Education Prespectives and Issues [Hardcover]

About the Book:-, Education : Perspectives and Issues provides an in-depth discussion of Education in rights based context, in terms of content, relevance, changing paradigms etc. The key features of this book are to give an overview of education and its impact on the societies. The book emphasises the need of systematic interventions to address the illiteracy at the nook end corners. This book elucidated and evaluated issues and perspectives of Indian education and global context. In this book the findings of the study in the light of Right to Education have been clearly noted, the need of community based interventions. The readers can explore current and emerging research, concepts, debates, and teaching strategies for teachers and students to enhance the quality at the primary and middle schools. The book accentuated the need of the government quality interventions and strategies for education development. About The Author:- Swapan Kumar Kolay is Associate Professor and Head, Department of Anthropology and Tribal Studies; Ex-Dean of Student Welfare, Acting Deputy Registrar (Academic), Bastar University, Chhattisgarh. He obtained M.Sc. in Anthropology (1992) and Ph.D (1999) from the University of Sagar, M.P. He has done Post Graduate Diploma in Rural Development. He has worked with Cultural Research Institute, Kolkata; A. N. Sinha Institute of Social Studies, Patna; Department of Anthropology, University of Delhi and Indian Institute of Forest Management, Bhopal. He has rich research experience in Tribal development and he has published more than 60 research based articles in different National, International journals and books. Mrs. Mousumi Kolay, M.Sc., M.Ed., is presently working as Assistant Teacher in Vidya Jyoti School, Jagdalpur, Chhattisgarh. She is a life member of Purna Chandra Memorial Institute of Social Research and Development, Kolkata. She has published research based articles in many repute journals and books. Contents:- Foreword Preface Acknowledgements Acronyms 1. Introduction 1.1 Indian Education 1.2 Importance of Primary Education in India 1.3 Education System in India and its Stages, Today 1.3.1 Pre-primary 1.3.2 Primary 1.3.3 Middle 1.3.4 Secondary 1.3.5 Higher Secondary 1.3.6 Undergraduate 1.3.7 Postgraduate 1.4 Education Governing Bodies 1.4.1 The Central Board of Secondary Education (CBSE) 1.4.2 The Council of Indian School Certificate Examination (CISCE) 1.4.3 The State Government Boards 1.4.4 The National Open School 1.4.5 The International School 1.5 Elementary Education 1.6 Sarva Siksha Abhiyan (SSA) 1.7 District Primary Education Programme (DPEP) 21 23 25 27 29 6 Education: Perspectives and Issues 1.8 Operation Blackboard 1.9 National Bal Bhavan 1.10 Secondary Education 1.11 Role of Government 1. 12 Journey of India Education 1.13 UK School Curriculum 1.13.1 Primary Curriculum Subjects 1.13.2 Secondary Curriculum Subjects 1.14 School Curriculum of Ireland As per the Education Act, 1998 the American Government Adopt in g Following Curriculum. 1. 14 .1 Curriculum 1.14.2 Content of Curriculum 1. 14.3 Aims of Curriculum 1.15 Importance of Inclusive Education 1.15.1 Inclusive Education: Defining Principles 1.15.2 The Benefits of Inclusive Education 1.15.3 Recommended Practices in Inclusive Schools 1.16 Importance of Creativity in Education 2. The Right to Children to Free and Compulsory Education Act, 200 9 59 2. 1 Preliminary 2.1.1 Extent and Commencement 2 .1.2 Definition 2.2 Right to Free and Compulsory Education 2.2.1 Right of Child to Free and Compulsory Education 2 .2.2 Special Provisions for Children not Admitted to or have not Completed Elementary Education 2.2.3 Right to Transfer to other School 2.3 Duties of Appropriate Government, Local Authority and Parents CONTENTS:- 7 2.3.1 Duty of Appropriate Government and Local Authority to Establish School 2.3.2 Sharing of Financial and other Responsibilities 2.3.3 Duties of Appropriate Government 2.3.4 Duties of Local Authority 2.3.5 Duties of Parents and Guardian 2.3.6 Appropriate Government to Provide for Pre - school Education 2.4 Responsibilities of Schools and Teachers 2.4.1 Extent of Schools Responsibility for Free and Compulsory Education 2.4.2 No Capitation Fee and Screening Procedure for Admission 2.4.3 Proof of Age for Admission 2.4.4 No Denial of Admission 2.4.5 Prohibition of Holding Back and Expulsion 2.4.6 Prohibition of Physical Punishment and Harassment to Child 2.4 .7 No School to be Established without Obtaining Certificate of Recognition 2.4.8 Norms and Standards for School 2.4.9 Power to Amend Schedule 2.4.10 School Management Committee 2.4.11 School Development Plan 2.4.12 Qualifications for Appointment and Terms and Conditions of Service of Teachers 2.4.13 Duties of Teachers and Redressal of Grievances 2.4.14 Pupil-Teacher-Ratio 2.4.15 Filling up of Vacancies of Teachers 2.4.16 Prohibition of Deployment of Teachers for Non-educational Purposes 2.4.17 Prohibition of Private Tuition by Teacher 8 Education: Perspectives and Issues 2.5 Curriculum and Completion of Elementary Education 2 .5.1 Curriculum and Evaluation Procedure 2 .5 .2 Examination and Completion Certificate 2.6 Protection of Right of Children 2 .6.1 Monitoring of Child Right to Education 2.6.2 Redressal of Grievances 2 .6.3 Construction of National Advisory Council 2.6.4 Construction of State Advisory Council 2.7 Miscellaneous 2.7.1 Power to Issue Directions 2 .7.2 Previous Sanction for Prosecution 2.7.3 Protection of Action Taken in Good Faith 2 .7.4 Power of Appropriate Government to Make Rules 2.8 Norms and Standards for School 3. Methodology and Study Setting 81 3.1 Importance of Research 3 .2 Steps in the Research Process 3.2.1 Identifying and Design the Problem! Opportunity 3.2.2 Exploratory Research 3.2.3 Preparing the Statement Research Objectives 3.2.4 Developing the Hypothesis 3 .2.5 Planning the Research Design 3 .3 Need for the Study 3.4 Aims and Objectives of the Study 3 .5 Study Setting 3 .5 .1 Bastar District Socio, economic and Demographic Profile 3.5.2 Dhamtari District Socio, economic and Demographic Profile 3 .6 Sampling Frame CONTENTS:- 9 3.7 Research Tools 3.7 1 Schedule 3 .7.2 Focussed Group Discussions 3.7.3 Observation 3 .8 Data Collection 3.9 Evaluating the Data 3. 10 Analysis 3.11 Preparing and Presenting the Research Book 3.12 Limitations of the Study 4. Results and Discussion 99 4 .1 Primary Schools in Bastar District 4 .1 .1 Social Characteristics of the Respondents 4.1.2 Distance 4 .1 .3 Facilities in the School 4.1.4 Staffing 4.1.5 Prayer Timing 4 .1.6 Teaching Hours 4 .1. 7 Timing for Mid-day Meal 4 .1.8 Timing for Preparation of Action Plans 4.1.9 Student Portfolio 4.1.10 Time Allocated for Discussion with Parents 4 .1.11 Time Spared for Staff Meeting 4.1.12 Special Needs to Help the Children 4.1.13 Tools/Format Fixed for Evaluation 4. 1.14 Teachers and Students Attendance during Prayer 4. 1.15 Prayer Procedure 4.1.16 Teaching Model 4.1.17 Attendance after Assembly 4 .1.18 Teaching: Cognitive Teaching 4.1.19 Whole Class Approach 4 .1.20 Group Based Activity 10 4.1.21 4.1.22 4 .1.23 4.1.24 4.1.25 4.1.26 4 .1.27 4 .1.28 4.1.29 4.1.30 4 .1.31 4.1.32 4.1.33 4 .1.34 4.1.35 4.1.36 4.1.37 4.1.38 4.1.39 4.1.40 4 .1.41 4.1.42 4.1.43 4.1.44 4.1.45 Education: Perspectives and Issues Mode of Continuous Evaluation Co-Cognitive Teaching Art Work Experience Physical Education and Health Social/Personal Attitudes and Values Mid-day Meal Distribution Preparation of Action Plan for Teaching and Evaluation Preparation of Activities for Class Room Teaching Preparation of Teaching and Learning Material Application of Techniques Plan for Group Work of the Children Action Plan for Teaching and Learning Learned/Followed Teaching Learning Material Plan for the Uses of Library New Information and New Technique for the Class Room Preparation of Portfolio for Individual Children General Information of Children Areas of Interest of Children Measuring of Learning Improvement Collection of Information Regarding Special Work Assessing the Past and Present Status Discussion with Parents to Solve the Problems Contact with the Parents and Parent Teacher Association Discussion with Parents and PTAs CONTENTS:- 4.1.46 Discussion about Dropout and Un-enrolled Children 4.1.47 Discussion about the Regular Attendance 4.1.48 Discussion Regarding School Plan and Unit Plan 4.1.49 Discussion about Particular Activity in the Classroom 4.1.50 Discussion about Writing and Reading Material 4.1.51 Evaluation of the Children and Student Profile 4.1.52 Discussion on Co-conscious Activity 4. 1.53 Discussion on Participation of Parent Teacher Association 4.1.54 Discussion on Time Table of the School 4.1.55 Discussion on Expectation of Every Children 4.1.56 Discussion about the Book 4.1.57 Discussion on the Good Work which is done 4.1.58 Solving of Problem Regarding the Teaching and Learning Method 4.1.59 Regarding Professional Experiences 4.1.60 Following of Guidelines Regarding RTE 4.1.61 Special Essential Help and Co-operation to Children on Teaching 4.1.62 Evaluation of Ability of Every Children 4.1.63 Identification of Problems and Solutions of Children 4.1.64 Special Help to Every Children As Per Their Demand 4.1.65 Maximum Evaluation and Construction of Material: Preparation of Evaluation Format 4.1 .66 Conduct of Survey for Utilisation 4.1.67 Implementation of Good Things which was Evaluated by Other School 11 12 Education: Perspectives and Issues 4 .1.67.1 Bastar District Primary Schools Responses on Statements Regarding RTE Impact 4.1.67.2 Implementation Status of Primary Schools in Bastar District 4.1.67.3 Major Findings from Primary Schools in Bastar District 4 .2 Middle Schools in Bastar District 4.2.1 Social Characteristics 4 .2 .2 Residence and Distance 4.2.3 Facilities in the School 4.2.4 Staffing 4 .2.5 Prayer and Teaching Time 4 .2.6 Mid-day Meal 4.2.7 Preparation of Action Plans 4 .2.8 Student Portfolio 4.2.9 Discussion with Parent 4 .2 .10 Staff Meeting 4.2 .11 Special Need to Help the Children 4 .2.12 Tools/format Fixed for Evaluation 4 .2 .13 Attendance of Teachers and Students during Prayer 4.2 .14 Teaching: Cognitive Teaching (Class VI-VIII) 4.2.15 Whole Class Approach and Group Based Activity 4 .2.16 Mode of Continuous Evaluation and Co-cognitive Teaching 4.2.17 Art 4.2 .18 Work Experience 4.2.19 Physical Education and Health 4.2.20 Social/Personal Attitudes and Values 4.2.21 M d day Meal Distribution 4.2 .22 Preparation of Action Plan for Teaching and CONTENTS:- 13 Evaluation 4.2.23 Preparation of TLM and Application of Techniques for Active Participation 4.2 .24 Plan for Group Work of the Children 4.2.25 Preparation for Action Plan for Teaching and Learning 4.2.26 Learn and Follow Teaching and Learning Material 4.2 .27 Collect New Information and Portfolio for Individual Children 4.2 .28 General Information of Children 4.2.29 Identification of Interests and Measuring Improvement 4.2.30 Collection of Information Regarding Special Work 4.2.31 Assessment of Past and Present Status 4.2.32 Solving the Problems and Contact Parent Teacher Association 4.2 .33 Discuss with Parents and PTAs 4.2.34 Discussion about Dropout, Un-enrolled and Regular Attendance 4.2.35 Discussion on Practical Activity, Writing and Reading Material 4.2.36 Evaluation for the Children and Student .Profile Co-conscious Activity 4•.2.37 Participation of Parent Teacher Association and Time Table 4 .2.38 Expectation of Every Children and Discuss on Book 4.2.39 Discussion on Regarding the Good Work and Problem Solving 4.2.40 Professional Experience of Teachers and Guideline of RTE 4.2.41 Teaching and Ability of Every Children 4.2.42 Identify of Problems and Solutions and R 14 Education: Perspectives and Issues Special Help 4.2.43 Format for Evaluation, Survey for the Utilisation and Implemented Good Things 4.2.43.1 Bastar District Middle Schools Responses on Statements Regarding RTE Impact 4.2.43 .2 Implementation Status of Middle Schools in Bastar District 4 .2 .43.3 Major Findings from Middle Schools in Bastar : District 4.3 Primary Schools in Dhamtari District 4 .3. 1 Social Characteristics 4 .3.2 Educational Qualification 4 .3 .3 Residence and Distance 4.3.4 Facilities in the School 4.3 .5 Staffing 4 .3 .6 Prayer and Teaching Time 4 .3.7 Midday Meal 4 .3.8 Preparation of Action Plans 4 .3 .9 Student Portfolio 4 .3 .10 Discussion with Parent 4 .3.11 Staff Meeting 4 .3 .12 Special Need to Help the Children. 4.3 .13 Tools/Format Fixed for Evaluation 4.3.14 Attendance of Teachers and Students during Prayer 4 .3. 15 Teaching 4.3.16 Whole Class Approach and Group Based Activity 4.3.17 Mode of Continuous Evaluation and Co-cognitive Teaching 4.3.18 Art 4 .3 .19 Work Experience 4 .3 .20 Physical Education and Health CONTENTS:- 15 4 .3 .21 Social/Personal Attitudes and Values 4.3.22 Mid-day Meal Distribution 4.3.23 Preparation of Action Plan for Tea chin g and Evaluation 4.3.24 Preparation of Activities for Class Room Teaching 4.3.25 Preparation of Teaching and Learning Material 4.3.26 Application of Techniques 4.3.27 Plan for Group Work of the Children 4 .3 .28 Action Plan for Teaching and Learning 4.3.29 Learned/Followed Teaching Learning Material 4.3.30 Plan for the Uses of Library 4.3.31 New Information and New Technique for the Class Room 4.3.32 Preparation of Portfolio for Individual Children 4.3.33 General Information of Children 4.3.34 Areas of Interest of Children 4.3 .35 Measuring of Learning Improvement 4 .3 .36 Collection of Information Regarding Special Work 4 .3.37 Assessing the Past and Present Status 4.3.38 Discussion with Parents to Solve the Problems 4.3.39 Contact with the Parents and Parent Teacher Association 4 .3.40 Discussion with Parents and PTAs 4 .3.41 Discussion about Dropout and Un-enrolled Children 4.3.42 Discussion about the Regular Attendance 4 .3.43 Discussion Regarding School Plan and Unit Plan 4 .3.44 Discussion about Particular Activity in the 16 Education: Perspectives and Issues - Classroom 4 .3.45 Discussion about Writing and Reading Material 4 .3.46 Evaluation of the Children and Student Profile 4 .3.47 Discussion on Co-conscious Activity 4.3.48 Discussion on Participation of Parent Teacher Association 4. 3 .49 Discussion on Time Table of the School 4.3.50 Discussion on Expectation of Every Children 4 .3 .51 Discussion about the Book 4 .3 .52 Discuss on Regarding the Good Work which is done 4.3.53 Solving of Problem Regarding the Teaching and Learning Method 4.3.54 Regarding Professional Experiences 4.3.55 Following of Guidelines Regarding RTE 4.3.56 Special Essential Help and Co-operation to Children Teaching 4.3 .57 Evaluation of Ability of Every Children 4 .3.58 Identification of Problems and Solutions of Children 4 .3 .59 Special Help to Every Child as per his/her Demand 4 .3 .60 Maximum Evaluation and Construction of Material: Preparation of Evaluation Format 4 .3.61 Conduct of Survey for Utilisation 4 .3 .62 Implementation of Good Things which was Evaluated by Other School 4.3.62.1 Dhamtari District Primary Schools Responses on Statements Regarding RTE Impact 4 .3.62.2 Implementation Status of Primary Schools in Dhamtari District 4.3 .62.3 Major Findings from Primary Schools in Dhamtari District CONTENTS:- 17 4.4 Middle Schools in Dhamtari District 4.4.1 Social Characteristics 4.4.2 Residence and Distance 4.4.3 Facilities in the School 4.4.4 Staffing 4.4.5 Prayer and Teaching Time 4.4.6 Mid-day Meal 4 .4. 7 Preparation of Action Plans 4.4.8 Student Portfolio 4.4.9 Discussion with Parents 4.4.10 Staff Meeting 4.4.11 Special Need to Help the Children 4.4.12 Tools/Format Fixed for Evaluation 4.4.13 Attendance of Teachers and Students During Prayer 4.4.14 Training: Cognitive Teaching (Class VI-VIII) 4.4.15 Whole Class Approach and Group Based Activity 4.4.16 Mode of Continuous Evaluation and Co-cognitive Teaching 4.4.17 Art 4.4.18 Work Experience 4.4.19 Physical Education and Health 4.4.20 Social/Personal Attitudes and Values 4.4.21 Midday Meal Distribution 4.4.22 Preparation of Action Plan for Teaching and Evaluation 4.4.23 Preparation of TLM and Application of Techniques for Active Participation 4.4.24 Plan for Group Work of the Children 4.4.25 Preparation for Action Plan for Teaching and Learning 4.4.26 Learn and Follow Teaching and Learning 18 Education: Perspectives and Issues Material 4.4.27 Collect New Information and Portfolio for Individual Children 4.4.28 General Information of Children 4.4.29 Identification of Interests and Measuring Improvement 4.4.30 Collection of Information Regarding Special Work 4.4.31 Assessment of Past and Present Status 4.4.32 Solving the Problems and Contact Parent Teacher Association 4.4.33 Discussion with Parents and PTAs Regarding Quality of Education 4.4.34 Discussion about Dropout, Uri-enrolled and Regular Attendance 4.4.35 Discussion on Practical Activity, Writing and Reading Material 4.4.36 Evaluation for the Children and Student Profile Co-conscious Activity 4.4.37 Participation of Parent Teacher Association and Time Table 4.4.38 Expectation of Every Children and Discuss on Book 4.4.39 Discussion on Regarding the Good Work and Problem Solving 4.4.40 Professional Experience of Teachers and Guideline of RTE 4.4.41 Teaching and Ability of Every Children 4.4.42 Identification of Problems and Solutions and Special Help 4.4.43 Format for Evaluation, Survey for the Utilisation and Implemented Good Things 4.4.43 .1 Dhamtari District Middle Schools Responses on Statements Regarding RTE Impact 4.4.43 .2 Implementation Status of Middle Schools in - CONTENTS:- 19 Dhamtari District 4.4.43. 3 Major Findings from Middle Schools in Dhamtari District 4.5 Comparative Analysis of Bastar and Dhamtari Primary Schools 4.6 Comparative Analysis of Bastar and Dhamtari Middle Schools 5. Findings and Recommendations for Policy Making 287 5.1 Identified Problems 5.1 .1 Physical Location of Tribal Village 5.1.2 Economic Condition 5.1 .3 Parents Attitude 5.1.4 Parents Education Committee (PE C) 5.1.5 Teachers Problem 5.1 .6 Concerns of the Students 5.1 .7 Teaching Learning Materials (TLM) 5.1.8 Condition of Schools 5.1 .9 Technical Education 5.1 .10 Lack of In spection 5.1.11 Social and Cultural Problems 5.1.12 Quality of Teachers 5.1.13 Duties Handling by Outsiders 5.1.14 Apathy in Duties 5.1 .15 Bad Environment Conditions 5.1.16 Poor Management 5.1 .17 Concerned towards Students 5.1.18 Un utilisation of Resources 5.1.19 Poor Sensitisation 5.1 .20 No Participation in Parent Teachers Meeting 5.2 Common Suggestion and Recommendation 5.3 Specific Suggestion and Recommendation 20 Education: Perspectives and Issues 5.3.1 Policy Interventions 5.3.2 Awareness Campaign 5.3.3 Community Mobilisation 5.3.4 Community Partnership 5.4 Conclusion Bibliography 299, , The Title 'Education Prespectives and Issues written/authored/edited by Swapan Kumar Kolay', published in the year 2014. The ISBN 9788121212496 is assigned to the Hardcover version of this title. This book has total of pp. 312 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education. Size of the book is 14.34 x 22.59 cms Vol:-