traditional method (vide Table 3).
Table 3
Groupwise M, N, SD and t-value of Students Liking
Group M N SD t-value
Divergent Thinking
Training
137.34 59 8.95 6.76**
Traditional Method 124.28 41 9.75
** Significant at 0.01 levels
Furthermore, it can be seen from the Table 3 that divergent thinking training
was not superior to traditional method in fostering flexibility when groups were
matched with respect to pre-flexibility. It might be the reason that the students
of divergent thinking training group were not possibly able to apply the shifts of
thinking practised with respect of divergent thinking training to the testing
situation. As flexibility is an important component of creativity, some suitable
changes are needed in divergent thinking training to make it more effective in
terms of flexibility. The implication of the study is that for fostering creativity
of school students, creativity thinking training should be included in the school
curriculum.
References-
Andolfi, V. R., Nuzzo, C. D., Antonietti, A. (2017). Opening the mind
through the body: The effects of posture on creative processes. Thinking
Skills and Creativity, 24 (June), 20-28.
Baer, J. (1996). The effects of task-specific divergent-thinking training.
Journal of Creative Behaviour, 30(3), 183-187.
Baum, S. (1988). An enrichment program for gifted learning disabled
students. Gifted Child Quarterly, 32(1), 226-230.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 106
Blanchette, D. M., Ramocki, S. P., O'del, J. N., & Casey, M. S. (2005),
Aerobic exercise and cognitive creativity: Immediate and residual effects.
Creativity Research Journal, 17(2&3), 257-264.
Amin, M. J. (1988). Study of effectiveness of creative thinking programs
on the creativity level of school children in relation to the program
correlates (Unpublished doctoral thesis). Sardar Patel University, Gujrat.
Bosco, J. (2000). A study of the effects of STROKES in the enhancement
of Creativity in students in school (Unpublished doctoral thesis).
Bharathiar University, Coimbatore.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and Quasi-
Experimental Designs for Research in Teaching. In N.L. Gage (Ed.),
Handbook of Research on Teaching – A Project of the American
Educational Research Association. Chicago: Rand McNally and
Company.
Cheung, C., Roskams, T., & Fisher, D. (2006). Enhancement of creativity
through a one-semester course in university. Journal of Creative
Behaviour, 40(1), 1-25.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences
(2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates
Dubey, R. K. (1994). HSTP and non HSTP strategies of teaching science
at middle school level with respect to scientific creativity, problem
solving ability and achievement in science (Unpublished doctoral thesis).
Barkatullah University, Bhopal.
Greer, M., & Levine, E. (1991). Enhancing creative performance in
college students. Journal of Creative Behaviour, 25(3), 250-293.
Gupta, P. K. (1985). Development and evaluation of creativity training
programme for sixth grade children (Unpublished doctoral thesis).
Meerut University, Meerut.
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Howard-Jones, P. A., Taylor, J., & Sutton, L. (2002). The effects of play
on the creativity of young children. Early Child Development and Care,
172 (4), 323-328.
Kuha, A. (1993). Effect of certain Home – room activities on creative
behaviour of higher secondary school students (Unpublished doctoral
thesis). Panjab University, Chandigarh.
Mijares – Colmenares, B.E., Masten, W.G., & Underwood, J.R. (1988).
Effects of the scamper technique on creative thinking of intellectually
gifted students. Psychological Reports, 63(2), 495-500.
Pathak, S. P. (2002). Preparation of a creativity program for pre-service
teacher trainees at primary level and study of its effectiveness
(Unpublished doctoral thesis). M.S. University, Baroda.
Rubenstein, D. J. (2000). Stimulating children's creativity and curiosity:
Does content and medium matter? Journal of Creative Behaviour, 34(1),
1-17.
Runco, M.A., & Jaeger, G. J. (2012). The standard definition of
creativity. Creativity Research Journal 24(1), 92-96.
Sharma, Y. (2014). The effects of strategy and mathematics anxiety on
mathematical creativity of school students. IEJME-Mathematics
Education, 9(1), 25-37.
Sharma, Y., & Bhalla, G. (2011). effect of lateral thinking techniques on
creativity. Psycho-Lingua, 41(2), 131-135.
Tran, T. B. L., Ho, T. N., Mackenzie, S. V., & Le, L. M. (2017).
Developing assessment criteria of a lesson for creativity to promote
teaching for creativity. Thinking Skills and Creativity, 25 (September),
10-26.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 108
Appendix A
1. Make as many as sentences you can, with the use of words – Flower, Food,
Nature, Sports, Beautiful, Friend, Teacher, Respect, Book, Tree.
2. Students let us play vocabulary chain game. For example Apple ends with the
letter 'E' so you can make the word starting with Letter 'E' which is the last letter
of the word apple. So the other words start with the last letter of the earlier word.
Continue with the same procedure.
3. How will you react at the following situation?
i If you become principal of your school for one day what will you do?
ii Tell things that you like in your best friend?
iii If you see a road accident what will you do?
iv If you got 100 Rs in your classroom what will you do?
v If you see quarrel in your neighbourhood, how will you react?
4. Tell as many different uses of the things – Stone, Tree, Water, Chair, Pen, Paper
– as you can.
5. A theft took place before your eyes but you could not act upon that theft at that
time. Write a diary entry on his incidence.
i. What two numbers should be added so that their sum is equal to 15?
i. i.e. __________ + _____________ = 15
ii. What two numbers should be subtracted so that their difference is equal to
20?
i. i.e. ___________ - _____________ = 20
iii. What two numbers should be multiplied so that the result is equal to 8?
i. i.e. ___________ × _____________ = 8
iv. What two numbers should be divided so that the result is equal to 4?
i. i.e. ___________ ÷______________ = 4
6. Make objects test
Four simple figures given below are to be combined in various ways to make
named objects
****************************************************************
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 109
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-11
Education of Maulana Abul Kalam Azad
for Unity
Dr A.H.Rizvi
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 110
Education of Maulana Abul Kalam Azad for Unity
Dr A.H.Rizvi18
Abstract
Maulana Azad had a great visionary approach because he was aware that
without unity among its citizen, development of India is not possible. Maulana
Azad was one of the few Indian leaders who were deeply engaged with major
issues rooted in the religious, linguistic and cultural pluralism of India. He
argued both from Qur’anic perspective as well as on the basis of teachings of
other religions and tried to validate the concept of Wahdat-i-din, which means,
the essential oneness of all religions. The urge of unity of humanity and oneness
of all religions came out in him from the Sufi concept of wahdat-al-wujud,
which means unity of existence. Here, the paper explores his vision,
contribution and education for Hindu-Muslim unity.
Keywords- A thinker of change, Hindu-Muslim Unity, United India,
Theoretical approach.
Introduction-
“Look at the sky, we are not alone. The whole Universe is friendly to us and
conspires only to give the best to those who dream and work.”
As per Pt. Nehru, he had a mind like a razor, which cut through a fog of ideas.
Lesser men during his days found conflict in the rich variety of Indian life. But
he was big enough not only to see the essential unity behind all that diversity
but also to realize that only in unity was there hope for India as a whole. He was
a man on the move, his eyes set on India’s future which was to be fashioned on
the basis of existing cross-community networks. His Tarjuman-al-Quran was
easily the most profound statement on multiculturalism and inter-faith
understanding. Maulana Azad came into contact with the followers of Mustafa 18 Directorate of Distance Education, Maulana Azad National Urdu University-Hyderabad,
drahrizvi110@gmail.com
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Kamal Pasha in Egypt, who were publishing a weekly Magazine from Cairo. In
Turkey, Maulana Azad met the leaders of the young Turks movement and
inspired by the works and commitment of foreign leaders. He published a
weekly, called “Al-Hilal” in 1912. The weekly was taken as a platform to attack
the policies of British government and highlight the problems faced by the
common Indians. The newspaper became so popular that its circulation figures
went up to 26,000 copies. On his return from abroad, Azad met two leading
prominent revolutionaries of Bengal, namely, Sri Aurobindo Ghosh and Shyam
Sundar Chakraborty, and they united them self with the revolutionary Indian
nationalist movement against British rule.
Maulana Azad composed tremendous literary, political, and revolutionary
movement literatures in the form of books like India Wins Freedom, Tarjuman
ul-Quran, journals like Al-Misbah, Al-Balag, translations like Musalman Aurat,
and compilations like Mukhatib Abulkalam. Maulana Azad was staunch
supporter of Gandhiji in Non violence, Civil disobedience, Non-cooperation,
and Swaraj.
To a region that has experienced the trauma of Partition the life of Azad shows
how during the freedom struggle there were Muslims who worked for the
highest secular ideals. To a region beset by religious intolerance the life of Azad
reveals how the finest religious sensibility can fashion the most open and
humane outlook in private and public life.
“Chalo aao tum ko dikhaain hum jo bacha hai maqtal-i-shehr mein Yeh mazaar
ah-I safa ke hain yeh hain ahl-i sidq ki turbatein’’
Maulana Azad was a strong supporter of Jawaharlal Nehru, whom he felt could
best communicate to young Muslims and develop a secular system of
government. Maulana Azad was in favour of Pt. Nehru’s policy of promoting
socialism as India’s economic policy and the development of education as a
way to fight against poverty, evils and spread opportunity for Indians.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 112
Maulana Azad: A Thinker of Change
Maulana Azad was one of the few revolutionary leaders who muster courage in
raising the voice for Hindu-Muslim unity. The then, it was a great job to
criticize themselves and search the weaknesses in own society. As Raja Ram
Mohan Roy did by establishing Bramha Samaj, that era was called renaissance
in Indian history. Maulana Azad was one of the Muslim leaders who accepted
the pluralistic society of India. He was thinker of change, initially; he was
influenced by Islamic teachings in his early life. In due course, Azad considered
Hindu-Muslim unity as a root to the national reconstruction of India. In his
presidential address at Ramgarh session of the Indian National Congress in
1940, Azad returned on the issue of unity and addressed that “Our language and
literature, culture and traditions, society, our tastes, our dresses, dialects and the
uncountable realities of our daily life bears the zeal of a common life and a
unified society. Our social intercourse for thousand years has blended into a
united nationalism.” In Agra session of the Khalifat Conference on August 25,
1921, he alluded to Hindu-Muslim unity as an ethical basic for the eventual fate
of India. He stated that, "If the Muslims of India want to play out their best
religious and Islamic obligations then they should perceive that it is compulsory
for the Muslims to be as one with their Hindu brethren and it is my conviction
that the Muslims in India can't play out their best obligations, until they build up
unity and collaboration with the Hindus. This conviction is based on the basic
spirit of Islam." Maulana Azad forced on an inter-faith dialogue and co-
existence among different religions. The possibility of unity of religions was
coherently associated in his mind to the origination of one God and religious
pluralism. The establishment of Azad's religious pluralism was that the divine
has numerous aspects, but the human and the divine are united in an expression
of love. In his analysis on Surat-ul-Fatiha likewise called Um-ul-Quran (center
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of the Quran), Azad sketched out the pith of his thoughts on what he considered
as "the God of Universal Compassion." "Whatever view one may take", Azad
argued, "this is certain that the mind which the Surat-ul-Fatiha delineates is a
kind of mind which mirrors the excellence and the mercy of the God of
Universal Compassion. It is in no sense chained by preferences of race or
country or other select groupings. It is a psyche permeated with Universal
Humanism. This is the genuine soul of the Quranic welcome. The whole
argument of Azad was to give Muslims the way that the central educating of the
Quran is mercy and forgiveness. It is intriguing to see up to what point Azad's
"tafsir" of the Quran keeps its closeness to the content, while in the meantime it
motivated by the Sufi view of God through "Kashf” i.e. personal revelation).
Azad's confidence in the basic solidarity of humankind and in the unity of all
religions stemmed from the Sufi idea of the wahdat-al-wujud i.e. unity of
existence.
Education for Hindu-Muslim Unity-
Maulana Azad educated about the unity of religions and oneness of God in
following paras:
“The tragedy is that the world worships words and not meanings and even
though all are seeking and worshipping but they quarrel with one another and
differ on mere names. Once the veil of names is lifted and the real meaning
being the same is brought out all quarrels would cease.”
In ‘Tarjuman-ul-Quran’, Azad advocated about tolerance and dialogue.
According to him, the idea of religious pluralism is expressed by the concept of
wahdat-I-din i.e. oneness of faiths. He was of the view that, God as the
“cherisher” and “nourisher” (Rabb) is above all divisions of humanity in race,
caste, sect or religion. Consequently, the path of Rabb-ul-Alameen is sirat-al-
mustaqeem i.e. right path, which belongs to no particular religion. In one of his
known works entitled Ghubar-i- Khatir, Azad drew a parallel line between the
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 114
Sufi concept of “unity of existence” and the idea of pantheism as prescribed in
the Upanishads. He commented that if all religions reflected the same message,
then, where is the scope of communalism. In a presidential speech of Congress
session in Delhi in year 1923, Maulana Azad reflected his views about Hindu-
Muslim unity:
“If an angel were to descend from the high heavens proclaim from the heights of
the Qutub Minar, discard Hindu-Muslim unity and within 24 hours, Swaraj is
yours, I will refuge Swaraj but will not budge an inch from my stand. If Swaraj
is delayed it will affect only India while the end of our unity will be the loss of
our entire human world.”
Maulana Azad's most critical book, Tarjuman-ul-Quran represents Azad’s
firm convictions in resistance and discourse. In his book, Azad's concept of
religious pluralism is communicated effectively by the idea of wahdat-I-Din
i.e. unity of beliefs. For Azad, God as the "cherisher" and "sustained" (Rabb)
rise above all fractures and divisions of humanity in race, shading, and
religion. According to Quran, Allah (God) is Rabb-ul-Alameen, i.e. ‘God of
whole Universe’ is not confined to any one religion. In one of his commended
works entitled Ghubar-i-Khatir, Azad drew a parallel line between the Sufi
idea of "solidarity of presence" and the possibility of polytheism as defined in
the Upanishads. In the event that, at root, all religions mirrored a similar
message, at that point, for Azad, there was no space for Hindu or Muslim
communalism.
Perusing this discourse, one can comprehend the motivation behind why
Maulana Azad's religious universalism was held in high regard even by the
individuals who did not see eye to eye with him in issues of religion and
governmental issues. When Pandit Nehru, in one of his tributes to Maulana
Azad said, "He spoke to and he generally help me to remember what I read in
history about awesome men of a few hundred years prior say, in the event that
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 115
I consider European history, the colossal men of the Renaissance or in a later
time of the Encyclopedia who continued the French Revolution men of
insightfulness men of activity. He helps me additionally to remember what
may be known as the considerable characteristics of past days generosity of
great leaders. He was a particular and exceptionally extraordinary delegate in
a high level of that awesome composite culture which has slowly developed in
India." As a champion of Indian patriotism, Azad looked for a union of
present day secularism and other worldly traditionalism. He stood firm upon
truth by bringing together the spirit of Islam with the eminence of his country.
"I am a Muslim and this fills me with satisfaction.”
He announced in his Presidential Address in 1942 at Ramgarh.
"In any case, notwithstanding these sentiments, I am likewise the holder of
another, which has been made by the stark substances of my outer life. The
spirit of Islam is not a hindrance to this conviction: truth be told, it guides me
in this way. I am pleased to be an Indian. I am an essential piece of this bound
together and impartibly country."
Therefore, Azad considered religious communalism as a major obstacle in the
method for Indian solidarity. Maulana Azad warned Indian Muslims against
religious patriotism and recommended that the majority of rank and groups
makes India as the most vote based and in addition testing nation to the extent
the procedure of country building is concerned. For him, mainstream
patriotism can be a successful remedy to religious enthusiasm in India. If
Indian political procedures has guided and controlled by political theory of
secularism, peacefulness was likewise one of the elements of Azad's
mainstream patriotism. Azad held that the conviction of exchange among
beliefs and the soul of peace are described in Islam. As indicated by him,
peacefulness gave a viable methodology in the battle for freedom. Not at all
like Gandhi did, Azad did not put stock in peacefulness as an article of
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 116
confidence, however just as an issue of strategy. Notwithstanding, he was
against the utilization of barbaric by religion. In light of his religious
humanism, Azad expressed that there was no room at all to impose one
religion on another because the essentials of religion were one. At the end of
the day, Azad saw religion from more extensive point of view of an all-
inclusive humanist and his whole rationality was free from any type of
religious thinness and authoritative opinion. It is in connection with this part
of Azad's felt that the remark of India's President Zakir Husain discovers all
its pertinence. "As I would like to think," says Zakir Husain, "the best
administration which the Maulana did was to show individuals of each
religion that there are two parts of religion. One isolates and makes disdain.
This is the false viewpoint. The other, the genuine soul of religion, unites
individuals; it makes understanding. It lies in the soul of administration, in
relinquishing self for others. It suggests faith in solidarity, in the fundamental
solidarity of things." Azad considered Hindu-Muslim solidarity as a vital rule
for the national reproduction of India. In his well-known deliver to the Agra
session of the Halifax meeting on August 25, 1921, he suggested to Hindu-
Muslim solidarity as an ethical basic for the eventual fate of India.
"In the event that the Muslims of India might want to top play out, their best
religious and Islamic obligations, at that point they should perceive that it is
required for the Muslims to be as one with their Hindu brethren and if is my
conviction that the Muslims in India can't play out their best obligations, until
in similarity inside the directives of Islam, in all genuineness, they build up
solidarity and collaboration with the Hindus. This conviction depends on the
basic soul of Islam.”
His speeches still remains the symbol of communal harmony. He believes in
nation’s unity and against the Jinnah’s policy of ‘Two Nations Theory’.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 117
Awaken Muslims for United India-
In the beginning of 20th century, there were three voices to awaken Muslims
from deep sleep, to revitalize them and infuse a new life in their dead selves.
One was that of Dr. Iqbal, the other one Muhammed Ali Johar and the third
was Maulana Abdul Kalam Azad. All three voices echo a strong advice to the
Muslims to use the key of the divine knowledge to unlock the enigma of the
world. Through their speeches, writings, sermons and translation and
interpretation of the Holy Qur’an, Maulana Azad tried to remind Muslims of
their primary duty, that was, they have not come to this world merely to be the
onlookers. They are here to reach the Kamaal, promote virtues and to eradicate
vices in all occupations - individual, familial, social, cultural, economic, and
political. He opined that primary cause of Muslims’ ruin and downfall is their
failure of properly understand the teachings of The Qur’an. He clarifies that
Islam does not mean performing some rituals thoughtlessly but it is a
complete way of life. He writes,
“Islam has come with a comprehensive and complete constitution for mankind.
It addresses effectively all issues of human life moral, educational, political,
social, and religious so and so forth. Islam offers complete guidance. It defines
the role of Muslims as both the rulers and the ruled. If it is not so Islam can
never be considered a universal religion,”--Al-Hilal, Weekly, p.5. Maulana
Azad has tirelessly endeavored to transform Indian Muslims into a peace
loving, brave, righteous, and sagacious community. He believed that man must
establish direct relationship with the creator. Man must be loyal to the guidance
revealed unto him by his creator in the interest of all. To promote ideal values
Muslims must make organized efforts. Realizing this truth, Sheikh - ul - Hind
says: “Al - Hilal has reminded us of the forgotten lesson”. Maulana Abul
Kalam Azad subscribes to the idea that religious values must blended with
politics. Quoting a number of examples from the brilliant Islamic history, in his
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 118
essays, the Maulana reminded Muslims of their past glory and advised them to
re-create another glorious chapter in human history through hard work and
struggle for the right cause.
Maulana Azad wanted Indian Muslims to mould their shapes to suit the
requirements of the modern times. He said that the outcome of religious
rituals likes namaz, fasting, and hajj must be noticeable. It has to result into
virtues like large-heartedness, purity of thoughts and moral rectitude. Once he
said,
“On the one side there were those prayers and on this side these prayers of
yours. In your prayers, there is only formality and show. This will not yield
desired results. Therefore true prayer is that prayer which transforms one
from within and brings him close to God.”--Azad, Azadi ki Taqreerein, p.14.
He came down heavily upon Muslims for ignoring Islamic ideals in shaping
their domestic and family lives. He attributed high status to women; women
must be respected and well treated. Commenting upon the concept of equality,
Maulana Azad hinted at the social maladies of Indian society like
untouchability and discrimination based on caste. The teachings of Islam
advocate equality in all its forms. His views on economic parity are
noteworthy. He very clearly explains the difference between socialism and
Islam in respect of economics. Socialism aims at quantitative equality, which
is not natural. On the contrary, Islam stands for the judicious distribution of
wealth among all. All the speeches of Maulana Azad are full with guidelines
for the Muslims that would rise them up. Azad emphasizes that The Qur’an
will not come to ask people to form a new religious group. It wishes to relieve
the human world of the complexities created by compartmentalization or
division of men into various groups. This book is not only for Muslims, it is
for all humankind. The truth, The Qur’an, proclaims is valid for all men, for
all times. It invites man to follow ‘Siraat-e-Mustaqeem’, wich means the right
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 119
path.
Maulana Azad also worked for the emancipations of women section from evil
social bonds, he translated the book published in Arabic the Al-Mirat al-
Muslimah i.e. the Muslim women which stands for gender equality and
summaries that Islam has given equal weight age to men and women rights.
Conclusion-
Maulana Azad, one of the youngest presidents of the Congress party was a
symbol of Hindu-Muslim unity that played a significant role in building modern
India. His arguments are based not only on the verses of the Qur’an but also on
his extensive knowledge of other religions like Hinduism, Judaism, Christianity,
Buddhism, Jainism and even Zoroastrianism. He very systematically argues
both from Qur’an perspective as well as on the basis of teachings of these
religions and tries to validate the concept of Wahdat-i-din that means the
essential oneness of all religions. Azad played around with a variety of ideas on
religion, state and civil society. Dr. Zakir Husain observes “He had a many
sided personality. He was not only freedom fighter and a great states-man but
also a great theologian and a great scholar. He was a great literary artist and
possessed an excellent taste and rare aesthetic sensibility. The last words of
Maulana Azad were: “Man arafa nafsahu faqad arafa rabbahu”, that means,
who has identified himself has identified God.
References-
Azad, Maulana Abul Kalam. (1988). India Wins Freedom, Orient
Longman, Madras.
Chopra, P. N. (1994). Maulana Azad: Selected Speeches and Statements,
1940-47, Reliance Publishing House, New Delhi.
Hameed, Syeda. Saiyidain. (2014). Maulana Azad, Islam and the Indian
National Movement, Oxford University Press., New Delhi.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 120
Ikram, S.M. (1995). Indian Muslims and Partition of India. Atlantic
Publishers and Distributors, New Delhi.
Kabir, Humanyun. (1959). Abul Kalam Azad: A Memorial Volume, Asia
Publishing House, Bombay.
Kumar, Ravindra. (1991). Life and works of Maulana Abul Kalam Azad,
Atlantic Publishers and Distributors, New Delhi.
Malikzada, Manzoor. (2007). ‘Fikr-O-Fun’ Uttar Pradesh Urdu
Academy, Lucknow.
Singh, Kamal. (2009). “Encyclopaedia on Maulana Azad”, Vol-1,
Anmol Publications Pvt. Ltd., New Delhi.
Singh, Kamal. (2009). “Encyclopaedia on Maulana Azad”, Vol-2, Anmol
Publications Pvt. Ltd., New Delhi.
https://en.wikipedia.org/wiki/Abul_Kalam_Azad. Retrieved on Oct 4,
2017.
http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780199450
466.001.0001/acprof-9780199450466. Retrieved on July 31, 2017.
https://www.mauj.ac.in/MAULANA_ABUL_KALAM_AZAD.
Retrieved on July 31, 2017.
****************************************************************
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 121
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-12
A Comparative Study of Values Involved in
Hindi and Oriya Children’s Literature-
Essay, Poetry and Short Story. Smt. Bijli Bahadur
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 122
A Comparative Study of Values Involved in Hindi and
Oriya Children’s Literature- Essay, Poetry and Short
Story Smt. Bijli Bahadur19
Introduction-
Twenty first century is the period of scientific and technological advancement.
The progress of scientific invention and technological progress make this world
so small as a result of which distance becomes insignificant. We are now calling
the world a global village. The access to knowledge is at out finger touch
through internet system. In spite of all these spectacular development, there is
degradation of values in our society. Morality, spirituality, aesthetic sense is
decreasing in our growing children. Material possession, comfort, entertainment
are gaining ground day by day. Hence, the crying need of present society is
making value conscious to our children
Unless values are taught properly and children (as future citizen) are trained in
value education adequately, even the brilliant students may be led astray. They
can be persuaded in either direction and their intellect genius can be used for
welfare or detriment of mankind (Fantrope, 1991).
The individual who will be future leaders, scientists, politicians, and so on
cannot afford to be devoid of values and social consciousness. The National
Policy of Education (NPE) 1986 has rightly mentioned :
“The growing concern over the erosion of essential values
and increasing cynicism in society has brought to
focus the need and readjustment in the curriculum
in order to make education a forceful tool for
cultivation of social and moral values.”
19 Principal, Spectrum College of Education, Raipur (C.G.)
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 123
True children’s literature today should therefore not only give facts and figures
on science but also create a scientific outlook and satisfy the scientific curiosity
and imagination. Beautifully planned creative literature can suitably stimulate
child’s imagination for better solution of many challenging problems.
Need of the Study-
Social values like sociability, helping , cooperative attitude, sympathetic
attitude, adjustment mentality, encouraging and Moral Values like perception of
right , wrong, having principles , ethics and Economic Values like saving
consciousness, materialistic conception for pleasure , enjoyment and Aesthetic
Value like having sense, beauty , neatness, cleanliness and Cultural Values like
respect for others, brotherhood , living together, adhering to social custom,
convention and Educational Values like self –respect, respect for others,
stimulation transforming life, learning which broadens outlook are facilitated
through different forms of children’s literature like essay, poem and short –
story. Scientific temper to remain away from blind belief and misconception
making the children aware of cause and effect relationship forming a knowledge
society. The benefit of literature especially children cannot be ignored. Studing
of essays, poems and short stories on scientific facts influence the children a lot
making them fact finding and health conscious.
Significance of the Study-
1. There is degradation of values i.e.Social, Moral, Economic, Aesthetic,
Cultural, Educational in present society, among the growing children.
Hence, children are to be made conscious and trained in adequate values
through different froms of literature like essay, poetry, short story
2. The writers will be motivated to write value based literature for children.
3. Presenting value based literature during special occasions like teacher’s
day, children’s days, birthday etc. by the teachers, counsellors and
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 124
parents, will motivate children to read such types of literature Reading
habit of children will be encouraged through such literature.
Objectives of the Study-
The investigation was carried out with the following objectives.
1. To study social, moral, economic, aesthetic, cultural and educational
values as reflected in Hindi and Oriya children’s literature (Essay).
2. To study social, moral, economic, aesthetic, cultural and educational
values as reflected in Hindi and Oriya children’s literature (Poetry).
3. To study social, moral, economic, aesthetic, cultural and educational
values as reflected in Hindi and Oriya children’s literature (Short story).
Delimitations of the Present Study-
The present study was confined to:
1. Hindi and Oriya children’s literature for the age group 8-14 years.
2. Both Hindi and Oriya children’s literature of post- independence period.
3. Only six values namely the Social, Moral, Economic, Aesthetic, Cultural
and the Educational, involved in Hindi and Oriya children’s literature
Design of the Study-
It is necessary to adopt a systematic procedure to collect the necessary data
which help the investigator to look at the data from the point of objectives of the
study. The present investigation focuses on comparative study of values (Moral,
Social, Economic, Aesthetic, Cultural and Educational)involved in Hindi and
Oriya children’s literature. The aspects namely essay, poem, short-story of both
Hindi and Oriya children’s literature have been taken into consideration for
analysis of the content from the point of view of three values mentioned above.
This study also purport to assess the values which did not receive due attention
in both Hindi and Oriya children’s literature. Again which modern values are to
be emphasised by the future writers are to be ascertained from the analysis of
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 125
the content of both Hindi and Oriya children’s literature and opinion of the
writers through interview and open- ended questionnaire.
Sample of the Study-
The total sample consists of ten (10) Essays, twenty four (24) Poems, twenty six
(26) Short-stories equal number from both Hindi and Oriya children’s literature.
Technique Used for Collection of Data-
After the judges finalised the selected list of children’s literature of both the
Hindi and Oriya languages, the researcher collected them and categorised as per
aspects of children’s literature. A list of selected Hindi and Oriya children’s
literature collected for content analysis
Statistical Technique and Procedure Used for Analysing the Data-
After the sample, books were collected and classified properly. The investigator
analysed the content by going through reading selected portion of the books and
noting down the loading of different values mentioned above. While estimating
loading of values in literature the researcher has taken the frequency of different
values found in different aspects of Hindi and Oriya children’s literature. A
comparative analysis of aspects of children’s literature of both Hindi and Oriya
languages on different values were made thoroughly.
Again, to go in to the detailed analysis and deeper understanding authors
responses to open- ended questionnaire and interview were recorded and
analysed focusing on values which did not receive due attention and modern
values of time to come along with conditions which encourage or discourage the
writers to introduce the values in the text.
Analysis of Hindi and Oriya Children’s Literature (Essay)-
As mentioned in the sample five pieces of Hindi children’s literature (Essay)
and five pieces of Oriya children’s literature (Essay) were analysed by going
through their selected content. The detailed analysis of both the Hindi and Oriya
children’s literature are presented as below.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 126
TABLE.1 Social, Moral, Economic, Aesthetic, Cultural, Educational,
Values as reflected in Hindi and Oriya children’s literature (Essay)
Children
‘s
Literatur
e
(Essay)
Value
Soci
al
Mor
al
Econom
ic
Aesthet
ic
Cultu
ral
Educati
onal
Hindi-5
3
1
-
1
1
5
Oriya-5
3
2
1
-
2
It is observed from the table.1 that the descending order of values loading
found in Hindi children’s literature essays, are the Educational Value 5, the
Social value 3, the Moral , Aesthetic and the Cultural Values 1 each. The
Economic Value is not found. From the same table in Oriya children’s
literature essays, the descending order of values loading found are the Social
and the Educational Values 3 each, the Moral and the Cultural Values 2 each,
the Economic Value 1. The Aesthetic Value is not found.
Analysis of Hindi and Oriya Children’s Literature (Poetry)-
Twelve pieces of Hindi children’s literature (Poetry) and twelve pieces of Oriya
children’s literature
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 127
TABLE.2 Social, Moral, Economic, Aesthetic, Cultural, Educational,
Values as reflected in Hindi and Oriya children’s literature (Poetry)-
(Poetry) were analysed by going through their selected content. The detailed
analysis of both the Hindi and Oriya children’s literature have been presented as
below.
Children
‘s
Literatur
e
(Poetry)
Value
Soci
al
Mor
al
Econom
ic
Aesthet
ic
Cultu
ral
Educati
onal
Hindi-
12
5
5
1
11
5
10
Oriya-
12
6
4
1
2
5
9
It is observed from the Table.2 that the descending order of values loading
found in Hindi children’s literature poems, are the Aesthetic Value 11, the
Educational value 10, the Social , Moral and the Cultural Values 5 each, the
Economic Value 1. From the same table in Oriya children’s literature poems,
the descending order of values loading found are the Educational value 9, the
Social Value 6, the Cultural Value 5 , the Moral Value 4 , the Aesthetic Value 2
and the Economic Value 1.
Analysis of Hindi and Oriya Children’s Literature (Short-Story)-
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 128
Thirteen piecess of Hindi short stories and thrteen piecess of Oriya short stories
were analysed by going through their selected content . The detailed analysis of
both the Hindi and Oriya children’s literature have been presented as below.
TABLE.3 Social, Moral, Economic, Aesthetic, Cultural, Educational,
Values as reflected in Hindi and Oriya children’s literature (Short -Story )-
Children
‘s
Literatur
e
(Short -
story)
Value
Soci
al
Mor
al
Econom
ic
Aesthet
ic
Cultu
ral
Educati
onal
Hindi-
13
5
7
-
-
2
5
Oriya-
13
2
2
-
1
-
11
It is observed from the Table.3 that the descending order of values loading
found in Hindi children’s literature short-stories, are the Moral Value 7, the
Educational and the Social values 5 each, the Cultural Value 2. The Economic
and the Aesthetic Values are not found. From the same table in Oriya
children’s literature short–stories the descending order of values loading
found are the Educational value 11 , the Social and the Moral Values 2 each,
the Aesthetic Value 1. The Economic and the Cultural Values are not found
Findings of the Study-
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 129
Values involved in Hindi children’s literature Essay.
1. There were higher loading of the educational and the social values, than
the moral, cultural and the aesthetic values in Hindi children’s literature
essay.
2. The economic value loading was not found in Hindi children’s literature
essay
Values involved in Oriya children’s literature Essay.
1. There were higher loading of the social and the educational values than
the moral and the cultural values in Oriya children’s literature eassay. A
minimum loading of the economic value was found in Oriya children’s
literature essay.
2. The Aesthetic value loading was not found in Oriya children’s literature
essay
Values involved in Hindi children’s literature Poetry.
1. In Hindi poetry highest loading of the aesthetic and the educational
values were found in Hindi children’s literature poerty.
2. Moderate loading of the social, moral and the cultural values with
minimum loading of the economic value were found in Hindi children’s
literature poetry.
Values involved in Oriya children’s literature Poetry.
1. The educational value was having highest loading in Oriya children’s
literature poetry.
2. The social, cultural and the moral values were found with moderate
loading whereas the economic and the aesthetic values have minimum
loading in Oriya children’s literature poetry.
Values involved in Hindi children’s literature Short story.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 130
1. More loading of the moral, social, educational values with a minimum
loading of the cultural value were found in Hindi children’s literature
short story.
2. No economic and aesthetic values loading were found in Hindi children’s
literature short story.
3. No economic and cultural values laoding were found in Oriya children’s
literature short story.
Values involved in Oriya children’s literature Short story.
1. The educational value was found, having highest loading in Oriya
children’s literature short story.
2. The social, moral and the aesthetic values were having minimum loading
in Oriya children’s literature short story.
Implications-
The present researth” A comparative study of values involved in Hindi and
Oriya children’s literature” reveals some implications for educational
practitioners and researchers. These findings also have a message for every
person, community workers, guidance workers, parents, social workers,
teachers, and writers who have the hope in these growing children, who are the
future nation builders..
The writers of Oriya and Hindi children’s literature should be conscious
and careful in representing such values through their essay, poetry and
short-story.
Parent Teacher Association can play a significant role in promoting
values.
Group guidance, discussion on such values can be carried out by the
teachers and school counsellor.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 131
Researchers of children’s literature will develop research insight about
how future values and qualitative improvement of children’s literature
can be promoted in India.
The teachers while arranging class talks for the students will select such
topics concerning values which are yet to develop through children’s
literature. So, the class talk can deliver importance of such values which
are ignored by the writers of children’s literature.
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*********************************************
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 134
Paper-1
A Study on Relationship between Personality and Socio Economic Status of
Student Teachers S. Prakash
Dr. S. Amaladoss Xavier. S. J.
Paper-13
Where are we Moving? Right to Education
Act and its Various Amendments Dr. Naveen Kumar
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 135
Where are we Moving? Right to Education Act and its
Various Amendments Dr. Naveen Kumar20
Education is simply the soul of a society as it passes from one generation to
another. -G. K. Chesterton
Abstract
This paper aims at to discuss various issues related to the Right to Education
and the amendments made in the Act and more importantly, some of the
proposed Amendments in the same. The paper comprises of three parts. The
first part of the paper discusses the national and international compulsions to
have legislation to guarantee right to education. The second part is in the form
to highlight the dichotomy related to implementation of the Act in letter and its
spirit; and the third part deals with the impact of various amendments done
and/or proposed to be done by the union and states in achieving the goal of the
universal elementary education through the Act.
Introduction-
The education formal or informal, hereditary or newly acquired etc. is important
in the life of an individual. The significance of formal education in the form of
acquiring degrees to obtain jobs is recognized as one of the important factors for
socio-cultural change and political upliftment of an individual in the
community. And from here emerged the concept of right to education for each
and every citizen of a country in the contemporary times. It is so because in the
modern days equality is the key word in every society and nation. As another
dimension to it the quality education is an integral part of education to all. It
should be the right of every citizen or the duty of a state to provide the same.
20 Assistant Professor, Department of Law, North-Eastern Hill University, Shillong-793022, email: naveenkr77@gmail.com
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 136
Much debate concerning the role of Preamble, Directive Principle of State
Policy and the Fundamental Rights towards the same has been made. Hence, the
initiatives for the right to education developed all over the world. The right to
education goes beyond free and compulsory education to include quality
education for all. If the education process lacks quality, children are being
denied their basic human rights.
It is from this perspective that this paper has been planned to discuss various
issues related to the Right to Education and the amendments made in the Act
and more importantly, some of the proposed Amendments in the same. The
paper comprises of three parts. The first part of the paper discusses the national
and international compulsions to have legislation to guarantee right to
education. The second part is in the form to highlight the dichotomy related to
implementation of the Act in paper and its spirit related to the right of children
to free and compulsory education in India; and the third part deals with the
impact of various amendments done and/or proposed to be done by the union
and states in achieving the goal of the universal elementary education through
the Act.
UNESCO’s new Global Education Monitoring (GEM) report 201621 states that
India is expected to achieve universal primary education in 2050, universal
lower secondary education in 2060 and universal upper secondary education in
2085. It shows that India would be more than 50 years late for the achieving the
target of Sustainable Development Goals (SDGs) for which 2030 is the
deadline. The Report says that there is an urgent need for greater headway in
education sector for major transformation to fulfill the needed potential and
meet the current challenges of India. Once this report was published it exposed
all the tall claims of the union and state governments about their preparedness
21http://indianexpress.com/article/india/india-news-india/india-will-be-late-by-50-years-in-achieving-education-goals-unesco-3015164/accessed on 07/10/2016.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 137
and future action plans about providing the compulsory elementary education to
the children. This report has questioned the seriousness of the government to
give respect to the international obligations/ commitment etc. under the
international law. The report was also discussed in the Rajya Sabha and the
Minister of State for Human Resource Development made the statement there
that the goal would be achieved much earlier. The Minister stated categorically
while giving written reply that the ‘statements and predictions made in the
UNESCO Report are based on past linear trends and assumptions. It is expected
that in view of the increased emphasis on programmatic initiatives aimed at
reducing out of school children, current new policy and targeted interventions
India may be able to achieve the goals of universal primary, lower secondary
and secondary education much earlier’.22 The reply has silently accepted the
genuineness and correctness of the observation made by UNESCO and
government has just showed their positive hope to achieve the target much
before the projection but failed to give guarantee to achieve it by 2030. All
countries have ratified at least one legally binding international treaty
addressing the right to education globally. Governments have a responsibility to
respect, protect and fulfill this right. Around 82% of national constitutions
contain a provision on the right to education. Most of the countries have already
made the right justiciable for their citizens.23
Compulsory Elementary Education and India’s Obligation under
International Laws-
Several international conventions, numerous writings and reports by U.N.
bodies stress the importance and basic need of the fundamental right to
22http://indianexpress.com/article/education/unesco-report-on-universal-educational-goals-based-on-past-trends-hrd-minister/ accessed on 07/10/2016.
23UNESCO global education monitoring report, 2017 at p.9.
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education. The right to education is codified in UDHR24, ICESCR, the
Convention on the Elimination of all forms of Discriminations Against Woman
(CEDAW) and Convention on the Right of Child (CRC).25 The international
community reaffirms the right to education at the World Education Forum in
2000. UNESCO has therefore placed the right to education at the forefront of its
activities and education for all is high on its agenda and continuously playing
very active role to suggest and guide member countries for improving over all
scenario of compulsory elementary education. The right to education is an
integral part of UNESCO’s constitutional mandate. The constitution of
UNESCO expresses the belief of its founders in “full and equal educational
opportunities for all.” The Dakar framework for action committed governments
to strengthening national and regional mechanism to ensure that EFA was on
the agenda inter alia of every national legislature. It also suggests that at
national level concrete measures to be taken so that legal foundations of the
right to education are strengthened in national systems.26
At international level, the ICESCR bestows two articles to the Right to
Education, which is Article 13 & 14. The Article 13 contains provisions in the 24 Article 26 of UDHR 1948 explains, (1) “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have prior rights to choose the kind of education that shall be given to their children.” 25Article 28 of CRC, “ 1. States parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular: (a) to make primary education compulsory and available free to all;….Article 29. 26Anuradha Saibaba Rajesh, “The Fundamental Right to Primary Education in India: A Critical Evaluation”, Vol. 50 No.1, Indian Journal of International Law, 91-111, 2010,Manoj Kumar Sinha, “Right to Education: National and International Perspective,” Vol. 48 No.2, 188-207 Indian Journal of International Law, 2008. And see also, Kishore Singh, “Non –Discrimination and Equality of Opportunity in Education and UNESCO’s Convention against Discrimination in Education: Recent Developments in International Law, with reference to India,” Vol. 49. No. 2, 213-237, Indian Journal of International Law, 2009, Sapna Chadha, “Operationalising Right to Education Act: Issues and Challenges,” Vol. LVI No.3, 616-634,The Indian Journal of Public Administration, 2010.
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ICESCR27 and is most wide ranging and comprehensive article on right to
education in international human right law. According to article 13 (2)(a) of
ICESCR primary education shall be compulsory and free for all. The Article 14
of the ICESCR28 requires each state party to adopt a detail plan of action for the
progressive implementation of free and compulsory primary education to all.
The Convention on the Rights of Persons with Disabilities, 2006, obligates the
State to ensure inclusive education and prohibits any exclusion from free
elementary education on the basis of a disability. Thus, it can be said that
primary education includes the elements of availability, accessibility,
acceptability and adoptability, which are common to education in all its forms
and at all levels and the signatories to the various conventions are to enact for
the same. The results of the efforts of the government(s) are placed as a report
in the respective Committees for information and assessment. Hence, it is not so
simple to be a signatory; the visible impacts have to be there. Primarily the role
of the Indian judiciary in bringing the same is commendable. Thus, the
Government of India has also taken several initiatives through legislative and
executive means to move towards right to education in the past. In the
contemporary times too the Government is proposing/bringing amendments
towards the same; important to mention here that a new education policy has
also been drafted. However, on critical scrutiny it seems to me that the efforts of
27 Article 13 of the ICESCR provides, “ (1) The State parties to the present Covenant recognize the right of everyone to education. They agree that education shall be directed to the full development of the human personality and sense of its dignity, and shall strength the respect for human rights and fundamental freedoms. They further agree that education shall enable all persons to participate effectively in free society, promote understanding, tolerance and friendship among all nations and all racial, ethnic or religious groups, and further the activities of the United Nations for the maintenance of peace. 2. The State Parties to the present covenant recognized that, with a view to achieving the full realization for this right (a) primary education shall be made compulsory to all.” 28 Article 14 of the ICESCR states: “Each State Party to present Covenant which, at the time of becoming the party, has not been able to secure in its metropolitan territory or other territories under its jurisdiction compulsory primary education, free of charge, undertakes, within two years, to workout and adopt a detailed plan of action for the progressive implementation, within a reasonable number of years, to be fixed in the plan, of the principle of compulsory education free of charge for all.”
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the Government lack the will power. It is also important to mention that in the
name of universal elementary education, the quality of the education which is
being imparted through Government schools is also compromised.29
Right to Education under Indian Constitution-
In a landmark judgment of Mohini Jain V. State of Karnataka30case the
Supreme Court has held that RTE is a fundamental right under article 21 of the
Constitution, which cannot be denied to a citizen. The right to education flows
directly from right to life. The right to life under Article 21 and the dignity of an
individual cannot be assured unless right to education can be guaranteed.
In the Unni Krishnan v. State of Andhra Pradesh31, the SC was asked to
examine the correctness of the decision given by the Court in Mohini Jain’s
case. The five judge bench by 3-2 majority partly agreed with the Mohini Jain’s
decisions and held that RTE is a fundamental right under article 21 of
Constitution as it directly flows from right to life but as with regards to its
content the court partly overruled the Mohini Jain’s case and held that the right
to free education is available only to children until they complete the age of 14
years but after that the obligation of the State to provide education is subject to
the limits of the economic condition and development. The obligations created
by Articles 41, 45 and 46 of the Constitution of India can be discharged by the
state.
However, when it comes to Indian judiciary, sometimes the situation is not that
encouraging. We have the instances of different stands of the judiciary in India.
In T.M.A Pai Foundation v. State of Karnatka32 the Supreme Court endorsed the
29 Some of the aspects discussed in this paper have been discussed by me on earlier occasions. For details, see Naveen Kumar, “Implementing Right to Education in India: Some Issues,” Kashmir University Law Review, 2015, p.13-32. 301992 (3)SCC 666. 311993(1) SCC 645. See also, P.P. Rao, “Fundamental Right to Education,”Vol.50 No.4; JILI, 585-592(2009); M.C. Mehta v. Union of India,(1998)6 SCC63; Bandhua Mukti Morcha v. Union of India, AIR1984 SC355. 32AIR 2003 SC 355.
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rights to the private institution to determine their own fee structure and diluted
the responsibility and obligation of the sovereign in the education sector.
Further in the case of Ashok Thakur v. Union of India33 Supreme Court opined
the need for ensuring the right to basic education to all and described it as a
fundamental obligation of the Government. The case also affirmed that Article
51-A of the Constitution that elucidated a fundamental duty on every citizen to
inculcate humanism and scientific temper would remain a sham unless right to
primary education is a reality. The Supreme Court directed the Union of India to
set a time limit within which the Article 21-A is going to be completely
implemented. The Court directed that this time limit must be set within six
months and incase the Union of India fails to fix time limit, then this work has
also to be done by the Supreme Court. The most important fundamental right
under Article 21-A must be fully implemented in the larger interest of nation.
Without Article 21-A, the other fundamental rights are effectively rendered
meaningless.
In State of Bihar v. Project Uchcha Vidaya Shikshak Sangh,34 it has been
observed by the SC that the “Imparting of education is a sovereign function of
the State and is the primary duty of the State. Although establishment of high
school may not be a constitutional function in the sense of that citizens of India
above 14 years might have any fundamental right in relation thereof by
education as a part of human development, indisputably is a human right.”
In the case of T.N. Nursery Matriculation, and Higher Secondary Schools of
Association, Chennai v. State of Tamil Nandu and others35 the Court held that
The constitution (86th amendment Act, 2002) has made elementary education of
a fundamental Right under Article 21-A of the Constitution of India. The right
to free and compulsory elementary education were a long felt need, which had
33(2008) 6 SCC1. 34(2006) 2 SCC 545. 35AIR2010 Mad.142.
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now been given the status of a fundamental right. The right of children to free
and compulsory education Act, 2009, which came into force from 1stApril, 2010
was a consequential legislation to translate the constitutional intent into action.
The RTE Act, 2009 provides for 25 percent seats in private schools for children
from poor families and prohibition donation or capitation fee. Though the RTE
Act is central legislation its effective implementation lies in hands of the state
governments. While implementing the RTE Act from 1 April 2010, the GOI
announced that 25 percent reservation for children from economically weaker
sections of the society would be operational from class I with effect from the
academic year 2011.
The Supreme Court in Avinash Mehrotra v. Union of India36 held that right to
education attaches to the individual as an inalienable human right. The Supreme
Court has further clarified that right to education is more than human or
fundamental right. The Article 21-A of the Constitution is a reciprocal
agreement between the State and family, which places burden on all participants
of civil society. Unlike other fundamental rights, the right to education places
burden not only on the State but also on the parents/guardian. Articles 21-A &
51-A (c) of the Constitution balance the relative burdens on parents and on the
State for compulsory education of children, free from fetters of cost, parental
obstruction or State inaction. Education remains essential to the life of the
individual as much as health and dignity and the State must provide it
comprehensively and complete to satisfy its highest duty to citizens. Education
is a tool for betterment of civil institutions, protection of civil liberties and path
to informed and questioning citizenry.
These judicial decisions are the catalyst to the passing of the 86th Constitutional
Amendment Act, 2002 to incorporate Article 21A in the Constitution regarding
Fundamental right to education. They further issued the directions to legislate
36(2009)6 SCC 398.
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the law to give operational importance to this fundamental Right. These cases
are sufficient to understand that even after the Constitutional Amendment
government took almost seven year to enact the RTE Act and finally it is
operational by 1stApril, 2010. However, the problems faced in the operational
aspects of the RTE have contributed to bringing/proposing further amendments.
Right of Children to Free and compulsory Education Act, 2009 and its
challenges-
Improvement in poor quality teaching-
The quality of teaching in our elementary schools is also not what it should be.
Teacher absenteeism is widespread, teachers are not adequately trained and the
quality of pedagogy is poor. The eleventh plan aimed to correct these
deficiencies and it focused on improving the quality of education at the
elementary level especially in rural areas.37Moreover, some states have
appointed large number of untrained teachers in their primary schools to deal
with the emergent situation to fulfill the conditionality of the Act. The findings
of some of the NGOs and other investigations prove the poor quality of
education and the defeat of the purpose of the RTE Act. The tall claims made in
the RTE Act at several places are hardly seen fulfilling on the ground. The
Report of Pratham, an NGO, is self explanatory.38
In the matter of State of Orissa v. Mamta Mohanty39and State of Tamil Nadu
Siddhu Matriculation Hr. Sec School v. K. Shyam Sunder40the Supreme Court
opined that article 21-A had been added by amending the Constitution with a 37Vimla Ramchandran and Suman Bhattacharya, “Attend to Primary Schoolteachers!,” VOL. XLIV NO. 31 Economic & Political weekly, 2009, p.17-20 and for further details see also,
Niranajanaradhya. V.P, “The Right to Education, Constitution and the Common School System in India,” Vol.14 Issue 3&4,Nyaya Deep, 55, 2013.
38 ASER Education Report, 2009 and see also, Anil Boradia Committee Report on, “Report of the Committee on implementation of the Right of Children to Free and Compulsory Education Act, 2009 and the Resultant Revamp of Sarva Siksha Abhiyan, Ministry of HRD, April, 2010. 39(2011) 3 SCC 436. 40(2011) 8 SCC 737.
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view to facilitate the children to get proper and good quality education. Paucity
of funds cannot be a ground for the State not to provide quality education to its
citizens. It is also important to know that Article 21-A of the Constitution is part
of the Basic Structure of the Constitution.41 Moreover, access to quality
education is necessary for the survival of democracy and the development of
nation.
In Federation of Public Schools v. Government of NCT of Delhi42a division
bench of the Delhi High Court considered the neighborhood school concept in
the context of RTE Act, 2009 and extended the limits of neighborhood for
providing the admission to children belonging to the Economically Weaker
Section (EWS). The Honorable Court issued various guidelines to address the
issues of access to the education of EWS. It is apparent from the various cases
filled in the courts to deny access to the EWS category students in private
unaided schools in Delhi. It is pertinent to mention here that these private
schools are legally bound to follow Government`s direction because majority of
them have been allotted land at very concessional rate to cater to the need of
EWS people residing in the vicinity of the schools. They are trying to deny the
regulation in any possible manner to defeat the very purpose of the RTE Act,
2009.
The only purpose of highlighting these cases is to show the efforts of the Court
to protect the rights of downtrodden people to access the elite private un-aided
schools. The 25 percent quota for the disadvantaged in private schools is still a
matter of concern and the debate between the admission and affording the other
41M.Nagaraj v. UOI, (2006) 8 SCC 1, para.141. 42 187(2012)DLT184, see generally, ArchanaMehendale, Rahul Mukhopadhyay and Annie Namala,” Right to Education and Inclusion in Private Unaided Schools An Exploratory Study in Bengaluru and Delhi,” VOL L NO 7 Economic & Political weekly, 43-51, 2015, SadhnaSaxena,“Para-Teachers, Education Guarantee Scheme, And PPPRole to Dismantling the Public Education System”in ManoranjanMohanty (ed.), India Social Development Report 2010 The Land Question and the Marginalized,88-100 , (Oxford,2011).
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expenses of the school. The anomalies in the implementation of the same are
observed as the education is in the concurrent list and the financial condition
and the will and priority of a State also matter in this regard.
In the case of Social Jurist v. Government of NCT of Delhi43the Court observed
that the guidelines issued by Government of India and the order issued by
Government of NCT did not apply to 75% admission made to nursery classes
by private unaided schools, though they do apply to the remaining 25%
admissions made by such schools to such classes in view of the proviso to
section 12(1) of the RTE Act, 2009. In the working of the RTE several
anomalies have developed. The Court is trying to remove them in light of the
mandate of the Act; besides making efforts towards including the nursery
classes within the fold of the RTE. It also tries to protect the child from the
process of screening at the time of admission in various schools. This goal
cannot be achieved by the State alone and the private unaided educational
institutions are also equal stake holders to provide compulsory elementary
education to the children of this Country.
In the matter of Society for Unaided Private Schools of Rajasthan v. Union of
India,44 the Honorable Supreme Court upheld the constitutionality of the RTE
Act and Section 12(1)(C) is also applicable on Private Unaided schools.
However, Educational and it excludes minority unaided schools for the purview
of this section. In the case of Paramati Educational and Cultural Trust v. Union
of India45 the Five judge Bench of the SC excluded minority unaided school
from the purview of the whole RTE Act. The exemption granted to minority
educational institution from the application of RTE Act pushing large number
of schools out of ambit of section 12 (1)(C). It also give opportunity to pushed
43 AIR 2013 Delhi 52. See also, M.P. Raju, “Educational Law” XLIX ASIL513-551(2013); Ashok Aggrawal, “Role of lawyers in Education”, Journal of Indian Education, Volume XXXVI, No. 4, February 2011, pp. 5-17. 44 (2012)6SCC106. 45 (2014)8SCC1.
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more and more private unaided schools to seek minority status to evade the
obligation, even though they are not necessarily serving the minority people.
There are examples of even trying for fake minority certificates and changing
the trustee members to apply for minority status. The decision of the court
appears to be based on not very sound legal46 justifications that is explained in
the various reports and legal writings.
Grievance Redressal Mechanisms -
The complex Indian situation is not only the outcome of the judgments of the
Judiciary of India but also multiple regulators Under the Act. The National
Commission for Protection of Child’s Right (NCPCR) is expected to monitor
the implementation of the RTE. But it is not suitably equipped and its presence
is barely symbolic and has no academic staff to study cases and find solutions.
It needs state level units and district level branches to suitably discharge its
functions to achieve the target of the RTE Act. The effective implementation of
the Right to Education Act, 2009 is very much dependent upon the functioning
of the Child Rights Commission. The commitment of the government can be
understood by the fact that in many states the said commission is non-functional
/non-existent. The judicial intervention was required even to establish the
Commission to monitor the functioning of the Right to Education Act47The
Court also took notice that provisions related to these Commissions are also
contained in RTE Act, 2009 and without the proper functioning of this
Commission Rights of children cannot be assured and monitored as per the
requirement of RTE Act, 2009.
46 Sarin, Ankur, Ambrish Dongre, and Shrikant Wad, “State of the Nation: RTE Section 12(1)(c),” Ahmedabad: IIM Ahmedabad, 2017; Virendra Kumar, “ The Right to Free and Compulsory Act,2009: A Juridical Critique of its Constitutional Perspective,”JILI. VOL.55No.1,pp.21-44.
47Malini Bhattacharya, Dolashree Mysoor and Arun Siva Ramakrishnan, “RTE Grievance Redress in Karnataka,” VOL. XLIX NO. 23, Economic & Political weekly, 2014, pp.37-41; In RE Exploitation of Children in Orphanages in State of Tamil Nadu v. Union of India, 2013(1) SCALE 379.
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Shortage of Resources-
Another dimension in the functioning of the RTE is the infrastructure and the
trained teachers in the school which has the intervention of the Court. This is
observed in the Environmental& Consumer Protection Foundation v. Delhi
Administration48the Court while considering the PIL held that in order to ensure
compliance of Article 21-A of the Constitution, it is imperative that schools
must have qualified teachers and basic infrastructures. It is the responsibility of
all states for development of infrastructure facilities in view of the right to
education under Article 21-A of the Constitution. The Court directed that since
the court has already issued various directions for proper implementation of the
RTE Act, 2009 and frame rules and the States to give effect to various
directions already given by the Court. In the matter of Society for Unaided
Private Schools of Rajasthan v. Union of India, like providing basic
infrastructure in the school as earliest possible to make the dream of RTE a
reality and also reiterated that if the directions is not fully implemented, it is
open to the judicial scrutiny.
The infrastructural problem has gender dimension too. It is clearly reflected in
various reports that the girls drop out even before standard VIII for lack of
toilets and other essential gender specific requirements in schools.49 The ASER,
a comprehensive survey of government and private schools in 575 out of 583
rural districts in India, revealed that only 50 percent of government schools
have toilets and that four out of 10 government schools did not have separate
toilets for girls. Even where there were separate toilets for girls, as many as 12-
15 percent were locked and only 30-40 percent was “usable”. Kiran Bhatty in
her article raises some other issues to end the differentiation on the grounds of
48(2012) 10 SCC 197. 49ASER (Annual Status of Education Report) 2009.
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gender, socio-economic status, physical disability, etc.50 Another critical issue
pertaining to the effective implementation of the RTE Act is the strengthening
of education system for the physically and mentally challenged children.51 The
governments should ensure that these children have access to education along
with the other children in general whether private or public. The requisite
infrastructure must be in place to ensure the access of the differently able
children in schools.
Another grey area in regard to the implementation of the RTE Act relates to
fixing up the responsibility of sending children to schools. Section 10 of the Act
stipulates that this responsibility lies with the parents. Every parents are not
economically capable to send the child(ren) to school and the cost of loosing a
helping hand in the family works.52 If the governments are really committed to
implement the RTE Act, they must take necessary measures to address the
problem of child labour and also ensure that the parents of these hapless
children are provided with adequate financial incentives to send their children to
schools.53
Promoting universal education is forthrightly regarded as an effective tool to
prevent human rights violations, especially for the children belonging to the
poor, illiterate and vulnerable sections of the society. It would also bring about
economic and social empowerment of these children in future. Furthermore, this 50KiranBhatty, “Review of Elementary Education Policy in India Has it upheld the Constitutional objective of Equality?,” VOL. XLIX NOS. 43&44, Economic & Political weekly, 2014, pp.100-107 51Jay Tilak Guha Roy, “Right to Education: A Futuristic Perspective,”Vol. LVI No.3, The Indian Journal of Public Administration, 2010, pp. 593-597; Vivek Tripathi and Asha KVD Kamath, “A study on awareness of RTE Act among the parents of minority community of Varanasi city,” Journal of Indian Education, No. 01 may, 2015, pp. 53-60.
52Ibid. 53Shantha Sinha, “ Child Rights and Implication for India`s Democracy” in Manoranjan Mohanty (ed.), India Social Development Report 2010 The Land Question and the Marginalized, Oxford, 2011, pp.70; Justice Ajit Prakash Shah, “Right to Education of the Disabled”, Journal of Indian Education, Vol. XXXX, NO.3 November, 2014, pp. 5-29; R. B. L. Soni, “The status of implementation of Right to education (RTE) Act, 2009 for disadvantage children in kerala”, Journal of Indian Education, Vol. XXXXI, No. 2 August 2015, pp. 21-41.
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whole exercise is also picturised ably in a different way.54 The draft New
Education Policy, 2016 also highlighted these issues in details55
Various Amendments made and Proposed and their Impacts-
The very first amendment to this Act was mooted within one month of the
notification of the Act.56Amending the Right of Children to Free and
Compulsory Education Act, 2009, this Bill aimed at to expand the definition of
"children belonging to disadvantaged group" to include children with
disabilities. It may also be seen as corrective approach to remove the
discriminatory provisions immediately once passed and noticed by the various
stake- holders. Finally, Right of Children to Free and Compulsory Education
(Amendment) Act, 201257 was enacted to address some concerned highlighted
after pronouncement of the various Supreme Court Judgments in the light of
interpretation of various provisions of the Indian Constitution. Even this Act has
been judicially reviewed critically by the honorable Supreme Court and upheld
the constitutionality of this Act. During this deliberation court declared certain
provisions as unconstitutional.58 Hence this necessary Amendment was brought
in the Act. Realising the problems further, the Right of Children to Free and
Compulsory Education (Amendment) Act, 201759was passed by the Parliament
54 For details, see the article by Muchkund Dubey, “Universalizing School Education: A Missed Opportunity”, in in Manoranjan Mohanty (ed.), India Social Development Report 2010 The Land Question and the Marginalized, Oxford, 2011, pp. 80-87; Pankaj S. Jain and Ravindra H.Dholakia, “Right to Education Act and Public-Private Partnership,” VOL. XLV NO. 8 Economic & Political weekly, 2010, pp. 78-80 and see also, Padma M Sarangapani, “Quality, Feasibility and Desirability of Low Cost Private Schooling,” VOL. XLIV NO. 43 Economic & Political weekly, 2009, pp.67-69. 55 https://www.mygov.in/group-issue/inputs-draft-national-education-policy-2016/accesed on 10/10/2017. 56http://www.prsindia.org/billtrack/the-right-of-children-to-free-and-compulsory-education-amendment -bill-2010-1113/accessed on 08/10/2017. 57Right of Children to Free and Compulsory Education (Amendment) Act, 2012 ;http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/33.pdf/accesed on 10/10/2017and see also,Anupam Ahuja, “The RTE Act Amendments –How progressive are they?,” Journal of Indian Education, Vol. XXXIX, No. 4 February, 2014, pp. 22-29. 58Society for Unaided Private Schools of Rajasthan v. Union of India, (2012) 6 SCC 1. 59 Section 23(2) Where a State does not have adequate institutions offering courses or training in teacher education, or teachers possessing minimum qualifications as laid down under sub-section (1) are not available in sufficient numbers, the Central Government may, if it deems necessary, by notification, relax the minimum
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to extend the deadline given in the Act to comply with the requirement of
trained teachers in the School and In the Right of Children to Free and
Compulsory Education Act, 2009, in section 23, in sub-section (2).
In the Financial Memorandum of the Bill, it is estimated that a non-recurring
expenditure of rupees 453.62 Crore involved would be carried over to
subsequent years to complete the training of untrained teachers by 31st March,
2019. This amount will be met out of the approved budget allocation for Sarva
Shiksha Abhiyan.60 It aims to provide a two-year window to around 11 lakh
private and government teachers to get prescribed minimum qualifications for
appointment.61 It is important to mention here that state governments have
failed to provide in service teacher training to around 11 lakhs teachers and are
not in a position to even replace by trained competent teachers. This also
exposes the hypocrisy of the governments to provide quality education to the
children of its citizens. Now government has planned to train these teachers on
online platform. How much effective this platform will be only time will tell.
The hypocrisy is further observed in the Amendment in the RTE brought by the
Rajasthan Government.62 The government is re-introducing the detention policy
throughout the state. Surprisingly the statement of Objects and Reasons of the
Amendment Bill try to establish cause and effect relationship of poor quality
education and no detention policy.63 Here lies the problem without sufficient
qualifications required for appointment as a teacher, for such period, not exceeding five years, as may be specified in that notification: Provided that a teacher who, at the commencement of this Act, does not possess minimum qualifications as laid down under sub-section (1), shall acquire such minimum qualifications within a period of five years. 60Financial Memorandum of the Bill. 61 The Hindu, “Rajya Sabha Passes RTE Amendments, ”August 01,2017, http://www.thehindu.com/news/national/rajya-sabha-passes-rte-amendments/article19403014.ece>accessed on 09-11-2017. 62The Right Of Children To Free And Compulsory Education (Rajasthan Amendment) Bill, 2015, http://rajassembly.nic.in/BillsPdf/Bill34-2015.pdf> accessed on 15/10/2017. 63STATEMENT OF OBJECTS AND REASONS: Right of Children to Free and Compulsory Education Act, 2009 provides right to all children to free and compulsory quality education but after the implementation of this
Act some provisions are prohibiting quality education. No detention policy upto class 8thcreating problems to
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resources and more importantly the trained teachers the Governments are
searching faults with the students and bringing the policy of detention back.
Whereas the efforts of the governments should have been to provide a
comparable quality education; than the proposed policy of detention of the
students. The detention will bring dropouts in the society and hence, various
new socio-cultural problems. This also shows the shifting of the responsibility.
The government is making the students responsible for their non-performance
without providing the necessities of elementary education.
Here it is not out of context to further mention that the policy of Non-detention
was advocated very aggressively and effectively that as one of the best features
of the RTE Act. This was very aptly after giving lot of deliberations and
conducting the studies the then Union government. Certain objective reasons to
reduce the stress of examination over young children for their better personality
development was one the reasons for very high dropout rate. In place of
examination continuous and comprehensive evaluation was proposed to take
care the assessment of learning out comes. This approach of the government
was welcomed by all section of society due to the child centric approach. The
child centric approach was focal theme of such laws to be implemented in the
country. We should not forget that it is the most challenging task of the
government to implement it properly throughout the country.
Conclusion-
On the basis of above discussion, by the way of conclusion it can be said that
for the implementation of RTE Act in its letter and spirit, the coordination
between Union and State is a must. It is so because the education falls under the such children who are not attaining minimum level of appropriate class. These problems are realized when these children are essentially promoted in the next class. Monitoring of providing quality education to children by the teacher is not done by the school management committee. It is proposed to bound the State Government and School Management Committee to ensure quality education and to provide that children may not be promoted in higher classes unless they have not aquired class appropriate learning level. Accordingly, sections 8, 16, 21, 24 and 29 of the Act are proposed to be amended. The Bill seeks to achieve the aforesaid objectives.
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018. Page 152
Concurrent List in the Seventh Schedule of the Constitution. Therefore, it is
expected that State should play active participation in the enforcement of the
Act. Due to various competing and conflicting interests a number of states have
shown their inability to adhere to the norms stated in the Act for the
implementation. Even after seven year of the implantation of the Act with
number of regulatory and monitoring mechanism, over all scenario of child
education is below the acceptable level of a democratic country. There is need
of large number of qualified and trained teacher to implement such
programmes. The government failed to provide effective mechanism to
implement successfully throughout the country. Blame game has started to
emerge pointing out the reasons for the failure of the same and bringing out
various amendments according to the region specific needs and hardships. This
has affected adversely to the learning outcome and hence Union Government
has to propose the Amendment(s). The recent example is The Right of Children
to Free and Compulsory Education (Second Amendment) Bill, 2017 for the
consideration of Parliament. The proposed Bill sent to Parliamentary Standing
Committee for wider consultation and study.64
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