93Vol. 7, Issue-1, February 2018.pdf - Education India Journal

Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278-2435, Vol. 7, Issue-1, February-2018.


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


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


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


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


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-


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.


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


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


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


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


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


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,


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


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.


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.

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Paper-1




Paper-2

Virtual Classroom Teaching: Paradigm

Shift Dr. Sudhir Sudam Kaware


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: [email protected]


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


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.


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


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


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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Paper-1




Paper-3

Attitudes of the Teachers of Secondary Schools Belongs to Tribal Community

towards Information Technology Dr.Subhash Sarkar

Monalisha Debbarma


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


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


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


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


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.


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


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”.


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*


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-

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attitudes towards Information and communication Technologies in


Education. The Turkish online Journal of Educational Technology-To

JET April 2009 issn.1303-652volum 8 issue 2 Article-2.

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Number 1(2015), pp31-33, Research India Publications.

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in a Kazakhstani secondary school. International Journal of Research in

Education and Science (IJRES), 2(2), 322-332.


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Published by Nangia .New Delhi. pp 164-171.

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attitudes towards ICT teaching process. International Journal of

Information Technology and knowledge Management, December 2012,

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December 2005 pp. 243-353.

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Paper-1




Paper-4

The Educational Thoughts of A P J Abdul

Kalam Dr. Vikrant Mishra


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


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


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.


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


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.


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.


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.

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Paper-1




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


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)


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.


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


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


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


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


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/


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


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


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.


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.

****************************************************************


Paper-1




Paper-6

Academic Stress and Self Concept of Indian Adolescents- Moderating Role of

Democratic Parenting Style Saranjeet Kour

Dr. Franky Rani


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


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


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


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-


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


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 0.05 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).


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


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.


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


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


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.


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.

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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

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Paper-1




Paper-7

Secondary Teacher’s Attitude towards

Continuous and Comprehensive Evaluation Vijay Jaiswal

Anjali Gaud


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


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,


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,


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


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.


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.


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


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%


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


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.


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).


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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Paper-1




Paper-8

Understanding Well-being: An Indian

Philosophical Perspective Prince Kumar Gupta

Prof. U.C. Vashishtha


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: [email protected] 13 Former Head & Dean, Faculty of Education, University of Lucknow-226007 (U.P.), India


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


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-


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


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


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


‘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.


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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Paper-1




Paper-9

The Role of Self-Esteem in Predicting

Adjustment among Jnv Migrants Neha Vats

Dr. Navdeep Kaur


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


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.


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.


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.


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 0.05 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


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.


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


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

Reports, 79(2), 635-641.

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


low birth-weight infants. Journal of Korean Academy of Nursing, 33(5),

580-590.

Baldwin, S. A., & Hoffmann, J. P. (2002). The dynamics of self-esteem:

A growth-curve analysis. Journal of Youth and Adolescence, 31(2), 101-

113.

Cohen, S., & Edwards, J. R. (1989). Personality characteristics as

moderators of the relationship between stress and disorder.

Cohen, S., Kamarck, T., & Mermelstein, R. (1994). Perceived stress

scale. Measuring stress: A guide for health and social scientists.

Friedlander, L. J., Reid, G. J., Shupak, N., & Cribbie, R. (2007). Social

support, self-esteem, and stress as predictors of adjustment to university

among first-year undergraduates. Journal of college student

development, 48(3), 259-274.

Geist, C. R., & Borecki, S. (1982). Social avoidance and distress as a

predictor of perceived locus of control and level of self‐esteem. Journal

of clinical psychology, 38(3), 611-613.

Harter, S. (1986). Processes underlying the construction, maintenance,

and enhancement of the self-concept in children. Psychological

perspectives on the self, 3(13), 7-181.

Kliewer, W., & Sandler, I. N. (1992). Locus of control and self-esteem as

moderators of stressor-symptom relations in children and

adolescents. Journal of abnormal child psychology, 20(4), 393-413.

Koc, M., & Welsh, J. (2002). Food. Identity and Immigrant Experience.

Canadian Diversity, 1(1), 46-48.

Kreger, D. W. (1995). Self-esteem, stress, and depression among

graduate students. Psychological Reports, 76(1), 345-346.

Moksnes, U. K., Moljord, I. E., Espnes, G. A., & Byrne, D. G. (2010).

The association between stress and emotional states in adolescents: The


role of gender and self-esteem. Personality and Individual

Differences, 49(5), 430-435.

Mooney, S. P., Sherman, M. F., & PRESTO, C. T. (1991). Academic

Locus of Control, Self‐Esteem, and Perceived Distance From Home as

Predictors of College Adjustment. Journal of Counseling &

Development, 69(5), 445-448.

Orth, U., Robins, R. W., Trzesniewski, K. H., Maes, J., & Schmitt, M.

(2009). Low self-esteem is a risk factor for depressive symptoms from

young adulthood to old age. Journal of abnormal psychology, 118(3),

472.

Pasha, H. S., & Munaf, S. (2013). Relationship of self-esteem and

adjustment in traditional university students. Procedia-Social and

Behavioral Sciences, 84, 999-1004.

Pop, A., McHale, S., & Craighead, E. (1988). Self-esteem

enhaneementwith children and adolescent.

Rice, F. P., & Dolgin, K. G. (2002). The adolescent: Development,

relationships, and culture. Allyn & Bacon.

Rosenberg, M. (1965). Rosenberg self-esteem scale (RSE). Acceptance

and commitment therapy. Measures package, 61, 52.

Sinha, A. K. P., & Singh, R. P. (1984). Manual for adjustment inventory

for school students. National Psychological Co, Agra.

Wilburn, V. R., & Smith, D. E. (2005). Stress, self-esteem, and suicidal

ideation in late adolescents. Adolescence, 40(157), 33.

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Paper-1




Paper-10

Effect of Divergent Thinking Training on

Creativity of Seventh Class Students Yogesh Sharma

Sawinder Arora


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, [email protected] 17 G.N. College of Education for Women, Kapurthala, Punjab – India, [email protected]


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.


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)


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


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.


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.


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.


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

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Paper-1




Paper-11

Education of Maulana Abul Kalam Azad

for Unity

Dr A.H.Rizvi


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,

[email protected]


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.


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


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


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


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


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’.


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


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


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.


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.

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Paper-1




Paper-12

A Comparative Study of Values Involved in

Hindi and Oriya Children’s Literature-

Essay, Poetry and Short Story. Smt. Bijli Bahadur


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.)


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


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).


values as reflected in Hindi and Oriya children’s literature (Poetry).


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


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.


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



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)-


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.


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-


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.


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.


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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Paper-1




Paper-13

Where are we Moving? Right to Education

Act and its Various Amendments Dr. Naveen Kumar


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: [email protected]


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.


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.


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.


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.”


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.


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.


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.


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.


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).


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.


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.


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.


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.


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

stakeholders. 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


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


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.


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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