issn : 2395
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ISSN : 2395 – 728X
Shiksha Shodh Manthan A Half Yearly International Refereed Journal of Education
Shiksha Shodh Manthan A Half Yearly International Refereed Journal of Education
Running By- Addhyan Mantra Educational Society
Vol.3, No.1, April 2017
ISSN : 2395 – 728X
Shiksha Shodh Manthan A Half Yearly International Refereed Journal of Education
Chief Patron Dr. Surender S. Dahiya Director, SCERT, Chandigarh
Chief Editor
Sundeep Kumar Shrivas SRF, Dept. of Education University of Lucknow, Lucknow (U.P.)
Executive Chief Editor
Jitendra Singh Goyal
Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)
Refereed Board Prof. Nidhi Bala Head , Dept. of Education, University of Lucknow, Lucknow (U.P.)
Prof. Madhu Gupta Professor, Dept. of Education, M.D. University Rohtak (Haryana)
Prof. Rajani Ranjan Singh Head, Dept. of Special Education, Dr. S. M. National Rehabilitation University
Prof. Md. Faiz Ahmad MANUU College of Teacher Education, Chandanpatti Laheriasarai, Darbhanga
Advisory Board
Prof. Sukhdev Thorat Chairman, ICSSR, New Delhi
Prof. S.P. Gupta Professor, Education Department, UPRTOU, Allahabad (U.P.)
Prof. Pooran Singh Professor, Department of Education, Kurukshetra University (Haryana)
Prof. Arbind Kr. Jha Dean, School of Education MGIHU, Wardha (Maharashtra)
Dr. Arun Kumar Associate Prof., Dept. of Education, University of Lucknow, Lucknow
Dr. Munesh Kumar Head, Dept. of Education, CSJMU, Kanpur (U.P.)
Dr. Uday Singh Associate Prof., Dept. of Education, DDUGU, Gorakhpur, (U.P.)
Dr. Dori Lal Chaudhry Asst. Prof. Dept. of TT & NFE (IASE), Jamia Millia Islamia, New Delhi
Mr. Sudhir Kumar Asst. Prof., Faculty of Education, M.P.G.P.G. College, Hardoi (U.P.)
Editorial Board
Surya Narayan Gupta,
Assistant Chief Editor Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)
Monika Gupta,
Assistant Chief Editor Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)
Dr. Amit Kumar,
Assistant Chief Editor Ph.D. in Education, Dept. of Education, University of Lucknow, Lucknow (U.P.)
Vivek Gupta,
Assistant Chief Editor Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)
Shivani Mishra,
Assistant Editor Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P)
Sadia Iqbal,
Assistant Editor Ph.D. in Education, Dept. of Education, University of Lucknow, Lucknow (U.P.)
Arti Singh,
Assistant Editor SRF, Dept. of Education, University of Lucknow, Lucknow (U.P)
Martin Victor Ndedya,
Assistant Editor
Teacher Educator, Morogoro Teachers College, Tanzania
Shilpa Kashyap,
Assistant Editor Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)
Suneeta Chaudhri,
Assistant Editor Assistant Editor JRF, Dept. of Education, MJPRU, Bareilly (U.P.)
Ajay Kumar,
Assistant Editor Research Scholar, Dept. of Education University of Lucknow, Lucknow (U.P.)
Ashish Kumar Sharma,
Assistant Editor Research Scholar, Dept. of Education University of Lucknow, Lucknow (U.P.)
Devyani Awasthi,
Assistant Editor
Junior Research Fellow, Dept. of Education University of Lucknow, Lucknow (U.P.)
ISSN : 2395 – 728X
Shiksha Shodh Manthan A Half Yearly International Refereed Journal of Education
Shiksha Sodha Manthan provides a platform to researchers and
professionals of humanities, educational administrators and others to share
their experiences and research work. It is reflection of genuine and sincere
efforts of researchers and educators.
This is a bilingual journal and published in April and October month every
year. We send the complimentary copy of the journal free of cost to the
interested persons and institutions.
For the publication of paper and get a copy of journal, contact on following
address-
Adhayan Mantra Edcational Society
1/66, Khera Muhaal, Lakhna Post& Lakhna, Etawah (U.P.)-206127
&
MS-75, Sec-D, Aliganj, Lucknow(U.P.)-226024
E-mail : [email protected]
Authors are solely responsible for any copyright clearance and opinion
expressed in their papers published in the journal. It is not related to
decisions and views of editorial board.
The acceptance and selection of the papers and articles rest on the editorial
board and it depends entirely on their standard and relevance. The articles
and papers accepted for the publication may be modified to meet the
journal’s standard. Authors may be also be requested to revise their
manuscripts before the publication.
Vol.3, No.1, April 2017 ISSN : 2395 – 728X
Shiksha Shodh Manthan A Half Yearly International Refereed Journal of Education
Blended Learning : A Case For Multisource Learning
Anurag Sharma
1
Attitude of Students towards Educational Media at Secondary School Stage Shabia Subuhi & Dr. Adnan Khan Lodi
10
Preparing mainstream schools and teachers for inclusive education
Shailza sharma
19
Global Trends and Learning Styles in Indian Higher Education
Vimal Singh & Dr. Shraddha Padmaja Awasthi [email protected]
26
Social Maturity of Graduate and Post Graduate History Students
Dr. C. Thanavathi
34
Educational Status of Muslim Women in India
Dr. Anil Kumar Panda & Arshi Ayub Ansari [email protected]
40
Project Subah - An Initiative by UP Government to Address the Challenge
of Absenteeism and Drop Outs among Adolescent Girls
Dr. Deepa Awasthi
48
Gamification in Pedagogy of Commerce
Dr. Anviti Rawat
57
A study of effect of various aspects of environmental concerns present in science textbooks on students comprehension of those aspects Dr. Malini Awasthi & Prof. Reena Agarwal [email protected]
63
Smart classroom: Inclusion of technology into classrooms Surya Narayan Gupta & Prof. Akhilesh Chaube [email protected]
78
Index
Shiksha Shodh Manthan Vol.3, No.1, April 2017 ISSN : 2395 – 728X
A Half Yearly International Refereed Journal of Education
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Shiksha Shodh Manthan ISSN: 2395–728X Page 1 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Blended Learning: A Case for Multisource Learning
Anurag Sharma
Assistant Professor, Department of Education, S.D.P.G. College Ghaziabad
Abstract
In the present paper authoress explains that blended learning has the potential of offering
courses or training that, through the wise choice of the blend, can have result that are better that
the sum of the parts. This may require effort on the part of policy makers to work out modalities
for enhancing learning across the nations taking due care of socio-cultural factors and cost
aspects. The courses to designed would then enjoy creditability, interest of learners across the
borders.
Key Words: Blended, Learning, Knowable, Baffle.
Introduction:
In the present day scenario one thing has become constant that is 'change'. It has changed
the world dramatically. Ancient was changed to medieval, medieval to modern, modern to super
modern and now supersonic, digital etc. First wave change (Agricultural revolution) was
changed by second wave change (Industrial revolution) second wave change was replaced by
third wave change (ICT revolution). Are we still here or have we moved beyond? Everywhere
there is change - in society, life style of people, market structure etc. and education is not
something that is untouched. As we cross the halfway mark of the new millennium's first decade,
the nature of the Internet, and just as importantly, the people using the Internet, has begun to
change. These changes are sweeping across entire industries as a whole and are not unique to
education. Indeed, education in many ways has lagged behind some of these trends and is just
beginning to feel their wake. One trend that has captured the attention of numerous pundits is the
changing profile of Internet users themselves. Sometimes called "digital natives" and sometimes
called "n-gen," these new users approach work, learning and play in new ways. They absorb
information quickly, in images and video as well as text, from multiple sources simultaneously.
They operate at "twitch speed." expecting instant responses and feedback. They prefer random
"on-demand" access to media, expect to be in constant communication with their friends (who
may be next door or around the world), and they are as likely to create their own media (or
download someone else's) as to purchase a book or a CD. Education and its modes are also
changing, perhaps evolving in its own way to meet the challenges faced by it.
One more feature that is catching attention of people the world over is collaboration.
Today's approach is that cooperation instead of competition should be the driving force. It is now
widely accepted fact that together everyone achieves more. Thus organizations, states and even
nations tend to collaborate for mutual gain. Collaboration has been comprehensively defined as
the condition that occurs when two or more people or organizations join forces over a long
period of time to produce something neither can achieve alone. In the process, each participant
contributes something significant & different, derives something of personal and organizational
benefit & acknowledges the mutual dependence on the other required to achieve the mutually
desired results (Freeman, 1993). Collaboration can be characterized by ongoing & reflective
Shiksha Shodh Manthan ISSN: 2395–728X Page 2 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
processes that support participants in increased self-knowledge & increased knowledge of others'
perspective & understandings. The authoress feel that if developing countries like India, Brazil,
China and South Africa collaborate in the field of education they would tend to be mutually
benefited. However there might be some considerations like social and cultural issues that need
to be given due importance for chalking out any programme for such collaborations.
Challenges Due to Multicultural Context:
It is well recognised that information technology has now come of age to be used
effectively in order to reach out to students anywhere and anytime thus virtually abolishing all
national and international boundaries. Technological developments in educational technology
have made it possible to reach out far and wide without distortion of signal and consequent loss
of message. There are, however, further challenges posed by the socio-cultural scenarios in
different countries, which manifest in terms of different learning styles, interactivity, mutual
respect, authority consciousness, hesitation, fear and gender sensitivity. Designing for effective
learning across national borders, requires prior knowledge of all of the above factors to select
appropriate teaching-learning activities. It is recommended to employ a design methodology,
such as preparing a problem statement and a design brief, employing appropriate teaching
methodology and audiovisual resources in relation to the multicultural environment. In some
cultures, wide consultations are the norm before taking any decision. In some African countries,
the Kgotla system of long and sustained meetings is held to thrash out any point and any new
development taking place. In India, the Panchayat system does the equivalent. Basically, these
are traditional forms of two-way communication. People brought up in such scenarios are usually
uncomfortable if any decision is taken without their involvement. In education, a teacher must
agree about an assignment being given to students and the date of submission must be agreed.
Lets take a simple example- In some societies, Saturdays are reserved for family matters,
funerals and other functions. In some cultures, Sundays are exclusive for prayers to the complete
exclusion of any educational engagement. Therefore, teachers cannot expect every student to
complete their homework on the weekends. Look at our situation, the students are supposed to
either do the homework on weekends or be prepared for a test on Mondays and these are referred
to as MONDAY TESTS.
With the development of teleconference technologies and their power to communicate
instantaneously and cheaply across national borders, the practice of teaching and learning
internationally through such media is growing. As individual instructors and educational
institutions begin to experiment with such distance teaching, they encounter technical,
pedagogical, and administrative problems. They also encounter some problems rather difficult-
to-define and, perhaps, misunderstandings between the people they teach and themselves that
appear to originate in differences in perspectives, differences in values, even differences in the
significance given to certain words.
Problems that are neither technical, nor administrative, nor pedagogical are much harder
to identify, let alone solve. These problems arise from the differences between the cultural
perspectives of the teacher and learners in the two or more countries involved in the distance
education project. These are likely to affect short-term success and to have more long-term
Shiksha Shodh Manthan ISSN: 2395–728X Page 3 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
effects than will the technological, pedagogical, or administrative problems described earlier.
Even to identify these cultural issues, to recognize them for what they are, requires unusual
sensitivity on the part of instructors, administrators, and, indeed, national policy makers. These
considerations play an important role when we try to collaborate with other countries.
Higher education's tradition of exchanging ideas and people across borders has long
served to advance its contribution to society's cultural, social and economic goals. In recent
years, there has been an impressive expansion of cross-border higher education initiatives. This
expansion is characterized by two main trends. One is the growing imperative of higher
education institutions to internationalize - to integrate an international/ intercultural dimension
into teaching, research and community service - in order to enhance their academic excellence
and the relevance of their contribution to societies. Higher education institutions have long
experience in this area, and are rapidly expanding their cooperation with their counterparts
around the world.
The second trend is the growth of market-driven activities, fuelled by increased demand
for higher education worldwide, declining public funding in many national contexts, the
diversification of higher education providers, and new methods of delivery. Traditionally, books
and journals were the main sources of reference materials, but over the last decade, the Internet
and other sources of electronic information have played an increasingly important role. One
thing that should be the concern of the governments should be that it should monitor the access
to the technology that exists for traditionally disadvantaged populations and be prepared to work
proactively to ensure equality of access thereby overcoming the barriers of ethnic differences,
social and economic variations. We as developing nations have also to ensure that we are not
discriminated against by the so called developed and elite nations and together we can be
instruments in serving each other's interest.
In learning, contemporary trends are manifest in what is sometimes called "learner-
centered" or "student-centered" design. This is more than just adapting for different learning
styles; it is the placing of the control of learning itself into the hands of the learner. The changing
demographics of the student population and the more consumer/client-centered culture in today's
society have provided a climate where the use of student-centered learning is thriving. Learning
is characterized not only by greater autonomy for the learner, but also a greater emphasis on
active learning, with creation, communication and participation playing key roles, and on
changing roles for the teacher, indeed, even a collapse of the distinction between teacher and
student altogether.
Over the last two decades, the concepts of learner autonomy and independence have
gained momentum, the former becoming a 'buzz-word'. It is a truism that one of the most
important spin-offs of learning and teaching has been the premium placed on the role of the
leamer in the learning process. It goes without saying, of course, that this shift of locus of
responsibility from teachers to learners does not exist in a vacuum, but is the result of a
concatenation of changes to the curriculum itself towards a more learner-centred kind of
learning. What is more, this reshaping, so to speak, of teacher and leamer roles has been
conducive to a radical change in the age-old distribution of power and authority that used to
plague the traditional classroom. Cast in a new perspective and regarded as having the 'capacity
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for detachment, critical reflection, decision-making, and independent action', learners,
autonomous learners, that is, are expected to assume greater responsibility for, and take charge
of, their own learning. However, learner autonomy does not mean that the teacher becomes
redundant, abdicating his / her control over what is transpiring in the learning process. Learner
autonomy is a perennial dynamic process amenable to 'educational interventions', rather than a
static product, a state, which is reached once and for all. In order to help learners to assume
greater control over their own learning it is important to help them to become aware of and
identify the strategies that they already use or could potentially use. At any rate, individual
learners differ in their learning habits, interests, needs, and motivation, and develop varying
degrees of independence throughout their lives. It is noteworthy that autonomy can be thought of
in terms of a departure from education as a social process, as well as in terms of redistribution of
power attending the construction of knowledge and the roles of the participants in the learning
process.
Addressing Issues:
The last few years have seen a wave of digital tools and content being designed to
facilitate the learning process. Tertiary education organisations are increasingly including these
components in the programmes of study they offer their students. In an overview of the
emergence of technology in student-centered learning environments the role of technology in
student-centered learning has recently extended to adapt to the evolving notions of partnership
among learners and knowledge. That is, due to the prevalence of constructivism in educational
research and practice, the learner has been seen as an important agent in learning processes, who
is responsible for the construction of his/her own unique knowledge and rapid developments in
technology promote the learner's access to resources that facilitate such construction. To
optimize the potential of both technology and learners, e learning is becoming popular now a
days. Collaborating nations can use Educational technology that has been developed in their
specific country, which can be adapted to suit the needs of learners in other countries. For
example technologies like EDUSAT can be employed to serve the interest of learners. One
single channel of EDUSAT opens up 24X 365= 8760 hours of transmission time and there are
numerous channels available. If all the collaborating nations utilize one channel for mutual
interaction and one channel is utilized in a way to provide all the collaborating countries
opportunities for interaction there are tremendous possibilities of enhancing learning. The system
would have to be worked out involving governments of all the collaborating nations.
It is also a fact that too often, education technologists rush to employ new technology just
for its own sake with little thought to effective or theoretically sound teaching practice. In order
to avoid the misuse of technology and to fully prepare educators to use it in ways that contribute
to, rather than detract from, positive teaching and learning experiences, new technologies must
be understood in the context of the increasingly diverse educational and societal framework in
which they are to be employed at the same time emphasizing learner profile specific to different
countries. There are issues about how we value the cultures of other countries and about the
extent to which we organize our technology, administration, and pedagogy so to be ready to
learn from those cultures.
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It is possible to adopt the types of teaching methods and styles, which do not threaten the
socio-cultural backgrounds of the learners. Teaching methods vary all the way from teacher-
centering in which teachers remain at the centre stage to student-centring where students are
made to interact a great deal with others, staff members and the resources on their own. A typical
example of basic cultural barrier to interaction exists in some religious beliefs where students are
not supposed to ask questions or where female students are not supposed to unveil their face and
speak in front of others. The other extreme of cultural barrier is in "all of us being equal" in
communication and mutual respect. A teacher from a more advanced country may not talk to
his/her students as subordinates. Even the cleaners and workers in laboratories wish to be treated
equally as human beings even if they are not educated. Their culture makes them feel equal to
any other human being; they see any form of subordination as being scornful to them.
Through existing and new information technologies policies can be formulated that can
help in transforming the way people learn by enabling them to learn and work together and to
access, share, and generate information without regard to geography. Teachers can be enabled to
custom tailor lessons to accommodate their students' special needs and interests. Adult learners
will be able to access, at their convenience, the information they need to learn new skills or
improve current skills. Learners of all ages will be able to find and use information from distant
and distributed resources. People in remote or less well off areas will have access to the best
learning resources available. Sometimes, the literature on Internet can be accessed only after
payment. Recently when I was searching for some articles on online journals like JSTOR etc.
these could be accessed only after payment in dollars or pounds. Even though I am employed I
could not buy them. Thus I assert that the payment for academic literature be either done away
with or at least be subsidized for the learners. This should not be a problem in our country as we
have substantial funds from 3% cess. But if all the collaborating countries decide to pool in
resources I think there would not be any dearth of funds. All the leading journals can be made
available to learners across the nations at minimal or no cost.
Many educational institutions are now leaning towards offering the major courses to be
completed in the comfort of learners' own home. College degrees and graduate degrees are
available in almost any subject one could imagine with many benefits over the traditional
'classroom' approach, e-learning offers a vast array of topics too, from History to Zoology and
everything in between. Perhaps if learner is in full time employment and wants a change in
career. Not many of people can afford to just give up work and go back to college so online
education could be the perfect answer. Maybe if one is unemployed and can't find work suitable
for herself/ himself or the qualifications and experience she/he has. Online education can offer
her/him the opportunity to gain more qualifications without many expenses of traveling or
accommodation.
Technology can play a decisive role in enabling systemic educational reform and
transforming the educational process. Unfortunately, lack of vision, leadership and resources are
holding us back. Hundreds of universities and colleges worldwide now offer educational credit
for courses and modules. But when Students earn university credits from all around the globe,
who should set the standards? Who should award degrees and certify "graduates"? Will there be
a "Cyber University of the World"? Will thousands of "ordinary" teachers be replaced by a
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handful of "Internet-superstar teachers"? - or perhaps by teams of multimedia experts? - or even
by educational software? Would such developments be wonderful new learning opportunities, or
instead be educational disasters? What policies, rules, practice should be adopted and who
should develop them. Serious thought is to be given and modalities have to be worked out
amongst collaborating nations so that learners across the developing countries like India, Brazil,
China and South Africa have trust in them.
Technology has succeeded first through computer-based learning, and then through web-
based learning into what has become the broader umbrella of e-learning. In spite of having many
advantages there are some major complications and barriers to success of e learning. E-leaming
promised to deliver faster learning more consistently to more people than traditional classroom
training could. Much of this may be a result of ineffective implementation, lack of interactivity
for the user and misunderstanding of how to best utilize e-leaming. Many institutions use e-
leaming as a quick fix to save money in their training budgets and inappropriately took a one-
size-fits-all approach to the use of e-leaming in training. Although touted in the early 2000s as
the replacement for traditional classroom training, online learning alone didn't work for
everyone, because it failed to address individual learning styles. Moreover, some content lends
itself to self-paced learning, some to online learning where you hear and see the data, and some
to face-to-face encounters. However, reliance on only e- learning may result in cheating students
of most of the support needed for excellence: laboratories, well-stocked libraries, interactive
seminars, and informal interaction on campus. To say it can all be done using one method or
another is unrealistic. The discrete distinction is hampering the utility of e-leaming.
Success in the knowledge-based society of the future will require a variety of critical
skills, including active, self-directed learning, the ability to access, analyse and manipulate
remote data, and the ability to communicate across regional, national and international
boundaries. In the job markets of the future, employers will demand workers who can learn new
skills to adapt to changing job requirements and new technologies, use knowledge and
information to make decisions, and work collaboratively in groups. Today, however, by offering
a blended learning approach, we may be able to address needs of various learning styles and
offer education options that fit learners' requirements and budgets.
Blended Learning:
A blend is an integrated strategy for delivering on promises about learning and
performance. Blending involves a planned combination of approaches, such as coaching by a
supervisor; participation in an online class; breakfast with colleagues; competency descriptions;
reading on the beach; reference to a manual; collegial relationships; and participation in
seminars, workshops, and online communities.
Blended learning is hot and understandably so, combining the best features of online
learning (e.g., 24 X 7 accessibility) with the best features of classroom instruction (e.g., live,
face-to-face interaction). No doubt it's here to stay. Options for blended learning go beyond the
classroom. They're formal and informal, technology- and people-based, independent and
convivial, and directive- and discovery-oriented. It becomes all the more effective when people
(learners, teachers, administrators) from more than two countries are involved. They get a chance
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to interact with each other know and experience each other's cultures. This gives impetus to
feeling of brotherhood, international citizenship and empathy among the parties involved. If such
seminars, conferences are organized that give people from different countries to interact the
benefit is not only in terms of knowledge gain but also in terms of having a feel of each other's
culture. Like participants of this conference would have gained something they would not have
had they been only relying on Internet or e-leaming which leads to improved participants'
interaction and satisfaction.
The table below presents the possibilities of what can constitute a blended learning approach:
Live face-to-face (formal)
Instructor-led classroom
Workshops
Coaching/mentoring
On-the-job (OTJ) training
Live face-to-face (Informal)
Collegial connections
Work teams
Role modeling
Virtual collaborations/synchronous
Live e-learning classes
E-mentoring
Virtual collaboration / asynchoronous
Online bulletin boards
Online communities
Self paced learning
Web learning modules
Online resources links
Simulations
Scenarios
Video and audio CD/DVDs
Online self-assessments
Workbooks
Performance support
Help systems
Print job aids
Knowledge databases
Documentation
Performance / decision support tools.
Sources : Strategies for Building Blended Learning By Allison Rossett, Felicia Douglis, and
Rebecca V. Frazee.
Given the rapid changes that have come about in the funding of tertiary education,
placing significant pressure on one-to-one staff/student contact time, an increasing number of
schools and educators are being compelled to operate group projects. If, therefore, collaborative
learning is to become a standard studio teaching model it is imperative to establish not only best
practice teaching standards for the blended learning model, but also fair assessment criteria and
the optimisation of group dynamics for such a model.
As stated before, one obvious advantage of blended learning is its ability to maximize
effectiveness by matching the best medium for each learning object (course segment). Here are
some of the benefits of a few of the mediums that might be used:
Classroom: is good for workshops, coaching, exercises, feedback on activities and paper-based
tests.
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Self-paced e-leaming: is good for simulations, online case studies, interactive learning modules,
e-mail, bulletin boards interactions, online assessments, and other forms of CBT (computer
based training).
Live e-Learning: is good for application exercises, online coaching, and interaction between
students, online feedback, assessment, chats and instant messaging. (Source: Blended Learning
by Ron Kurtus).
Blended learning by providing opportunities to learners to have a feel of each other's
culture, social practices values can also help in upward mobility of people from different nations
as they may have employability skills required in different and collaborating nations. They may
also be able to adjust better in these cultures as they are already acclimatized to them.
To summarize, the authoress believes that Blended Learning has the potential of offering
courses or training that, through the wise choice of the blend, can have results that are better that
the sum of the parts. This may require effort on the part of policy makers to work out modalities
for enhancing learning across the nations taking due care of socio cultural factors and cost
aspects. The courses so designed would then enjoy creditability, interest of learners across the
borders.
References:
American Federation of Teachers. (ND). Distance Education : Guidelines for Good Practice.
Retrieved from http:/www.aft.org/higher_ed/downloadable / distance. pdf.
Bersin & Associates (2003). Blended learning : What works? Retrieved from
http://www.bersin.com.
Cennamo, K. & Kalk, D. (2005). Real World Instructional Design. Belmont: CA,Thomson
Wadsworth.
Dean, P., Stahl, M., Sylwester, D., & Pear, J. (2001). Effectiveness of Combined Delivery
Modalities for Distance Learning and Resident Learning. Quarterly Review of Distance
Education, 2(3), 247-254.
Driscoll, M., & Carliner, S. (2005). Advanced Web-Based Training Strategies: Unlocking
Instructionally Sound Online Learning. San Francisco: John Wiley & Sons, Inc.
Driscolll, M. (2002). Blended Learning: Let's get beyond the hype. E-Learning, 3 (3), 54.
Duhaney, D.C. (2005). Technology and higher education: Challenges in the halls of academe.
International Journal of Intructional Media, 32(1), 7-15.
Irons, L.R., Keel, R., & Birelema, C.L. (2002). Blended learning and learner satisfaction: Keys
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McDonald, J., McPhail, J., Maguire, M., & Millett, B. (2004). A conceptual model and
evaluation process for educational technology learning resources: A legal case study.
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Sharma, A. (2017). Blended learning: A case for multisource learning. Shiksha Shodh Manthan,
3(1), 1-9.
Shiksha Shodh Manthan ISSN: 2395–728X Page 10 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Attitude of Students towards Educational Media at Secondary School Stage
*Shabia Subuhi & **Dr. Adnan Khan Lodi
*Research Scholar, Department of Education, Integral University, Lucknow
**HOD, Department of Education, Integral University, Lucknow
Abstract
The role of educational media and its significance in this gigantic effort is obvious and this has
been realized and appreciated at least at the conceptual level and to a considerable extent at the
implementation level. But the effective use of educational media in a classroom depends upon the
attitudes of teachers as well as students or learners, who are to be benefitted, to apply
technology in schools’ daily pedagogical practices. The present study deals with the attitude of
students towards educational media for which 1200 students have been selected. A self made
standardized attitude scale has been prepared. The results show students studying in CBSE
board schools have more favourable attitude towards educational media and boys of CBSE
schools have most favourable attitude towards educational media at the secondary school stage.
Key Words: Attitude, Educational Media & secondary school stage.
Introduction:
Communication revolution has potentially revolutionised thought, feeling and behaviour
by enabling any man, woman or child anywhere in the world to exchange visual and aural
experiences with any man, woman or child any other place in the world. Communication means
not only giving information but also transformation. It is observed that instruction is being done
on traditional lines, mainly through words in formal education system. Words are very important
as a medium of communication, but words alone do not create proper images in the minds of the
students.
The roles of educational medias have more significance in India. Further, National
Curriculum Framework, 2005 asserts, “If ET (Educational Technology) is to become a means of
enhancing curricular reform, it must treat the majority of teachers and children not merely as
consumers but as active producers. There must be widespread consultation regarding use of
during development and implementation, ET facilities need to be used at all levels of schools-
cluster and block resource centers, district, state and national level institutions- in order to
provide hands-on experience in using ET. Such experience provided to children, teachers and
teacher educators, could include something as simple as the audience recording of an interview
with a village elder, to making a video film or a video game. Providing children more direct
access to multimedia development and Information Communication Technology (ICT), and
allowing them to mix and make their own productions and to present their own experiences,
could provide them with new opportunities to explore their own creative imagination.” This
endorses further efforts from all concerned to enable the teachers in developing multimedia
educational content and providing these to the end users through a proper video distribution
system.
An outstanding development in modern education is the increased use of supplementary
devices by which the teacher through the use of more than one sensory channel helps to classify,
Shiksha Shodh Manthan ISSN: 2395–728X Page 11 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
establish and correlate accuracy, concepts, interpretations and appreciations, increases
knowledge, arouses interest, and evolves worthy emotions and enriches the imagination of
children. Technology is the main support for the students learning development nowadays. With
shifting from the teacher centered education to child centered education the roles, attitudes,
reflections of the students become more important concern to gauge the effectiveness of
educational media in teaching learning process. Within the today’s application it is important to
get the meaningful learning for the students’ learning cycle. It is not necessary to get information
directly from the instructors, what is important today is that experiencing reality, discovering
reality with technology guidance. Technology has main responsible process in instruction for
today’s educational world. With the development of high technology improvements, students get
main role in their learning process (Aytekin et al, 2004).
Needless to say the role of educational media and its significance in this gigantic effort is
obvious and this has been realized and appreciated at least at the conceptual level and to a
considerable extent at the implementation level. Education can thus reach a take off stage with
the help of modern technologies. This would provide individualized instruction to learners
conveniently suited to their needs and pace of learning.
Effects of instructional methods have been measured by assessing students’ attitude
towards the instruction (Barlett&Strough, 2003; Buzzel et al, 2002; Kim & Kem, 2005;
Richardson, 1997; Suussikind, 2005) Most of these studies reported that students attitude
towards instruction were becoming more favourable after they were exposed to new technology
based instructional material (Yamauchi, LG, 2008).
Studies showed that media or computer enabled education had influence on learners in a
positive way. Students can understand the more factual understanding through Educational
Media presentations rather than teacher in classrooms. And for smooth utilization of media in
classrooms a favourable attitude of students and learners is important.
Definition of Key Words:
Attitude: - Thurstone (1929) had defined attitude as the degree of positive or negative effect
associated with some psychological object. By a psychological object, he means any symbol,
phrase, slogan, person, institution, ideal or idea toward which people can differ with respect to
positive or negative effect. (Thurstone, 1946)
Educational Media: - Educational media refers to use of Overhead projectors, Computers or
educational Smartclasses that aim to teach school students directly or indirectly in classroom
whose primary purpose is to contribute to the education of its listeners or viewers rather than
entertain.
Secondary School Stage: - Class IX and X in a school is known as secondary school stage.
Objectives:
1) To study the level of attitude of students towards educational media at secondary school
stage.
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2) To study the attitude of students towards educational media at secondary school stage in
relation to their:-
i) Board of the institution and
ii) Gender,
Hypotheses:
2.1 There is no significant difference in the attitude of students of CBSE and ICSE board
school towards educational media at secondary school stage.
2.2 There is no significant difference in the attitude of boys and girls towards educational
media at secondary school stage.
2.3 There is no significant difference in the attitude of boys and girls of CBSE and ICSE
board school towards educational media at secondary school stage.
Methodology:
Descriptive Survey method was adopted by the researcher to study the present problem.
Sample:
20 schools each of CBSE and ICSE Board schools were selected from the population
using Stratified Random Sampling technique making the sample of 40 schools. 15 boys and 15
girls from each school were then selected using stratified random sampling technique making the
sample of 1200 students for the present study. Following table shows the distribution of sample
of students in different groups.
Table No. 1
Sample of Students according to their Board of Institution and Gender selected for the
study
Board / Gender Boys Girls Total
CBSE 300 300 600
ICSE 300 300 600
Total 600 600 1200
Tools:
Self developed and standardized Attitude Towards Educational Media Scale (ATEMS)
for Students of Secondary School Stage was used by the researcher to study the present problem
which has 28 items based on five point scale. Out of 28 items, 23 items were positive and 5 items
were of negative in nature.
Data Analysis:
The analysis of the results has been discussed in two ways:-
I) By calculating Frequency and representing through Tables and Graphs.
Shiksha Shodh Manthan ISSN: 2395–728X Page 13 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
II) By involving statistical techniques- Mean, Standard Deviation (SD) and applying
Two Way ANOVA and calculating F-value.
Result and Discussion:
1) Level of Attitude towards Educational Media among Secondary School Students at
Secondary School Stage
Table No. 2
Level of Attitude towards Educational Media among Secondary School Students at
Secondary School Stage
S. No. Level of Attitude
towards Educational
Media
Frequency Percentage
1 Favourable 978 81.5
2 Neutral 190 15.83
3 Unfavourable 32 2.67
Total 1200 100
From the above Table No.2 it is clear that 81.5% students have favourable attitude towards
educational media at secondary school stage. It also states that only 2.67% students have
unfavourable attitude towards educational media while 15.83% students are neutral towards the
importance of educational media at secondary school stage.
2) Attitude of Students towards Educational Media in relation to their Board of the
Institution and Gender
I) The result of the present study were discussed below, frequency wise.
Table No. 3
Frequency of Responses and their Average Score given by Students of CBSE
And ICSE Board on Attitude towards Educational Media at Secondary School
Stage
Item
No.
Board Category Total
Favourable Neutral Unfavourable
1-28 CBSE 12693 (437.7) 2339 (80.6) 2368 (81.7) 17400 (600)
ICSE 12246 (422.3) 2606 (89.8) 2548 (87.9) 17400 (600)
Table No. 3 shows that the total number of responses given by Students of CBSE board in the
category of favourable, neutral and unfavourable for item no. 1-28 is 12693, 2339 and 2368
respectively along with their average score as 437.7, 80.6 and 81.7 respectively on attitude
towards educational media at secondary school stage. The total number of responses given by
Students of ICSE board in the category of favourable, neutral and unfavourable for item no. 1-28
is 12246, 2606 and 2548 respectively along with their average score as 422.3, 89.8 and 87.9
respectively on attitude towards educational media at secondary school stage.
Shiksha Shodh Manthan ISSN: 2395–728X Page 14 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Graph No.1
Response given by students of CBSE and ICSE board under different categories for
measurement of attitude towards educational media at secondary school stage
Graph No. 2
Response given by Boys and Girls of CBSE board under different categories for the
measurement of attitude towards educational media at secondary school stage
Graph No. 3
Response given by Boys and Girls of ICSE board under different categories for the
measurement of attitude towards educational media at secondary school stage
0
5000
10000
15000
Favourable Neutral Unfavourable
12693
2339 2368
12246
2606 2548
CBSE Students
ICSE Students
0
2000
4000
6000
8000
Favourable Neutral Unfavourable
6409
1139 1152
6284
1200 1216
CBSE Boys
CBSE Girls
0
2000
4000
6000
8000
Favourable Neutral Unfavourable
5916
1338 1446
6330
1268 1102
ICSE Boys
ICSE Girls
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Table No. 4
Frequency of Responses given by Boys and Girls on Attitude towards Educational Media at
Secondary School Stage
Item No. Gender Category Total
Favourable Neutral Unfavourable
1-25 BOYS 12325 (425) 2477 (85.4) 2598 (89.6) 17400 (600)
GIRLS 12614 (435) 2468 (85) 2318 (80) 17400 (600)
Table No. 4 shows that the total number of responses given by Boys in the category of
favourable, neutral and unfavourable for item no. 1-28 is 12325, 2477 and 2598 respectively
along with their average score as 425, 85.4 and 89.6 respectively on attitude towards educational
media at secondary school stage. The total number of responses given by Girls in the category of
favourable, neutral and unfavourable for item no. 1-28 is 12614, 2468 and 2318 respectively
along with their average score as 435, 85 and 80 respectively on attitude towards educational
media at secondary school stage.
Graph No. 4
Response given by Boys and Girls under different categories for measurement of attitude
towards educational media at secondary school stage
Graph No. 5
Response given by Boys of CBSE and ICSE board under different categories for the
measurement of attitude towards educational media at secondary school stage
0
5000
10000
15000
Favourable Neutral Unfavourable
12325
2477 2598
12614
2468 2318
Boys
Girls
0
2000
4000
6000
8000
Favourable Neutral Unfavourable
6409
1139 1152
5916
1338 1446
CBSE Boys
ICSE Boys
Shiksha Shodh Manthan ISSN: 2395–728X Page 16 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Graph No. 6
Response given by Girls of CBSE and ICSE board under different categories for the
measurement of attitude towards educational media at secondary school stage
II) The result of the present study were discussed below, hypotheses wise.
Table No. 5
Mean, SD of Attitude of Students towards Educational Media in relation to their
Board of Institution and Gender at Secondary School Stage
Board/Gender CBSE ICSE Total
Boys
N 300 300 600
Mean 113.05 108.95 111
SD 14.24 16.63 15.6
Girls
N 300 300 600
Mean 110.92 111.45 111.19
SD 15.57 15.54 15.55
Total
N 600 600 1200
Mean 111.99 110.2 111.1
SD 14.95 16.13 15.57
Table No. 6
Results of Two Way ANOVA for the Attitude of Students towards Educational Media in
relation to their Board of Institution and Gender at Secondary School Stage
Variables SS Df MS F-value
Board of the
Institution
955.87 1 955.87 3.97*
Gender 10.27 1 10.27 0.04
Board*Gender 1607.76 1 1607.76 6.68*
Error 287992.08 1196 240.8
Total 290565.98 1199
* Significant at 0.05 level of significance
0
2000
4000
6000
8000
Favourable Neutral Unfavourable
6284
1200 1216
6330
1268 1102
CBSE Girls
ICSE Girls
Shiksha Shodh Manthan ISSN: 2395–728X Page 17 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Table No. 7
Bonferroni Correction to adjust for Multiple Comparisons
S.No. Comparisons t-value
1 Students of CBSE and ICSE board 2.00
2 Boys and Girls of both boards 0.21
3 Boys and Girls of CBSE board 1.08
4 Boys and Girls of ICSE board 1.98
5 Boys of CBSE and ICSE board 3.24*
6 Girls of CBSE and ICSE board 0.42
* Significant at 0.05 level of significance
1) Table No. 5 shows that the Mean and SD of CBSE and ICSE board Students is 111.99 and
110.20 respectively and 14.95 and 16.13 respectively. After applying ANOVA, F-value came
out to be 3.97 in Table No. 6 which is significant at 0.05 level of significance. This means
that attitude of CBSE board students is more favourable than ICSE board students towards
educational media at secondary school stage.
2) Table No. 5 shows that the Mean and SD of Boys and Girls is 111.19 and 111.00 respectively
and 15.60 and 15.55 respectively. After applying ANOVA, F-value came out to be 0.04 in
Table NO. 6 which is not significant at 0.05 level of significance. This means that there is no
significant difference in the attitude of boys and girls towards educational media of
secondary school stage.
3) Table No. 6 shows that F-value for Board * Gender came out to be 6.68 which is significant
at 0.05 level of significance. This means that there is significant difference in the attitude of
boys and girls of CBSE and ICSE board school towards educational media at secondary
school stage. Boys of CBSE board school have most favourable attitude towards educational
media at secondary school stage.
4) Table No. 7 shows t-value for different comparisons using Bonferroni correction formula.
The table shows that there is significant difference in the attitude of boys of CBSE and ICSE
board school. Boys of CBSE board school have most favourable attitude towards educational
media at secondary school stage.
Conclusion:
1) Most of the secondary school students have favourable attitude towards educational
media. Research supporting this is by Aytekin et al, 2004, according to whom high
percentages concentrated on that there are positive attitudes towards computer because of
being tool to organize life efficiently.
Shiksha Shodh Manthan ISSN: 2395–728X Page 18 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
2) Attitude of CBSE board students is more favourable than attitude of ICSE board students
towards educational media at secondary school stage.
3) Attitude of Boys of CBSE board students is most favourable towards educational media
at secondary school stage. Contrary to this research conducted by Hamzah & Ahmad(
2016), female students have favourable attitude towards new instructional technology.
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Hamzah and Ahmad (2016). The relationship between instructional media with students’
attitude on history subject. The International Journal of Social Sciences and Humanities
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Howell, Joseph H. & Dumivant, Stephen W. (2001). Technology for teacher- mastering new
media and portfolio development. New Delhi:Tata Mc Graw- Hill Publishing Company.
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Yamauchi, L.G. (2008). Effects of multimedia instructional material on students learning and
their perceptions of the instruction. Iowa State University, Iowa. Retrieved from
http://lib.dr.iastateedeu/rtd.
How to cite reference of this paper-
Subuhi, S. & Khan Lodi, A. (2017). Attitude of students towards educational media at secondary
school stage. Shiksha Shodh Manthan, 3(1), 10-18.
Shiksha Shodh Manthan ISSN: 2395–728X Page 19 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Preparing mainstream schools and teachers for inclusive education
Shailza sharma
PGT Biology, Jawahar Navodaya Vidyalaya, Maharajganj
Abstract
Education is the most vital instrument in developing society which is based on democratic
principles and gives equal opportunities to all its members i.e. an inclusive society. Education
provides opportunities for interaction among children of differential abilities, developing respect
and spirit of cooperation and appreciations of diversity, at the same time education empowers
the differentially abled children in required knowledge and skills. Hence both able and disabled
children learn together they will develop attitude of mutual cooperation and understanding. This
is the main assumption behind emergence of concept of inclusive education which have replaced
the concepts of integrated and special education over the years
The right of persons with disability bill-2016, also emphasis to provide inclusive
education to the children with disabilities in govt. funded and govt. recognised institutions.
Gov. acknowledge inclusive education but does not provide the working methodology for
its implementation. To meet the challenges of inclusive education a number of competencies are
required to be developed in teachers usually not practised in regular classroom. They must have
professional knowledge of basic concepts of special education, various disability conditions,
rights and policies related to disabled. He must have knowledge of applied behaviour analysis,
willingness for working in collaboration, ability to diagnose and continuously evaluating the
specific needs of disabled students to make right decisions. In addition a regular teacher
requires to be competent in employing differentiated instructions, activity based experiential
learning, peer tutoring, cooperative learning, individualised and adaptive instructions.
To develop these competences arrangement of a cascade training programme will be helpful in
which selected teachers from every inclusive school are trained as nodal resource person. These
nodal teachers will disseminate expertise among their colleagues in their respective schools.
Establishment of a resource library in participating school, which should have materials, cds of
method and approaches as well as good practices related to inclusive education will be a good
effort. Capacity building workshops, mobile exhibitions of photographs showing activities and
achievements of children special needs, setting up district/ zonal level centres for providing
required support, guidance as well as monitoring the performance of inclusive schools are few
steps that can be taken to make the education inclusive in real sense and to build an inclusive
society.
Intoduction:
An inclusive society is a “Society for all”, that recognises the dignity, value, importance
of each person and over-rides differences of gender, caste, class, race, ethnicity and differential
abilities. Therefore developing inclusive society is a multidimensional process that can play a
crucial role in promoting substantial sustainable human development. One key instrument in
achieving inclusive society can be education.
Shiksha Shodh Manthan ISSN: 2395–728X Page 20 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Our President Shri Pranab Mukherjee, during his address on the occasion of International
day for the disabled person on 3rd December, 2014 had said that education is one of the key
instrument for empowering persons with disabilities and in developing inclusive society.
Education provides opportunities for interaction among people of differential abilities,
developing respect, cooperation and appreciation of diversity. At the same time education can
empower the differentially abled children in required knowledge and skills.
When children with and without disabilities are educated together with appropriate
planning, support and commitment, they will develop attitude of mutual cooperation and
understanding (Duquette, 2015). Moreover in the society people of diversified abilities has to
live together and work together, hence it will be a wise practice that they learn together in the
same school and in the same class. Educating kids with and without disabilities side by side
helps everyone, students learn to appreciate the talents and gifts possessed by them and to respect
the diversity. More over to establish and maintain schools that educate all children together is
much more economical than to set up different schools specialized for different groups of
children. These assumptions are the forces behind the origin of the concept of “Inclusive
education” which has replaced the concept of integrated in special education over the years.
Inclusive education is defined as, all children irrespective of their strengths and
weaknesses will be a part of the mainstream education. It refers to an education system that
accommodates all the children regardless of their physical, intellectual, social, emotional,
linguistic or other conditions i.e. “zero rejection”. It is a Paradigm shift towards “changing the
environment to suit the child, not the child to suit the environment.
Sarva Shiksha Abhiyan framework clearly states that “SSA will ensure that every child
with special needs, irrespective of the kind, category and degree of disability is provided
education in an appropriate environment. SSA will adopt “zero rejection” policy so that no
children are left out of the education system. It will also support a wide range of approaches,
options and strategies for education of children with special needs”.
The draft of inclusive education scheme, MHRD (2003) states “inclusive education means all
learn, with or without disabilities being able to learn together in ordinary community schools
setting with appropriate network of support services.
PWD Act The right of person with disability Bill-2016, also emphasise to provide
inclusive education to the children with disabilities in govt.funded educational institutions as
well as government recognised institutions.
Government acknowledges inclusive education but does not provide the working
methodology for its implementation, for the development of individual plans for students with
disability. There are no provisions for periodic assessment of the needs of the disabled children
and constraints in the fulfilment of the needs. We need a gestalt efforts at policymaking level as
well as execution level to make the concept of inclusive education a fruitful exercise.
Here we will discuss about some practical efforts that should be taken to make inclusive
education a reality.
Preparing mainstream teachers for inclusive education:
The success or efforts towards creating inclusive society through inclusive education
largely depends on the willingness and competencies of the teachers as they are the key players.
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This reform of ‘education for all’ has present significant challenges for regular school teachers.
To meet the challenges, the teachers are required to have a number of competencies usually not
practiced in a regular classrooms (Forlin, 2001). Teachers are now expected to play all the
functions as that of a special education teachers but they have not received an intensive training
in special education as possessed by special teachers.
Required teaching competencies for inclusive education:
Different surveys conducted by stakeholders, rearchers, NGOs, expert opinion and initiatives of
professional organisations such as Council for exceptional children (CEC) has identified wide
range of teacher competencies required for inclusive education, which are classified into six
categories(Forlin, 2010)
1 Professional knowledge-
Knowledge of basic concepts of special education, various disability conditions, policies,
rights, and programs related to inclusive education, role of parents administrators and other
professionals to facilitate inclusive education.
2. Classroom management-
A supportive educational environment has an important positive effect on learning of
differentially abled students. A teacher must have knowledge of applied behaviour analysis
(ABA), practices for effective management of teaching and learning, material arrangement and
sitting arrangement according to the need of learners.
3. Working in collaboration/ Teamwork-
Teamwork enables people with diverse expertise to produce Creative Solutions of
problems and would enhance the chances of the success of the instructional programme. Hence
teachers should be competent in seeking consultancy from parents and other school staff, para
professionals, counsellors and physiotherapists as well as NGO’s working in this field.
Researches show the benefits of co teaching to improve academic achievement of not only
differently abled students but also all the students.
4. Continuous observation and diagnosis and evaluation competency-
A regular teachers should be competent enough to observe, access and diagnose the
specific needs of students with special needs, in order to make right decisions. Knowledge about
using and interpreting standardized measurement instruments, gathering background information
about differentially abled students, portfolio assessment in order to assess student’s performance,
attitude towards their teachers and peers, self-concept and level of fulfilment of their needs is one
of the most vital skills for a regular teacher to have for the implementation of inclusive
education.
5. Knowledge and competencies in using instructional techniques-
A number of validated specific instructional techniques are available now, and a regular
classroom teacher would require to be competent in them. These techniques includes : peer
tottering that includes partnership of high achieving and low achieving students; co-operative
learning in which students work together to complete the tasks ; individualized and adaptive
instructions i.e. tailoring a unique programme by recognising student’s background knowledge,
Shiksha Shodh Manthan ISSN: 2395–728X Page 22 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
learning capacity ;activity based and experiential learning for better retention, differentiated
instruction in which teacher teaches one main lesson to all students with variations for each
individual student’s need.
6. Competency in using ICT and E-resources and software applications in preparing
individualized and adaptive instructions-
Development of these competencies requires an extensive in-service training programs
for mainstream teachers so that they can educate diversified children effectively. Training is a
bridge between teachers and pupils with special need yet there are not adequate provisions of
developing skills, knowledge and attitudes needed to work with all of their future students hence
it greatly required a paradigm shift in the framework of pre-service and in-service teacher
education programme for making the dream of inclusion a reality.
Pre-service teacher education for inclusion:
Researches studies has identified and developed several approaches to prepare pre-
service teachers for inclusion. Some noticeable approaches worth mentioning are:
The infusion model: in this pupil teacher opt one or two courses that cover inclusive
education.
The collaborative training model: in this many more courses are learned at one time and
mainstream teaching students and special education students do their practical experience
together.
The unification model: all students study the same curriculum that trains them for
teaching mainstream education with a focus on students with special needs.
Developing attitudes, values and beliefs through pre-service teacher education for inclusion
Developing positive and humanistic attitude among teachers towards learners of
diversified needs is of foremost importance without that full advantage of teachers’ competencies
cannot be taken. This can be achieved in better ways by direct interaction with people with
disabilities along with theoretical classes and readings.
Pupil teachers must not led to believe that there is a single model for supporting
diversified students group.
Teachers’ beliefs can be changed through action researches, by coaching and by
analysing video footage of their own teaching.
One most important consideration in inclusive teacher education programmes Is practical
placements of pupil teachers in schools and classrooms where inclusion is in practice and where
there is enough support to ensure a successful experience for pre-service teachers, to address the
need of diversity in the classroom.
In the curriculum of inclusive teacher education, some selected contents of school
subjects elected by students should be presented in a diversified manner so that pupil teacher can
have an idea about how to present the same content in different ways to fulfil the diversified
needs.
Last but not the least measure is to sensitise teacher educators to develop knowledge
about cultures, discriminatory practices, bias and effect of their own beliefs, attitudes and
expectations on teacher candidates.
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In-service teachers’ training for inclusion
Development of competencies regarding inclusive education require an extensive in-
service training programme for teachers working in the regular schools. It is not an easy task in a
large country like India where lakhs of primary and secondary teachers are working.
Cascade training model:
We need to develop a cascade training programme in which few schools are selected
from each district and from each school one teacher is selected for training programme for
developing desired competencies and attitudes related to selected disabilities conditions. These
teachers will disseminate expertise among their colleagues. In the next training session few other
schools should be selected to provide training in a different set of disabilities and so on. Now
these teachers competent in dealing with some specific forms of disabilities will help each other
in the same school or in other schools of the same city. This approach enhances the co-operation
between teachers by starting a process of mutual sharing of knowledge and experiences as well
as with parents.
This training can be beneficial for the teachers to support inclusive education in various
ways—
It helps teacher recognise that all students have strengths and potentials.
It helps teachers appreciate and understand the diversity of individual human beings.
It enhances ways of creatively addressing challenges.
It develops collaborative problem solving skills.
It acquires different ways of perceiving challenges as a result of being on a multi-
disciplinary team.
It will break monotony in teaching profession.
In order to motivate regular teachers for participating whole heartedly in inclusive
teaching provision of some sort of increment or award should be made by school management as
well as by government.
Developing support services in schools for inclusive education:
In every school which was selected to give training to its teacher, a resource library
should be established which contain information, materials, examples of good practices, methods
and approaches to inclusive education in the form of books and CD’s so that teachers as well as
students can seek required knowledge and help.
Mobile exhibition of photographs showing activities and achievements of differentially
abled children should be organised in regular schools these will not only motivate the children
with special needs but also develop a sense of respect for their peers in non-disabled students.
A situational analysis should be performed time to time by govt. or non-government
organizations which would gather information about attitudes and experiences of regular
teachers and other stakeholders related to inclusive education in order to identify constrains and
opportunities for enrichment of inclusive practices as well as of training programmes. School
management should made such provision that the class size where there are children with special
Shiksha Shodh Manthan ISSN: 2395–728X Page 24 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
needs, should be small. Provision of a district/regional level centre should be made that can
provide consultation, guidelines and monitoring of the activities of the school in the area of
inclusive education.
Conclusion:
The concept of inclusive education sounds very democratic and in accordance with the
concept of socialism but it is difficult to achieve if not impossible. What is required is the
wholehearted efforts on the port of policy makers, teachers, teacher educators, school
management, parents and other concerned personnel. We have to change the environment to suit
the child not to change the child to suit the environment.by doing this we can make the education
inclusive in real sense and to make an inclusive society.
The last word comes from disabled young people themselves, who in the Lisbon
Declaration (Soriano et al., 2008) said: ‘teachers need to be motivated, to be well informed about
and understand our needs. They need to be well trained, ask us what we need and to be well co-
ordinated among themselves’ (p.22)
References:
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of the literature. European journal of special needs education, 17(2), 129-147.
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and behavioural science, 14(1), 1585-1590.
Darling, Hammond L.(2016). Construction 21st century Teacher education. Journal of teacher
education,57(3),300.
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educational research,43(3),235-245.
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concerns, Asia-pacific journal of teacher education, 39(1), 17-32.
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and global education. Journal of teaching and teacher education, 16, 79-80.
Mukherjee, Pranav (2014), at the occasion of National Award Ceremony for mobility India for
"Outstanding Work in the Creation of Barrier Free environment for Person with
Disability" by MSJE, GOI, Times Of India, New Delhi.
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Ministry of Social Justice and Empowerment. (2016). Rights of Persons with Disability Bill
2016. Press Information Bureau, Ministry of Social Justice and Empowerment, GOI.
Soriano, V. (2008). Young Voices: Meeting Diversity in Education. Offense: European Agency
for development in Special Needs Education.
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inclusive education. Procedia-social and behavioural sciences. 89,549-554.
How to cite reference of this paper-
Sharma. S. (2017). Preparing mainstream schools and teachers for inclusive education. Shiksha
Shodh Manthan, 3(1), 19-25.
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Global Trends and Learning Styles in Indian Higher Education
*Vimal Singh & ** Dr. Shraddha Padmaja Awasthi
*Junior Research Fellow, Department of Education, University of Lucknow
**Assistant Professor, School of Education, BBAU, Lucknow
Abstract
The advent of information & technology has broken the barriers of national boundaries. Socio-
economic statuses of societies are changing & also the work culture. The onus of taking up the
responsibility of enabling the individuals to face the challenging situations is on education.
Higher education bears the important position in preparing the technology-driven, value-drive,
competent & skilled individuals. In the era of globalisation & modernisation higher education
has to keep pace with the changing time. A new paradigm is evolving which consists of new
trends in education system. Privatisation, distance education, collaborative education,
franchising, branching campus & trans national education are the few concepts which are taking
place of the traditional education system. This paper throws light on these concepts of higher
education & their benefits for the development of technology & value-driven global citizens.
Globalization has also created a society which is multicultural & multilingual & this in turn
making the teaching-learning process more challenging. To face these challenges new trends in
higher education are not enough there is a need of knowledge about Learning Styles. Knowledge
of different learning styles would enable both the teachers & learners to cope with the demands
of learners coming from multicultural backgrounds. This paper discusses about various learning
styles which can be helpful in developing global talent & also about recent trends in higher
education which would certainly provide more flexible opportunities to the learners across the
world to come at one platform & learn.
Key Words: Higher Education, Globalisation, Privatisation, Franchising, Trans-national
education, Learning Styles.
Introduction:
In the era of knowledge-driven economy and learning societies, both formal and
informal education is playing an increasingly vital role in promoting economic solidarity, social
cohesion, individual growth, sustainable development, and a culture of peace and world
citizenship. Whereas our views about the way we live, learn, work, and ‘think about work’ have
changed, the acquisition of knowledge and skills provided by a traditional formal educational
setup do not correspond. Therefore, a new paradigm must evolve that is developmental, human-
centred, environmentally sound, and all-inclusive, so as to prepare learners to be contributors to
knowledge and not just mere recipients of knowledge. It has opened up new challenges and
opportunities for higher education institutions – whether public, private, or hybrid.
In his address entitled, ‘A matter of heart’ delivered at the Peking University in 1990
Diasaku Ikeda, a leading peace philosopher said, “ It is people who will pave the way toward the
future of the world, & there is no greater influence in the development of an individual than that
of solid, human-centred education. Learning is the fundamental force that builds society &
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shapes an age. It nurtures & tempers the infinite potential latent in all of us & it directs our
energies towards the creation of values.”
Higher education bears the onus of developing & enhancing the zone of knowledge on
one hand & creating global citizens having humane approach on the other.
Given the increasingly corporate culture in higher education, it is not surprising that
‘education’ has been included as a ‘service’ or a ‘commodity’ under the General Agreement on
Trade and Tariffs (GATT) and World Trade Organization (WTO). Though UNESCO has been
striving hard towards protecting and strengthening higher education as a common good at the
global level by promoting pluralism and diversity, on the one hand, and equitable access,
capacity building, and sharing of knowledge, on the other, the GATS and WTO are striving
equally hard towards reducing the barriers to ‘trade’ in higher education.
The concept of private higher education is not new. In Asia, private institutions have
always been a central part of higher education. Private higher education has been playing a major
role in Japan, South Korea, Taiwan, Taipei, Indonesia, and the Philippines. In these countries, up
to 80 percent of students attend private institutions. Private higher education is reported to be
rapidly growing in China, Vietnam, Cambodia, and other central Asian republics as well.
Generally, private post-secondary institutions are found to be at the lower end in terms of
prestige, though there are some high quality private universities, such as Waseda and Keio in
Japan, De La Salle and the Ateneo de Manila in the Philippines, Yonsei in South Korea, and
Santa Dharma in Indonesia. These universities are among the oldest in their respective countries
and share a reputation of training the elite class (Altbach, 2002).
India is not far behind in adopting new trends in higher education. It is the demand of
contemporary world to walk hand in hand with modern technology & moral & ethical values. As
the member of global society it has become the need of the hour to move forward towards the
common goal of preparing technology-friendly as well as value-driven global citizens. Higher
education has already taken up this responsibility in different countries of the world but many
more steps need to be taken to achieve the goal.
Higher Education: Concept and Meaning
The term Higher Education is ambiguous in nature because it is used in variety of ways
by different people, different country and in different point of time. Internationally after school
education can be divided into Higher Education and Further Education and is known as Tertiary
Education. Higher Education qualification implies Higher Diplomas, Foundation Degrees to
Honours Degrees and takes a minimum of 3 years to maximum of 4 years to complete. Further
Education on the other hand refers to Post Graduate or Master and Doctorate degrees. In a single
word Tertiary Education means colleges and university level education. Indian education ladder
starts at 6 years of age. It comprise of 10 years of primary or elementary and secondary stages, 2
years of higher secondary stages, 3 years bachelor’s degree, 2 years of masters degree and at
least 3 years beyond masters degree for a Ph.D. According to NEP 1968, 1986 this is known as
10+2+3 system. The Post Higher Secondary Education is known as Higher Education in India.
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The purpose of higher education includes:
inspire and enable individuals to develop their capabilities, so that they can grow
intellectually, are well equipped for a profession or work, can contribute effectively to
society and achieve personal fulfilment
increase knowledge and understanding for their own sake as well as the application
thereof to the benefit of a profession and society
serve the needs of an adaptable, sustainable, and knowledge-based profession and the
economy at local, regional and national levels
play a major role in shaping an individual to become part of a society (Wallace 1999:
153)
Higher education must create a learning environment that affords opportunities to
advance, develop and enrich individuals, both intellectually and in society (South Africa 2001).
The emphasis is on learning rather than teaching (learner-centred approach) and on outcomes
(what the learner becomes and understands). Higher education must work for fostering the
potentials of learners to make them global talents.
Recent Trends in Indian Higher Education
The major challenge before the country is to accept the new educational ideas with
retaining own education ethos. The issue of maintaining the quality of higher education
institutions with absorption of increasing quantity of students is also a serious concern. The
different forms of educational set-up mentioned above are contributing to deal with the
challenges and making the higher education system more efficient.
India provides a big market and playing field for private initiatives at both the national
and international levels. It is very rich in human resources, in terms of quantity as well as quality.
India is being projected as a would-be super-power by the year 2020; at the same time, higher
education, which is growing at the rate of 20% per annum worldwide, is being counted as one of
the most important ingredients in knowledge-based economies. India therefore faces a big
challenge in achieving its goals in this respect. Private initiatives in higher education are not only
feasible, but also desirable, if India is to meet the target of 20% of its youth in the age group of
17-23, as against 7.2% today.
(a) Privatization
Privatization means initiation of private ownership, management and control of
organizations. The control is in terms of decision making and responsibility of money and
administration. In education privatization can be seen as expansion of private sector’s control.
Privatization of higher education has emerged in several forms and types in the recent decade in
India. Privatization within government higher education institutions takes place in the form of
introducing self-financing courses within government institutions. There are another trends such
as converting government aided private institution in to private self financing institution and also
allowing self financing private institution with recognition and also without recognition. This
may be termed as commercial private higher education institutions. Private players are mainly
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engaged themselves in setting up of state private universities, deemed university and academic
institution with foreign collaboration. These private institutions have taken a quite respectable
share of higher education institutions in the country in terms of quantity. When we talk about
quality education the private institutions are at growing stage but they are growing at a faster
pace. They are taking leading role in developing and enhancing research database & systems and
also providing conducive environment for professional growth.
(b) Globalization
With the development of information and communication technology the barriers of
national boundary has been broken. As a result there has been considerable development in the
social, economical and educational fields at international and global level. This is termed as
internationalization and globalization. The development in education has resulted in the
following events.
i. Increased practice of international comparison of educational development.
ii. Mobility of students from one country to another.
iii. Mobility of scholars from one country to another.
iv. Setting up of educational institution from one country to another.
v. Marketing of education worldwide.
Indian higher education institutions are providing the facilities to their human resources
for becoming leaders of global world.
Collaborative Education
Collaborative education is an emerging concept in the Indian education system, whose
basic idea is to promote the interaction and sharing of knowledge for the enhancement, creation
and expansion of new knowledge. The concept of collaborative education can be seen in the
following types –
o Institution-Institution Collaboration
o Institution-School Collaboration
o Institution-Community Collaboration
o Institution-NGO Collaboration
o Institution-State Collaboration
o Institution-State-NGO Collaboration
o Institution-Industry Collaboration and various other forms.
The concept of collaborative education helps in bringing the institutions closer which
leads for understanding each-others functions and works and reforming their ideas. This would in
turn help in fostering the global talent.
Distance Education
Distance education has been defined by the Thesaurus of descriptions as ‘education via
communications media e.g. correspondence, radio, television etc. with little or no classroom or
face-to-face contact between students and teachers’. Distance teaching is the family of
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instructional methods in which the teaching behaviours are executed apart from the learning
behaviours so that the communication between the teacher and learner must be facilitated by
print, electronics, mechanical or other devices. In India this mode of education is quite popular
and a number of people are getting benefitted by this.
Franchising
It is the process where a higher education institution (franchiser) from a certain country
authorizes another institution (franchisee) from the same or from another country to provide it
(i.e. the franchiser’s) educational services (the whole or a part of one or more of its approved
study programme/qualifications).
Branch Campus
A higher education institution from one country establishes its campus in another country
in order to offer its own educational programmes/qualifications there. The students get enrolled
there in the branch campuses with the courses offered by the institution. The arrangement is
similar to franchising but the difference is that the branch campuses are owned by the institution,
where as in franchise system, the institution (franchiser) only allow the other institution
(franchisee) to offer its courses.
Trans-National Education
Trans-national education refers to a situation where the educational provider and the
students opting for education are located in different countries. The educational discourses
between the educational providers and students are carried out through multiple means, namely,
mail, computer network, teleconferencing, radio or television network, etc. Transnational
Education denotes any teaching or learning activity in which the students are in a different
country (the host country) to that in which the institution providing the education is based (the
home country). This situation requires that national boundaries be crossed by information about
the education, and by staff and/or educational materials. (Global Alliance for Trans-national
Education (GATE), 1997, p. 1)
We can see the Trans-national Education in the following forms:
· People mobility-based education: a person can go abroad for educational purpose.
· Programme mobility-based education: an educational programme can go abroad.
· Institution mobility-based education: an institution or provider can go or invest abroad
for educational purposes.
Learning Styles
The diversity of students engaged in higher education continues to expand. Students
come to colleges with varied ethnic and cultural backgrounds, from a multitude of training
programs and institutions, and with differing learning styles. Coupled with this increase in
diversification has been a growth in distance education programs and expansions in the types of
instructional media used to deliver information. These changes and advances in technology have
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led many educators to reconsider traditional, uniform instruction methods and stress the
importance of considering student learning styles in the design and delivery of course content.
A benchmark definition of “learning styles” is “characteristic cognitive, effective, and
psychosocial behaviours that serve as relatively stable indicators of how learners perceive,
interact with, and respond to the learning environment. Learning styles are considered by many
to be one factor of success in higher education.
Many researchers have argued that knowledge of learning styles can be of use to both
educators and students. Faculty members with knowledge of learning styles can tailor
pedagogy so that it best coincides with learning styles exhibited by the majority of
students. Alternatively, students with knowledge of their own preferences are empowered to
use various techniques to enhance learning, which in turn may impact overall educational
satisfaction.
The value of the concept learning style is that it is learner-focused, not educator-focused.
The educator becomes the secondary focus. Only after the focus is directed towards the
learner and how he or she learns, does the emphasis shift to how the educator can use
teaching styles to accommodate learner needs (Carroll 1992: 115). Extensive research done
by Dunn and Dunn (1979:239) revealed that those individuals who were taught through
methods that complemented their learning characteristics and preferences, expressed in
learning styles, became increasingly motivated and achieved better academically. According
to various researchers (Forney 1994:337; Presland 1994: 181), learning environments that
match learning styles will influence variables such as self-esteem and motivation to learn
positively, which will again produce successful learning experiences.
Learning styles are not merely study skills but can be seen as higher-order cognition such as:
Planning
Monitoring
Checking
Revising
Self-testing
Learning styles provide the underlying process of acquisition of knowledge among
learners. The educators as well as students can take the guidance from different learning styles
for the proper development of global personality. Different learners learn through different ways.
Learning styles provide a wide range of modes through which information processing can be
done. This multimodal approach is more beneficial in this global era as students from different
areas of the world come at common platforms to study.
Global trends & Learning Styles
Higher education has already taken the lead in adopting new trends in education as it has
to foster global talent. But adoption of global trends is challenging the system with various issues
like accommodating the learners from different areas of the world at one place, understanding
their culture, knowing their comprehension skills, providing wide arena for learning & many
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more. The learners are coming from different cultural backgrounds & learning environment.
Therefore, it becomes important to know about multimodal learning styles to cater the needs of
multicultural learners. Learning styles encourage variety in the classroom which is already filled
with variety of learners in terms of their personal & academic background. Global trends in
education pose different challenges before educators so they need to understand various learning
styles for preparing the individuals with global vision, innovative & creative thinking,
humanitarian values, feeling of cooperation & collaboration, and better emotional adjustment
capacities.
Conclusion:
Though India has a long heritage of quality higher education system it has failed to solve
the problems of Access, Equity, and Quality until recent past. The deteriorating administration,
unproductive practice, corruption and fund availability leads to break down of indigenous
educational system. Recently with the introduction LPG i.e. liberalization, privatization and
globalization an avenue to revive the system has evolved. On the one hand globalization may
help to improve the quality of education it can also affect the indigenous development of
educational sector. A domestic regulatory mechanism should be put into place to avoid negative
impact of globalization. Education is an inseparable entity of any nation. India as a nation has its
educational agreements with different countries and international global bodies. Hence the
structure of education in India is taking new shape in accordance with the changing scenario.
Although there is no unified conceptual description of learning styles, there is enough
evidence to support a contention that such an educational entity exists at the paradigmatic level.
Knowledge of learning styles provides a potentially powerful basis for educational guidance. A
wealth of information is made available that can help the learner and the educator scientifically
to individualise learning. This does not imply, however, that educators can no longer teach
groups of learners but that individual differences can be addressed in the teaching-learning
process. It has relevance for both the course of individual learning in various subject matter areas
and for the nature of the learner educator interactions and social behaviour in the learning
environment. Certainly the direction of higher education should be towards obtaining more
detailed knowledge of the individual learning styles of the learners involved if it has to adopt
global trends to develop global talent.
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Singh, V. & Awasthi, S. P. (2017). Global trends and learning styles in Indian higher education.
Shiksha Shodh Manthan, 3(1), 26-33.
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Social Maturity of Graduate and Post Graduate History Students
Dr. C. Thanavathi
Assistant Professor of History, V.O.C. College of Education, Thoothukudi
Abstract
Social maturity is an important ingredient of modern civilization; and is the essential attribute of
the members of a progressive onward moving society. The sensitive side of dealing with teens, as
well as some adults, has to do with social maturity. There are some signs that people choose to
walk into, and there are other problems that they fall into because of immaturity. In this context,
the study was conducted to find out the social maturity of graduate and post graduate history
students. The sample consists of 900 students in Thoothukudi District. Self made social maturity
tool was used to collect the data. The statistical techniques used were percentage analysis and‘t’
test. The educational implications and suggestions for further study are also given at per with the
findings of the study.
Key Words: Social Maturity, Graduate and Post Graduate History Students.
Introduction:
Social maturity is within the context of very broad generalities, always recognising there
are varying degrees. Very few circumstances in life are either black or white, but fall somewhere
within a very broad grey area. We must recognise that time is a factor when a change of attitude
is involved. The amount of time and effort required to counter an attitude will depend on how
deeply that attitude is imbedded in the social structure. The following thoughts are for the most
part highly condensed to allow for expansion within the parameters of social maturity to
accommodate the needs of the various segments of the overall social structure. Social maturity is
based on the cold hard facts of life or nature, as old as time, which we see around us every day. It
goes beyond, transcends, the narrow or parochial limitations imposed by geography, nationalism,
politics, religion, business, labour, law or any other segment of the overall social structure at the
same time impinging on all segments. It is a constantly evolving, open ended concept. As our
knowledge increases, and our horizons expand, we will become more acutely aware of our need
for interdependence on each other on a global scale. Today any place on the planet is only a
matter of hours from any other place on the planet. This investigation will discuss social maturity
of arts and science college history students.
Need for The Study:
Social maturity achieves a three way or delta balance in our concern for the total well
being of ourselves, others and the environment in which we all survive, while maintaining the
individuality and importance of all. Socrates was the founder of the doctrine of an absolute
morality based on the concept that happiness is the good, not of Athenians, or Spartans, or even
of Greeks, but of man as man, as part of universal humanity. Social maturity includes the
awareness of and resistance to the self-centered greed for power, power to control human and
material resources, by whatever means necessary and available. Social maturity does not require
the formal joining of a group. It is a personal commitment each individual must make as to the
attitude that will influence their daily lives. They can opt for the socially immature attitude of
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self centeredness or they can opt for the socially mature attitude of genuine concern for the total
well being of each other. The very informal atmosphere of self help groups where the individuals
discuss and share their problems and their achievements with each other within the framework of
caring and sharing without the fear of being exploited.
From the above discussion we clearly know the importance of social maturity among the
students. Hence there arises a study about this factor especially among the students who are the
future pillar. Social maturity is the concept on which few studies have been undertaken. The
present study “Social maturity of graduate and post graduate history students in Thoothukudi
District”, is therefore undertaken.
Title of the Problem:
The problem of the study is stated as, “Social Maturity of Graduate and Post
Graduate History Students”.
Operational Definitions of Key Terms:
Social Maturity-
Social maturity involves learning to properly relate to acquaintances, family, neighbors,
friends, and intimate relationships. It involves understanding how to honor and respect those in
authority. This can include parents, employers, or police. In this study social maturity, measure
student’s maturity level in their society.
Graduate and Post Graduate History Students-
Students those who are studying under graduate degree (B.A.,) 1st year, 2
nd year and 3
rd
year, post graduate degree (M.A.,) 1st year and 2
nd year in arts and science colleges and whose
main subject is history.
Objectives:
1. To find out the level of social maturity of graduate and post graduate history students
with respect to the following variables.
i. Gender (Male / Female)
ii. Educational Qualification (UG / PG)
iii. Locality
2. To find out the differences, if any, in the social maturity of graduate and post graduate
history students with respect to the following variables.
i. Gender (Male / Female)
ii. Educational Qualification (UG / PG)
iii. Locality
Hypotheses:
(i) There is no significant difference between male and female graduate and post
graduate history students in their social maturity.
(ii) There is no significant difference between UG and PG history students in their social
maturity.
(iii) There is no significant difference between rural and urban graduate and post graduate
history students in their social maturity.
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Research Methodology:
(i) Type of the research:
The researcher adopted the survey method of descriptive research to study the social
maturity of graduate and post graduate history students.
(ii) Population and Sample:
The population for the present study was identified as the graduate and post graduate
history students in Thoothukudi District. Among the population 900 students were selected.
Simple Random Sampling technique was adopted by the investigator.
\
(iii) Tool:
The investigator has used a self made tool. The social maturity tool was prepared by the
investigator. The content validity of the tool was established by experts’ opinion. Test-re-test
method was followed for establishing the reliability of the tool. For this, the tool was
administered on graduate and post graduate history students of arts and science colleges
randomly selected and got the response. After 15 days, the investigator gave the same tool to the
same set of students for establishing reliability of the tool. The product moment correlation was
found. It is 0.79. Thus, the tool is taken as reliable. The tool has 25 statements. The statements
are scored based on 5 point Likert – type scale. The maximum score for each statement is 5 and
the minimum score is 1.
(iv) Variables:
The investigator has taken 3 background variables for the present study. They are gender,
educational qualification and locality.
(v) Statistical Techniques Applied:
The statistical techniques applied for the study were:
Percentage Analysis and,
‘t’ test
(vi) Delimitations of the Study:
1) The study was conducted to arts and science colleges only.
2) The study was conducted to history students only.
3) The present investigation had been geographically confined to Thoothukudi only and,
4) The investigator selected only 900 history students.
Findings:
Table - 1
Levels In Social Maturity of UG and PG History Students with Respect to Gender
Variable Number Low Moderate High
No. % No. % No. %
Male 348 60 17.2 232 66.7 56 16.1
Female 552 104 18.8 371 67.2 77 13.9
Shiksha Shodh Manthan ISSN: 2395–728X Page 37 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
It is inferred from the above table that 17.2%, 66.7% and 16.1% of male graduate and
post graduate history students have low, moderate and high level of social maturity respectively.
18.8%, 67.2% and 13.9% of female graduate and post graduate history students have low,
moderate and high level of social maturity respectively.
Table - 2
Levels in Social Maturity of UG and PG History Students with Respect to Educational
Qualification
Variable Number Low Moderate High
No. % No. % No. %
UG 799 147 18.4 517 64.7 135 16.9
PG 101 17 16.8 66 65.3 18 17.8
It is inferred from the above table that 18.4%, 64.7% and 16.9% of UG history students
have low, moderate and high level of social maturity respectively. 16.8%, 65.3% and 17.8% of
PG history students have low, moderate and high level of social maturity respectively.
Table - 3
Levels in Social Maturity of UG and PG History Students with Respect to Locality
Variable Number Low Moderate High
No. % No. % No. %
Rural 405 75 18.52 264 65.18 66 16.30
Urban 495 90 18.18 328 66.26 77 15.56
It is inferred from the above table that 18.52%, 65.18% and 16.30% of rural graduate and
post graduate history students have low, moderate and high level of social maturity respectively.
18.18%, 66.26% and 15.56% of urban graduate and post graduate history students have low,
moderate and high level of social maturity respectively.
Table - 4
Levels in Social Maturity of Graduate and Post Graduate History Students
Variable Number Low Moderate High
No. % No. % No. %
Social Maturity 900 164 18.2 609 67.7 127 14.1
It is inferred from the above table that 18.2%, 67.7% and 14.1% of graduate and post
graduate history students have low, moderate and high level of social maturity respectively.
Shiksha Shodh Manthan ISSN: 2395–728X Page 38 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Table - 5
CR Test for The Mean Scores of Social Maturity of Graduate and Post Graduate History
Students with Respect to Gender
Background
Variables Number Mean SD
Calculated
‘t’ value Remark
Male 348 40.66 4.76 0.91 NS
Female 552 40.96 4.80
(At 5% level of significance the table value of ‘t’ is 1.96)
From the above table it is inferred that the calculated ‘t’ value is less than the table value.
Hence the null hypothesis, “There is no significant difference between male and female graduate
and post graduate history students with respect to social maturity” is accepted.
Table - 6
CR Test for The Mean Scores of Social Maturity of Graduate and Post Graduate History
Students with Respect to Educational Qualification
Background
Variables Number Mean SD
Calculated
‘t’ value Remark
UG 799 40.78 4.74 1.12 NS
PG 101 41.38 5.09
(At 5% level of significance the table value of ‘t’ is 1.96)
From the above table it is inferred that the calculated ‘t’ value is less than the table value.
Hence the null hypothesis, “There is no significant difference between UG and PG history
students with respect to social maturity” is accepted.
Table - 7
CR test for the mean scores of social maturity of graduate and post graduate history
students with respect to locality
Background
Variables Number Mean SD
Calculated
‘t’ value Remark
Rural 405 40.79 4.80 0.33 NS
Urban 495 40.89 4.77
(At 5% level of significance the table value of ‘t’ is 1.96)
From the above table it is inferred that the calculated ‘t’ value is less than the table value.
Hence the null hypothesis, “There is no significant difference between rural and urban graduate
and post graduate history students with respect to social maturity” is accepted.
Conclusion:
Over the college days, the student’s social maturity becomes more sophisticated, laying
the foundation for adolescence. Education is an activity, which goes on in society, which
develops the personality of an individual. Education develops the individual like a flower, which
distributes its fragrance all over the environment. In this sense, education is that conducive,
Shiksha Shodh Manthan ISSN: 2395–728X Page 39 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
which drags a person from darkness, poverty and misery by developing his individuality in all-
around development, he becomes a responsible, dynamic resourceful and enter-praising citizen
of strong, good moral character who uses all his capacities to develop his own self, his society
and his nation to the highest extent by contributing his best to national honors, national glory,
national culture and civilization of the nation of which he is an integral part. Education develops
the maturity on an individual in all fields and aspects making him intelligent, earned bold,
courageous and possessing strong good character.
Recommendations:
Colleges are organs of the nation’s life which are ultimately responsible for the
development of well-integrated, all round, wholesome personalities of their pupils physically,
socially, morally, emotionally and intellectually. They have to develop moral as well as national
character. The role of history students in fostering of social maturity should in no way be
underestimated. They have a magnificent role to play by making use of all opportunities in and
out of the school to develop the maturity. Unless the history students make conscious efforts in
his direction, it will prove to be unserviceable. The history students should have themselves first
try to develop their knowledge and abilities.
References:
Arndt, W.B. JR. (1974). Theories of Personality. New York: Macmillan publishing Col. Inc.
Bandur A. (1986). Social Foundation of thoughts and action “A social cognitive theory” New
Delhi: Surjeet Publications.
Cavell, T.A. (1990). Social Adjustment Social Performance and Social Skills: A tri component
model of Social Maturity. New Delhi: Random Publications.
Flippo, Rona F. and Carol R. Foster, (1984). Social Maturity Testing and Its Impact on
Educators. New Delhi: Surjeet Publications.
Henry F. Garrett, (2004). Statistics in Psychology and Education. New Delhi: Paragon
International Publishers.
Leedy and Paul, H., (1993). Practical Research Planning and Design. New York: 5th
ed.
Macmillan.
Odom Samuel, L. (1992). Social Competence of Young Children with Disabilities: Issues and
strategies for Intervention. Baltimore: Paul H. Brookes Publishing Company.
How to cite reference of this paper-
Thanavathi, C. (2017). Social maturity of graduate and post graduate history students. Shiksha
Shodh Manthan, 3(1), 34-39.
Shiksha Shodh Manthan ISSN: 2395–728X Page 40 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Educational Status of Muslim Women in India
* Dr. Anil Kumar Panda & **Arshi Ayub Ansari
*Associate Professor, Dept. of Education, D.A.V. College, Kanpur Affilated to C.S.J.M. University, Kanpur
**Research Scholar, Deparment of Education, D.A.V. College, Kanpur Affilated to C.S.J.M. University, Kanpur
Abstract
This paper intends to study the educational status of Muslim women in India. It is a descriptive
type of study. Data has been taken from Census of India 2011. It reveals the real picture of
Muslim Women in India. Further it compares educational status of women having different
religion so that it becomes more clear the backwardness of Muslim women. It also compares the
educational status of urban-rural residents of different religious groups. The total contribution
of Muslims in population of India is 14%. Their total literacy rate is 57.27% much lower in
comparison to national level as well as in comparison with different religious groups. Literacy
rate among Muslims was 59% in 2001 so it is a matter of concern that instead of progress
Muslims have been shifted at back foot. However the sex ratio of Muslims is far better than any
other religious group. It is also higher in comparison to National level. That’s why it is more
important to study what is the educational status of Muslim women. A very important factor of
economic condition of Muslims is responsible for their backwardness in education of Muslim
women. Reasons behind the backwardness in education of the Muslim community specially
Muslim women have been discussed in the light of Prime Minister High Level Committee for
Social, Economic and Educational Status of the Muslim Community (Sachar committee) report
2006. As the poverty, security, identity and gender, low enrolment, early marriage, limited
researches in related area, poor access to schools are the major problems in attaining education
to Muslim women.
Key Words: Muslim Women; Literacy; Sex-Ratio; Urban-Rural; poverty.
Introduction:
India is a country known for its unity in diversity. After independence it becomes more
than half a century to fight against any form of discrimination like caste, religion, regional,
gender etc. Constitution of India has given equal rights to each and every citizen of the country.
Instead of this discriminations and backwardness of particular communities cannot be eradicated
completely from the Indian society. Gender inequality is one of the major problems of Indian
society. It prevail whole society as well as in particular communities. When talk about
communities of India we actually talked about religious communities. There are so many
religious beliefs. The characteristic of Indian custom is to give opportunity every religious
believes to grow of its own instinct. Islam, Buddhist, Christianity, Jainism are the example of
this. Each one has a different religious belief to other. Their way of life, customs, thoughts for
life, ultimate aim of life and way to achieve it are different. Each of these religious communities
grew differently. Some of them got opportunity and benefited from this. Some are benefited by
opportunity but lose it by their internal conflicts, lack of information, not understand the
importance of education. Muslims are one of them who lose their opportunity. Before
independence Muslims have 35% share in government jobs now condition is quite different.
Shiksha Shodh Manthan ISSN: 2395–728X Page 41 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Muslims have 14% in total population of India. In which 51.24% and 48.75% are males and
females respectively. For instance it is necessary to consider the population share of women from
different religions.
Gender Hindu Muslim Christian Sikh Jain Buddhists Total
Male 51.57% 51.25% 49.43% 52.55% 51.17% 50.88% 51.47%
Female 48.42% 48.75% 50.57% 47.44% 48.83% 49.12% 48.52%
Total 79.79% 14% 2.29% 1.72% 0.36% 0.69%
*Census of India 2011
As mention in above table it can be seen that majority of population are Hindus after
Hindus Muslims are second largest group. Muslims share majority of 14% in minority groups of
India. Instead of this they are the most backward community of Indian society. Having a glorious
history it is tragedy of Muslims to reached bottom of human development index.
India has the second largest education system in the world after china with a total
enrolment of 237 million in school education out which 47% are girls. Further 48.1% out of
139.9 million children of class 1-5 are girls; 47.4% out of 63 million children of class 6-8 are
girls; 45.5% out of 34.1 million children of class 9-10 are girls. (Statistics of School Education
2011-12).
The population share of females in different religious community is almost same except
Christians. In Christian the female share is slightly higher than that of males. However the sex
ratio among Muslims is higher than the national average. It is 951 and 940 for Muslims and
national level respectively. Instead of this literacy and work participation of Muslim women is
much lower than females of any other religious community.
Literacy Rate among Religious Communities in India 2011
Community Total Urban Rural
Total Male Female Total Male Female Total Male Female
Hindu 63 70.77 55.97 76.03 80.26 71.44 58.47 66.8 49.68
Muslim 57 62 51 65.48 69.25 61.48 51.82 57.81 45.57
Christian 74.34 76.77 71.96 83.69 84.94 82.5 68.07 71.39 64.77
Sikh 67.5 71.31 63.28 78.32 80.67 75.7 63.23 67.6 58.39
Jain 86.4 87.05 84.9 88.1 88.85 87.3 79.86 83.99 75.43
Buddhist 71.83 77.86 65.58 77.93 82.21 73.54 67.23 74.61 59.53
*Census of India 2011
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For a detail consideration it is necessary to compare the recent to the past to find out
progress of educational status of Muslim women.
Literacy Rate among Religious Communities in India 2001
Caste/Community Total Rural Urban
Total Male Female Total Male Female Total Male Female
India 64.8 75.3 53.7 58.7 70.7 46.1 79.9 86.3 72.9
Hindu 65.1 76.2 53.2 59.1 71.7 45.7 81.3 87.9 73.9
Muslim 59.1 67.6 50.1 52.7 62.3 42.7 70.1 76.3 63.2
Christian 80.3 84.4 76.2 74.5 79.5 69.7 90.9 93.6 88.3
Sikh 69.4 75.2 63.1 64.2 70.6 57.2 63.6 87.5 79.2
Buddhist 72.7 83.1 61.7 66.9 78.8 54.6 81.6 89.8 72.9
Jain 94.1 97.4 90.6 87.5 94.2 80.3 96.1 98.4 93.6
According to census 2001, literacy rate of Muslim women was 50.1% compared to 53.7%
for all communities; 53.2% for Hindu females and 39.5% for SC/ST. For Muslim male, the
literacy rate was 67.6%, much lower in comparison to 75.3% for all communities, 76.2% for
Hindu males and 64.2% for SC/ST. It is to be noted that the literacy rates are much higher
amongst other minorities, Jains leads, followed by Christians, Sikhs and even by Buddhists. In
comparison to 2001 it may be said that literacy rate of Muslim women improved slightly. But it
is lower in comparison to any other religious group either it is the literacy rate of census 2001 or
census 2011. Picture of literacy for Muslim women in rural and urban is almost same.
According to census 2011 Literacy for females of Muslims is 51% in comparison to 62%
of Muslim males. Literacy of Muslim females is lower than any other religious community. In
literacy Jains are on top with 86%. Females of Jains are also on top in literacy with 84.92% in
comparison to any other group. After females of Jains females of Christians are at top second
with 71.96%. After females of Jain and Christians females of Buddhists (65.58%), females of
Sikhs (63.28%), females of Hindus (55.97%) and females of Muslims (51%) can be put in rank
respectively. Literacy rate is higher among urban residents in comparison to rural residents in all
the religious communities. The degree of difference, however, varies for different religious
groups. The difference in literacy rate in the urban and rural population of the Jains is lowest
(8.24%), followed by Buddhists (10.7%). Next comes the religious category Muslims (13.66%),
followed by Sikh (15.09%), Christians (15.62%). The category of Hindu has a high urban-rural
differential of 18%. The differential of urban-rural literacy rate has been changed from 2001 to
2011. In 2001 the difference in literacy rate in the urban and rural population of Jains is also
lowest (8.66%), followed by Buddhists (14.67%). Next comes the religious category Christians
(16.36%), followed by, ‘religion not stated’ (16.45%), Muslims (17.33%), Sikhs (19.36%) and
Hindus (22.26%). The category of ‘other religions’ has a high urban-rural differential of 31.44%.
Thus it can be said that slight improvement in urban-rural literacy rate differential has been
noticed in Jains of (0.42%), followed by Christians (0.74%), Muslims (3.66%), Buddhists
(3.97%), Hindus (4.26%). High improvement has been showed by Sikhs (4.27%).
Shiksha Shodh Manthan ISSN: 2395–728X Page 43 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
The reason behind the lower rate of literacy of Muslim women can be various. As
Muslims are at bottom in economic pyramid of country, large family size, low enrolment rate in
different stages of education, high fertility rate. This is the overall problem of Muslim
community but when one talk about Muslim women it must have a critical approach to find out
the reasons behind the backwardness of Muslim women. The popular perception that religious
conservatism among Muslims is a major factor for not accessing education is incorrect. The
recognition of their educational backwardness is quite acute amongst a large section of Indian
Muslims and they wish to rectify it urgently. There is a significant internal debate about how it
should be done. Private minority institutions and Madarsas are seen as the only option available
to the community for improving the educational status of the Muslim community. However,
others find these to be questionable alternatives pursued by the state neglecting its own
responsibility. Relying predominantly on Madarsas and denominational institutional for
improving the educational status of Muslims was also seen by same as violating spirit of
constitution. (Sachar committee report 2005). Main reasons for backwardness of Muslims in
education has been described by Sachar committee as follows-
Poverty: the main cause of low level of education
High dropout rates among Muslim students are worrisome. As with many Indians the
main reason for educational backwardness of Muslims is abject poverty due to which children
are forced to drop out after the few classes. This is particularly true for Muslim girls. Little
children are expected to provide for their families by working in karkhanas (small workshops),
as domestic help or by looking after their siblings while their mothers go to work. It was felt that
the incidence of the child labor was much higher among Muslim as compared to other socio-
religious groups. Poor and illiterate parents cannot afford tuition for their children; or can they
provide the necessary support system at home which has become so essential a part of today’s
educational system. The opportunity costs involved in sending children to school is also too high,
making it difficult for parents to do so.
Low perceived returns from education
Moreover, a community-specific factor for low educational achievement is that Muslims
do not see education as necessarily translating into formal employment. The low representation
of Muslims in public or private sector of employment and the perception of discrimination in
securing salaried jobs make them attach less importance to formal ‘secular’ education in
comparison to other socio-religious groups. At the same time the community, especially the
educated Muslim middle class, finds itself frustrated and alienated because of the lack of the
presence and opportunities in administrative, policy and political spaces.
Identity, security and gender
Many suggested that gender issues in the community are also given a Muslim slant. To
the exclusion of all other aspects of a Muslim women’s life (income, jobs, education, security
and even caloric intake), the rules of marriage, right to divorce and maintenance have become
the benchmarks of a gender-just existence. The obsessive focus on select cases of Muslim
Shiksha Shodh Manthan ISSN: 2395–728X Page 44 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
women passionately discussed in the media results in identifying the Muslim religion as the sole
locus of gender injustice in the community. Consequently, the civil society and the state locate
Muslim women’s deprivation not in terms of the ‘objective’ reality of societal discrimination and
faulty development policies, but in the religious-community space. This allows the state to shift
the blame to the community and to absolve itself of neglect.
Women in general are the torchbearers of community identity. So, when community
identity is seen to be under siege, it naturally affects women in dramatic ways. Women,
sometimes of their own volition, sometimes because of community pressure, adopt visible
markers of community identity on their person and in their behavior. Their lives, morality and
the movement in public spaces are under constant scrutiny and control. A gender-based fear of
the ‘public’, experienced to some degree by all women, is magnified manifold in the case of
Muslim women. The lines between ‘safe’ and ‘unsafe spaces’ become rigid. The community and
its women withdraw into the safety of familiar orthodoxies, reluctant to participate in the project
of modernity, which threatens to blur community boundaries. It was said that for large number of
Muslim women in India today, the only ‘safe’ space (both in terms of physical protection and in
terms of protection of identity) is within the boundaries of home and community. Everything
beyond the walls of the ghetto is seen as unsafe and hostile- markets, roads, lanes, and public
transport, schools and hospitals, police stations and government office. Interestingly though, in
many meetings women participants emphasized that given appropriate opportunities to work and
get educated, they ‘manage’ all these issues. Though, all gender inequalities there are some data
which can motivate Muslim girls as they are at higher level than scheduled caste/tribes and
OBCs groups.
Enrolment Percentage of girls by caste
Category Secondary level Higher secondary level
Scheduled caste 47.39 47.15
Scheduled tribes 48.13 46.45
OBC 46.92 47.12
Muslims 51.21 50.24
*UDISE status of secondary education 2013-14
Enrolment percentage of girls from different categories shows that in comparison to
scheduled caste/tribes and OBCs Muslim girls are in better condition. But the transition rate
from secondary to higher secondary of Muslim students is worse than any other group.
Transition of Muslim students from secondary to higher secondary is -8.61%. (Gender-wise data
of transition are not available for Muslim students) It is a matter of great concern to prevent the
dropout rate at secondary level as the rate of transition for in general is also very poor. The
transition rate from primary level to secondary is 92.67% and transition from secondary to
higher secondary is 58.34% at all over India.
Poor access to schools
Many complained that only a few good quality schools, especially government schools,
are found in Muslim areas. The teacher pupil ratio is also high in these schools. This forces
Muslim children to go to private schools, if they can afford to, or else to dropout. Schools
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beyond the primary level are few in Muslim localities. Exclusive girl’s schools are fewer, and are
usually at a distance from Muslim localities. This has its repercussions because after any incident
of communal violence parents pull out their girls from school fearing their security. Lack of
hostel facilities is another limiting factor, especially for girls. This problem gets compounded by
the fact that people are unwilling to give rooms on rent to Muslim students. In any case,
spending on separate residential facilities, in the absence of hostels, is a great financial burden on
Muslim families as rents for accommodation are very high.
Low enrolment
A wide variety of problems associated with the education of Muslim women were raised.
These problems result in low enrolment and retention. In this dismal scenario there is one big
row of hope, while; while the education system appears to have given up on Muslim girls, the
girls themselves have not given up on education. There is a strong desire and enthusiasm for
education among Muslim women and girls across the board. This was one of the most striking
pieces of information the Sachar committee gathered in its interactions in the different states.
Given the generally low access to schools in the vicinity, parents are left with
unaffordable options of private schooling or Madarsa education. In the context of overall societal
gender-bias (true for all socio-religious groups), this has had a particularly deleterious effect on
the education of Muslim girls with poor Muslim parents often opting to send only sons to private
schools. Thus, it was argued that, contrary to poor perception that religious conservatism among
Muslims somehow militates against educating girls, current research indicates that poverty and
financial constraints are the major causes that prevent Muslim girls from accessing
‘modern’/’secular’ education. Muslim women often face overt discrimination from school
authorities while trying to get admission or in availing of scholarships for their children.
Limited researches about education of Muslim girls
Data on Enrolment or Drop out of Muslim Girls is not available in Departmental
Educational Statistics at the State or the Central Level as yet. A lot has been said and written
about the educational backwardness of Muslims especially Muslim girls and women based on
small sample studies (highly localized) with limited generalization possibility and some very
large all India sample surveys /studies by Aizazuddin Ahmed ( 1983, 93,94,95); Zoya Hasan &
Ritu Menon( 2000-01), Shamim Shah(1983), among others. Besides, inferences were drawn from
National Sample Surveys of NSSO, various rounds and from National Health and Family
Surveys I and II. The NFHS III has put out some quick results but detailed/ published survey is
still awaited.
Early marriage
Early marriage is widely prevalent among the Muslim girl which does obstruct their
educational participation beyond primary level. In 2001, the case of females who married below
the legal age of marriage, was highest among Muslims (43.2%) followed by Hindus (37%),
‘Others’ (36%); Jains (25%) and lowest among Buddhists (16.4%). The proportion of girl child
marriages (less than 10 years of age) was 3 % of the total marriages. Further, among different
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religious communities, the highest proportion of girl child marriages was found among Hindus
(2.6%) and Muslims (2.2%) and the lowest among the Sikhs (1.1%).
Conclusion:
From the above discussion it can be concluded that a common perception for Muslims
cannot be accepted. Poverty, low enrolment rate, poor transition rate of Muslim students,
problems in accessing education are the main problems of education of Muslim women. Lack of
essential data to examine the real picture of educational status of Muslim women made it a tough
task. There is need to work in this area to enhance education of girls by keeping them in school
till 18 years of age. Several state governments have initiated scholarship/incentive programs
which give girls a bulk amount at the end of 18 years provided they have continued and
completed their schooling. This also underlines the need for universalizing secondary education
and for accessing the same to all rural girls to include the disadvantaged SC/ST and Muslims.
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How to cite reference of this paper-
Panda, A. K. & Ansari, A. A. (2017). Educational status of Muslim women in India. Shiksha
Shodh Manthan, 3(1), 40-47.
Shiksha Shodh Manthan ISSN: 2395–728X Page 48 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Project Subah - An Initiative by UP Government to Address the Challenge of
Absenteeism and Drop Outs among Adolescent Girls
Dr. Deepa Awasthi
Ph D. in Education, Department of Education, University of Lucknow
Abstract
Similar to all other fields of life, challenges associated with the health issues of females
remained neglected and discriminated for centuries. Adolescent girls are the worst affected
section among all the females. They feel hesitant to discuss their health problems within family
as well as in their peer group. Discussing about menses or menstrual health management is
considered as social taboo even in twenty first century. Undeclared silence around this issue
exposes the girls to number of health problems. Increasing role of national and international
NGO’s have attracted the attention of government to deal with issue of menstrual health
management especially in context to school going girls, as number of studies founds that
inability to deal effectively with problems of menstruation contributes to absenteeism and drop
outs (after completing primary level education). Various researches conducted by UNESCO and
UNICEF suggest that limited access to safe sanitary products is one of the reason for ill
menstrual health management. They have suggested that production of good quality affordable
sanitary pads made from biodegradable material at local level can be helpful in ensuring the
barrier free access of these products to targeted group. Project Subah – an initiative of UP
Government to produce and free distribution of good quality sanitary pads among the school
going girls of class six to twelve in government schools and colleges is an appreciable effort.
Apart from this government of UP is planning to establish such projects at other districts also.
Steps taken by Government of Uttar Pradesh must be followed by other state governments at all
India level to meet the challenges posted by menstrual health issues of adolescent girls, which
will be certainly be helpful in addressing the issue of Absenteeism and Dropouts among
adolescent girls especially belonging to rural and socioeconomic weaker section of society.
Key Words: Adolescent Girls, Menstrual Health Management, Sanitary Pads, Project – Subah,
Absenteeism, Dropouts.
Introduction:
In India, menstruation and menstrual practices are associated with number of socio
cultural and socio religious taboos and restrictions for women as well as adolescent girls. It
affects their life style at large scale; they are not allowed to take part in day to day routine
activities. Most of the time, they are bound to restrict themselves within the fourwalls of the
home. Most vulnerable is the condition of adolescent girls as they are not allowed to go to
schools in these days. Limited access to safe sanitary products and facilities to deal with
management of Menstruation is believed to be one of the reasons for constrained school
attendance, high dropout rates and ill health due to infection.
From very early age, with initial stage of puberty the mother, grandmother or other senior
female members of society try to teach the young girls of family about do’s and don’ts during
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menstrual periods. Almost all the females in India are well known to these practices and most of
them follow these practices as words of God. Although everyone knows that these discriminatory
practices are manmade beliefs yet women are compelled to follow them strictly, to make them
believe that they are different to men, in better words secondary to men. Some of the common
customs, Beliefs and Myths popular in Indian society during these days are -
1. Not attending religious functions, visiting the temple and not touching menstruating
women.
2. Avoiding cooking and eating with others during menstruation.
3. Avoiding sex during menstruation.
4. Avoid swimming or washing the hair during menstruation.
5. Avoid eating certain types of food during menstruation.
6. Believing that menstrual blood is impure.
7. Taking time off during menstruation.
8. Restricting menstruating women to seclusion huts. (Unearthing Menstrual
Wisdom...2015)
These superstitious, orthodox practices can be called as Menstrual Taboos. The concept
of purity and impurity is the core thought behind popularity of such customs. Due to social taboo
and hormonal changes in these days girls avoid to come to school and sometimes they leave the
school on permanent basis.
Lack of information, misconceptions and adverse attitudes to menstruation may lead to a
negative self-image among girls who are experiencing menses for the first time, and can result in
a lack of self-esteem as they develop their personality as women. The culture of ‘silence’ around
menstruation increases the perception of menstruation as something shameful that needs to be
hidden, and may reinforce misunderstandings and negative attitudes toward it. (Diorio and
Munro, 2000)
In a study in Ghana 120 girls between the ages of 12 and 18 were enrolled in a non-
randomized trial of sanitary pad provision with education. Girls either received puberty
education alone, puberty education and sanitary pads, or nothing (the control group). After three
months, providing pads with education significantly improved attendance among participants,
and after five months, puberty education alone improved attendance to a similar level. The total
improvement through pads with education intervention after five months was a 9% increase in
attendance. While this study is small-scale, it indicates that puberty education even if
unaccompanied by menstrual hygiene materials can have an impact on education. (UNESCO,
2014)
Despite difficulties in measuring girls’ school attendance during menses, both girls and
parents confirm it is a common habit for girls to stay home during at least some days of their
monthly menstruation. Existing qualitative studies conclude that the full engagement of girls in
school activities is negatively affected, with many girls reporting they stayed home from school
due to menstrual cramping, insufficient menstrual hygiene materials, inadequate water and
sanitation facilities in schools, unsupportive environments, and fear of a menstrual accident. (Mc
Mahon, et. al., 2011)
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Additionally, some girls also avoid standing up to answer teachers’ questions because of
stress of over leakage or smell and discomfort. (House, et al., 2012)
The above studies are enough to suggest that how lack of access to good quality
disposable material, e.g. ‘Sanitary Pads’ makes the situation challenging for school going
adolescent girls to perform their daily routine activities including studies. It is necessary that
affordable, safe protective materials made to be available to girls and women during their
monthly menses.
Background of the Problem:
In high-income countries, girls have relatively easy access to different types of products.
But in low-income countries, costs, availability and social norms can limit girls’ choices of
menstrual hygiene materials. As a result, in many low-income countries, especially in rural areas,
girls still use rags or cloths. A focus group study conducted among women in Nigeria, for
instance, highlighted that almost all adult women, young women and girls used rags during
menstruation. Many older women had tried disposable pads but did not find them comfortable,
and therefore preferred using rags. Habits and traditions may also play a role in the choice of
commodities. However, cloths require that women wash, dry and reuse them, which is possible
in schools where separate latrines and a private room for girls are available. A study in Sierra
Leone found that girls preferred sanitary pads for managing menses because they felt confident
and less worried about possible leakages. They appreciated being able to dispose of pads instead
of washing and reusing cloths, and reported frequent leaks onto their clothes or school uniform
when using cloths. Some girls, though, could not afford disposable pads; they were obliged to
use cloths and felt uncomfortable drying them in the sun. (Caruso, et al. 2013)
Similar is the case in India, Girls and women, especially in rural areas and cultures with
low economic status still uses cloth pieces for managing menstrual hygiene management issues.
These clothes are used time to time after washing, which may lead to infections and long term
health problems. Ensuring a consistent supply of water to the bathing rooms is also a challenge
for schools. Girls who reuse cloths to manage their periods face an additional challenge, since
the cloths must be changed more regularly than sanitary pads. Such girls must make frequent
visits to the bathroom and require a private way to store their used cloths, which must be taken
home to be washed. Many girls are also hesitant to use school sanitation facilities, expressing the
concern that such facilities – which lack concrete floors and proper trash receptacles for disposal
of pads – are not hygienic. In addition to these challenges, many girls explained how menses
restricts their normal activities. Girls often refrain from sports due to menstrual cramping or fear
that menstrual cloths or pads will not be adequate during sports activities. Girls also reported
sitting in the back of the classroom to keep embarrassing bloodstains hidden from view. In
addition, girls expressed a preference for staying home during menstruation rather than having to
manage their periods in an unfriendly school environment. (Marni Sommer, Emily Vasquez and
Nancy Worthington, 2012)
A number of programmes in low-income countries have provided girls with sanitary pads
free of charge with the aim of increasing attendance in school during menstruation. Some are
implemented by NGOs and governments and have a longer-term sustainability; others run by
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NGOs partnering with the private sector have often been more time-bound. In emergency
situations free provision of appropriate materials has to be ensured, but in development contexts
more sustainable solutions need to be found. (House, et.al. 2012)
Locally-made, biodegradable disposable pads may be one option; they are available
locally, environment-friendly and need no washing and drying, difficult in many contexts where
washing resources, or private drying spaces that allow exposure to the sun, are lacking. However,
these pads are not currently available in many places, and must be developed in the future.
Furthermore, despite their biodegradable components, disposal options must still be considered
with these products. Girls should be able decide what product they want to use, based on their
context and considering cultural acceptability, accessibility, affordability, comfort and ease of
use, among others. The education sector must therefore ensure that schools provide girls with
comprehensive knowledge about the range of menstrual hygiene materials available, to allow
girls to individually and consciously decide what to use. (UNESCO, 2014)
A survey conducted by UNICEF in state of Uttar Pradesh in year 2012, found that
adolescent girls know too little about menstruation and menstrual hygiene management. Findings
of the survey suggest that –
1. 100% participants have never discussed on menstruation.
2. 90% participants are unaware of importance of washing menstrual clothes.
3. 87% participants used old clothes as menstrual absorbent.
4. 86%participants are completely unprepared to face menstrual emergencies.
5. 79% participants feels low self esteem during menstrual periods
6. 64% participant fells scared during menstrual periods.
7. 60% participants missed the school on account of menstruation.
8. 47% mothers believe that girls must not know about it before onset.
9. 44% participants felt embarrassed and humiliated over restrictions.
10. 33% participants never washed cloth before using first time.
11. 6%participants never heard of sanitary pads. (UNICEF, 2012)
In Uttar Pradesh the organization Vatsalya, supported by Water Aid, is implementing the
‘Breaking Silence’ project aimed at empowering women and adolescent girls by addressing
menstrual health management. A study conducted in five Gram Panchayats (rural village
government areas) around Lucknow District of state of Uttar Pradesh showed a perceived need
among girls for education on menstruation and menstrual health management. Only 6.9% of
women and girls were found to use sanitary pads and 78.6% of girls reported they would have
attended school during menstruation had there been separate latrines. The project included
community meetings; capacity-building of frontline workers and community leaders;
identification and training of women to run sanitary pad outlets; training of teachers and
improving infrastructure in schools; setting up the supply chain management for sanitary pads;
developing information, education and communication (IEC) tools for training and community
mobilization; and disseminating learning with policy-makers and media. The biggest challenge
turned out to be the social taboos and myths related to menstruation that were widespread in the
community. Notably, women are considered ‘dirty’ during menstruation and are socially
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excluded: They are not allowed to handle food and are not supposed to bathe, which can lead to
hygiene and health problems. (UNESCO, 2014)
Project – Subah: Initiatives by Government of Uttar Pradesh –
Apart from international efforts for promoting healthy and hygienic life conditions
among adolescent girls especially school and college going girls, Government of Uttar Pradesh
has initiated towards free distribution of sanitary napkin pads as a part of Suraksha Kishori
Yojna. District Magistrate of each District has been held responsible for successful
implementation of this development programme. Basic Shiksha Adhikari (BSA) and the District
Inspector of Schools (DIOS) have been tasked to provide sanitary pads to schools at block-level.
The scheme will cover students from classes 6 to 12. The Primary and Higher Secondary
Education Department would provide sanitary napkins on the basis of the number of registered
girls in government and basic schools (Class VI to XII) to the BRC (Block Resource Centre) so
that nodal teachers of primary education department could easily receive them and provide them
to the schools. The napkins would be provided by Chief Medical Officers up to the Block level
Community Health Centres (CHCs) and Primary Health Centres (PHCs) for eligible schools
coming under the higher secondary education department so that principals of schools could
distribute them easily. Instructions have also been issued for schools to arrange dustbins at clean
and dry places in schools for the disposal of sanitary napkins. Other than this, education officials
and teachers would have to compulsorily undergo menstrual hygiene (menses management)
training workshops in all districts, so that girls get the maximum information related to
cleanliness. Many view this as a major initiative that would go a long way in ensuring personal
hygiene among growing girls and also making sure that they don't miss school during their
periods. (Best Practices, 2016)
The key barrier to usage of commercial sanitary napkins is often the price and in very
remote areas also the access. To overcome this barrier, low-cost napkins, which are locally
produced by self-help groups, or by girls and women themselves are a good option. (Consumer
Voice, 2013)
Keeping all these suggestions in mind government had started ‘Project – Subah’ to aware
the young generation girls about healthy, hygienic life style. Government of UP has established
this project regarding production of low cost sanitary napkins by women from the local
community in District - Mahoba under the Department of Panchayati Raj. This project is running
successfully since 3rd
April, 2013. Government has already initiated to replicate this project in
other districts of the state also.
Objective of Project - Subah:
To establish low cost sanitary napkin production unit managed by rural women/Self Help
Groups for ensuring adequate supply of sanitary napkins at affordable price.
To improve the economic conditions of women & provide them the opportunities for
augmenting their income.
To create awareness among rural girls & women on issues of Menstrual Hygiene
Management.
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To provide quality infrastructure in the form of vending machines & incinerators to
promote Menstrual Hygiene Management in schools.
To address the challenge of Absenteeism and Dropouts.
To provide a common platform for all National Flagship Programmes (NFPs).
Project Design:
The Sanitary Napkin Production Unit has been set up at Srinagar, KABRAI block of
District Mahoba. The unit has been funded under NBA (Nirmal Bharat Abhiyan) by the
Department of Panchayati raj and after getting wide appreciation of public especially women at
large; a proposal has already been mooted to replicate it in other parts of the state in various
phases. – The role of UNICEF is to set up the production unit and provide technical and
managerial support in collaboration with Department of Panchayati Raj Department. UNICEF
arranges the volunteers and enhances entrepreneurial skills. Agency is also responsible for
marketing and distribution of product.
Technology Used:
The mini sanitary napkin making machine has been used which has four different sub -
units namely:
De-fibration
Pneumatic Core forming unit
UV chamber for sterilization
Sealing-length and side sealing
Raw Material Used:
Wood pulp and adsorbent as the core material
Top layer
Back layer
Release paper
Gum
Cost Structure and Economic Viability of the Project:
Socio-economic status is the most influencing factor on the behavior of girls, it is
established fact that ‘affordability help to acquire healthful behaviours. In India, particularly in
rural areas most women use cloth because price is the biggest entry barrier. A pack of 10 sanitary
napkins would cost Rs 30-40. Therefore, average spending during the menstruation days would
be around Rs 48, which is expensive by Indian standards.
Cost per Unit Machine:
This is one time investment which is approximately required to procure the mini sanitary
napkin production machine.
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Sr.No. Name of Machines Units Investment (Rs.)
1. De – Fibration Machine One 23300
2. Soft Touch Machine One 28000
3. Belt Napkin Making Machine Length Sealing One 20500
4. Belt Napkin Making Machine Side Sealing One 17500
5. Pneumatic Core Forming Machine One 65500
6. Pneumatic Core Dyes Two 3750
7. UV Treatment Unit One 10400
8. VAT 24500
9. Packing and Handling Charges 2500
10. Installation and Training 5000
11. Transport and Conveyance Charges 61300
Grand Total Rs. 262820
Raw Material (For 3 Months):
Sr. No. Detail of Raw Material Investment (Rs)
1. Core Material (900 kg) 49500
2. Top Layer (1500 m) 25200
3. Back Layer (30 kg) 7500
4. Release Paper (6 reams) 6900
5. Gum (60 kg) 9000
Grand Total Rs. 98100
Cost-Benefit Analysis: Cost of Single Napkin -
Raw material : Rs. 1.02
Labour : Rs. 0.23
Electricity : Rs. 0.05
Packing : Rs. 0.12
TOTAL : Rs. 1.42
Cost of 8 napkins i.e. one pack= Rs. 1.42 X 8= Rs.11.36
10% profit= Rs. 1.13
Grand Total= Rs. 12.49
It is a low cost alternative available to adolescent girls in comparison to expensive
napkins available in the market; before this the most economic option available in market were
the pads being manufactured and marketed by big companies ranging between 3 to 4 Rs per
piece. In such circumstances it was not possible for them to bear the cost of Rs. 40 to 50 per
month. These low cost napkins are not only safe and hygienic (UV treated) but at the same time,
eco friendly also, as it is being manufactured from the natural resource i.e. wood pulp.
Government of Uttar Pradesh has initiated to distribute these low cost sanitary napkins free of
cost among the adolescent girls studying in government upper primary schools, secondary and
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higher secondary schools. By this way government has easily been successful in evoking the
awareness among targeted group. Now the girls are using these napkins in dignified way without
hesitation leading to improved attendance and better academic achievement.
Conclusion:
Today’s daughters are the mothers of tomorrow, it is responsibility of society to take
extra precaution and care to promote complete educational, physical and mental growth among
them, including the issues related to their personal sanitation, health and hygiene.. It is our
responsibility to address the challenges in barrier free access to quality education for all
including girls. Government of Uttar Pradesh has already initiated and demonstrated by
establishing a project for production of low cost but good quality sanitary pads and distributing
them free of cost among girls having age between 12 to 18 years at school and college level.
Government of UP has already planned to establish such units in all the districts. There is need to
develop such steps at PAN India level to ensure easy access to good quality sanitary pads to all
the adolescent girls especially in rural areas
References:
A.C. Nielsen and Plan India (2010). Sanitation protection: Every Women’s Health Right.
Retrieved on 14-06-2016.
Best Practices – Subah, Uttar Pradesh IAS Association. Retrieved on 07-06-2016 from
www.upias.org/page_id=1077
Caruso, B. et al. (2013). WASH in Schools Empowers Girls’ Education in Freetown, Sierra
Leone: An assessment of menstrual hygiene management in schools. New York:
UNICEF.
Consumer Voice (2013). Retrieved on 13-06-2016 from
http://consumeraffairs.nic.in/consumer/writereaddata/Sanitary%20Napkins.pdf
Diorio, J. & Munro, J. (2000). Doing Harm in the Name of Protection: Menstruation as a Topic
for Sex Education. Gender and Education, 12, 347–365.
Free sanitary pads to be provided in Uttar Pradesh government schools, India Today in
Education. Published on October 19, 2015 Retrieved on 09-06-2016 from
http://indiatoday.intoday.in/education/story/uttar-pradesh/1/502151.html
House, S. et al. (2012). Menstrual Hygiene Matters. A Resource for Improving Menstrual
Hygiene around the World. London: Water Aid.
Sommer, M., Vasquez, E. & Worthington, N. (2012). WASH in Schools Empowers Girls’
Education. Proceedings of the Menstrual Hygiene Management in Schools Virtual
Conference 2012, UNICEF. Retrieved on 13-06-2016 from
www.unicef.org/wash/schools
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McMahon, S. et al. (2011). The Girl With her Period is the One to Hang her Head: Reflections
on Menstrual Management Among Schoolgirls in Rural kenya. BMC International
Health and Human Rights, 11(7), 1–10.
Unearthing Menstrual Wisdom – Why We Don’t Go to Temple and Other Practices, Mythri
Speaks. Published on May 28, 2015 Retrieved on 09-06-2016 from
https://mythrispeaks.wordpress.com/2015/05/28/unearthing-menstrual-wisdom-why-we-
dont-go-to-the-temple
UNESCO. (2014). Good Policy and Practices in Health Management - Booklet 9, Puberty
Education and Menstrual Hygiene Management. Retrieved on 13-06-2016 from
http://creativecommons.org/license/by-sa/3.0/igo
UNICEF. (2012). Girls Today, Women Tomorrow – A Study.
How to cite reference of this paper-
Awasthi, D. (2017). Project Subah - An initiative by UP Government to address the challenge of
absenteeism and drop outs among adolescent girls. Shiksha Shodh Manthan, 3(1), 48-56.
Shiksha Shodh Manthan ISSN: 2395–728X Page 57 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Gamification in Pedagogy of Commerce
Dr. Anviti Rawat
Assistant Professor, Programme Coordinator, B.Ed, Maharaja Surajmal Institute (Affiliated to GGSIPU)
Abstract
Gamification in commerce means application of elements of game playing rules, teams and
scores to teach the content of commerce and engaging and motivating the students to learn in
collaborative learning environment. In this paper various games are suggested through which
the concepts of accounts and business studies can be taught in the classrooms. It is important
that a teacher should emphasize on engaging and motivating every student to participate in
learning and ultimately gamifying the process of teaching and not the product.
Key Words: Gamification, Commerce, Pedagogy.
Introduction:
Gamification is a word which was coined in 2002 by Nick Pelling, a British born
computer programmer. This term gained popularity and usage in 2010.Gamification basically
means applying the game-design rules, elements and principles in non-game contexts. Thus,
Gamification of learning is an approach in which students are engaged and motivated to learn by
using the rules of games during teaching-learning process. The goal of making the students learn
through Gamification is to maximize their participation and making their learning joyful. So
talking about Gamification in the pedagogy of commerce is the application of elements of game
playing(like, rules, teams, scoring) to teach the content of commerce and engaging the students
in independent problem solving process .Gamification in education is primarily based on the
principle of active learning. So utilizing the approach of Gamification in the instructional process
involves addition of certain technological infrastructure coupled with an appropriate instructional
framework. Huang & Soman (2013) gave five steps for applying Gamification to the
instructional environment, which are as follows:
This flowchart shows that the objective of Gamification is to transform the teaching learning
process in to a Gamifying process, but not to gamify the ultimate result or outcome of the
education. Keeping in mind the ultimate aim of gamification in education it should be clear that
the direct objective of Gamification is motivation and enhancement in participation level of
student which could ultimately result into gaining of content knowledge and skills. For changing
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the non-gaming situation to a gaming situation the teacher should cater to the following elements
during the activity in a classroom:
Rules
Goals and objectives
Outcomes and feedback
Conflict/competition/challenge/opposition
Interaction
Representation or story
During teaching-learning process three types of game learning environment could be created,
which are as follows:
Study-only: when text and images related to the concept are shown to the students and
the students have to answer the question related to that concept and earn the point.
Self-quizzing: when the text taught to the students is followed by a multiple choice
question (Programmed Learning) in return for a fixed number of points.
Pure Game-based : when following each period of learning, participants competed with
a peer to answer the question for escalating, uncertain rewards
Literature review:
Many researches in the past have suggested that imparting commerce education through
joyful/gaming environment have positive impact on students learning. Emel Koc Avsar (2017)
in an analysis of Gamification found necessity of “Gamification of education” to improve the
quality of education. Moreover, Latheesh K (2016) assessed the effectiveness of constructivist
approach on achievement in commerce among students at higher secondary level. It was found
that the majority of the students can be brought to high level of achievement in commerce by
using constructivist approach. Another study conducted by Paul (2012) investigated the
effectiveness of challenge based learning on the academic achievement of commerce students at
higher secondary level. It was found that Challenge based learning is an effective instructional
strategy for the academic achievement of commerce. Also this strategy is effective in developing
skills of problem solving, creativity and decision making. In addition Suraj Bhan (2014) found
positive attitude towards activity based learning and is evident of marked improvement in
academic performance as well as career prospects of a student. Lastly, Purohit Dr.Neel Kamal
(2013) assessed the implications of joyful learning in commerce education and found that
students were able to learn practical aspects of commercial activities through ABL/Joyful
learning strategies.
Implication of Gamification for Commerce students:
The intent of this paper is not just to define the concept of Gamification in Education, but also to
suggest some games for the commerce teachers which they can actually use in their classrooms
to make the teaching-learning process joyful for the students. There are number factors based on
which the type of game should be used in the classrooms. Mainly the class strength ,nature of the
content ,I.Q level of the child, previous knowledge of the child are the components to be
considered while organizing games for the children of commerce. Some of the games according
to the topics of commerce are suggested as under:
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Table 1
S.No Topic Example of games
1 Memorandum of association Crossword
2 Consumer Protection Role Play
3 Banking/Consumer Protection Ludo
4 Principles of Management KBC Type programmed learning game
5 Integrated marketing Wheel Go round
6 Business Environment Business Game
7 Marketing management Activity Cards
8 Entrepreneurship Quiz
9 Fundamental concepts of
accounting Memory game
10 Computers in
accounting/Directing Development of Concept mapping flow chart in
teams
11 FIFIO, LIFO, Average Cost Human Train
12 Accounting Equations Accounting Jeopardy game
13 Journal entries Double entry monopoly game
14 Partnership Loop Card game
15 Motivation/organizing Consider All Possibilities Game
16 Nature and significance of
management Pass a Buck(Brain storming game)
17 Depreciation Lesson summary square card game
18 Ratio Analysis Fly swatter game
19 Theoretical framework of
accounting True and false musical chair race
20 Planning Puzzle
21 Financial markets Team Debate
22 Management and Business
Environment Think-Pair -Share
23 Product Branding, Labeling
and Packaging Collaborative Learning Group
Source: Results of real classroom examples suggested by the experts
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1. Activity Cards:
The activity cards could be used in two ways,either the teacher can writethe name of the
activity specifying the steps to be followed in the sctivity including the time limit,duties
etc, or the teacher could write a number of incomplete sentences about a topic on each
card and distribute the cards randomlyamong the students which they will have to arrange
in a right sequence.
For Example,
Distribute the cards specifying the various employee and employers protection Acts
among the students and ask them to sort them in a group of 3 under employee and
employer category.
2. Concept Map:
Concept mapping is the process of identifying and writing a main topic of the concept on
the top of a page and let the students place the related sub concepts in a hierarchy
expanding it in a branching style.
3. Consider All Possibilities Game :
In this game the teacher will direct a question to the whole class and give them a C.A.P
card on which they have to write all the possibilities they think are feasible for the
solution of the problem. The student with the best solution will be the winner of the
game.
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For Example:
C.A.P Question1: I am running a small business, then why have I decided to do
recruitment through outsourcing?
C.A.P Question 2: Where should we locate a Food chain?
4. Lesson summary square game:
In this game the teacher will distribute the lesson summary square in a form of a card and
at the end of the lesson ask each child to summarize the concept they have understood
emphasizing the important areas of the topic. This way the students will project their
concept clarity and will help them to better retain the concept.
5. Fly Swatter Game:
The teacher will divide the class into two teams. Then, display all the terms related to
chapters on the board. Further, give a fly swatter to the student turn-wise in each team
and they have swat the correct answer according to the clue given by the teacher.After
each turn, have students move to the back of the line and read a clue for the next two
people in line.
For example:
Teacher clue: “The profit from an investment,” the first person on each team would run to
the wall and slap the word RETURN with his/her fly swatter. Whoever student /fly
swatter hits the word first gets the team point.
6. Fantasy Theme:
In this game the teacher will divide the whole class in five groups and assign them the
ranks of the respective fantasy they have been allotted by the teacher.The teacher will
narrate the fantasy specifying the case study which the students need to solve and let
them perform it through a role play.
7. Digital Games:
A digital game is an interactive program for one or more players with rules, player
representation, and environment managed through electronic means. Few examples
are,World Peace Game Foundation, Khan Academy, Pictionary, Mindcraftedu,
gamesforchangechicago etc.
The various games suggested above according to the various topics of commerce clearly
shows that the teachers need not depend only upon the video games/simulation games but they
can customize and develop their own games according to the needs of the students and gamify
the teaching process.
Conclusion:
Thus to apply Gamification in Commerce Education the instructors have to transform
themselves from being just a “teacher” to an “innovator teacher”. The innovative instructor has
to use the rules, time limits, teams and competitive spirits and change an activity into a game.
Now the big question is: Are the commerce teachers ready to accept this approach and help the
students learn commerce with fun?
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References:
Agarwaal, J. C. (2008). Teaching of Commerce, A Practical Approach. Noida: Vikas Publishing
House Pvt Ltd.
Emel, Koc A. (2017). Analysis of Gamification of education.The Online Journal of New
Horizons in Education,7 (1), 20-23.
Latheesh K (2016) Effectiveness of constructivist approach on achievement in commerce among
students at higher secondary level. International Education &Research Journal, 2(11)
29-30
Macie (2014). What is Gamification and Why Use It in Teaching? Retrieved from
http://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-
teaching/
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Shiksha Shodh Manthan ISSN: 2395–728X Page 63 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
A study of effect of various aspects of environmental concerns present in
science textbooks on students comprehension of those aspects
*Dr. Malini Awasthi & **Prof. Reena Agarwal *Assistant Professor, B.Ed. Department, Karamat Husain Muslim Girls' P.G. College, Lucknow
** Professor, Department of Education, University of Lucknow, Lucknow
Abstract
The study gives a comparative analysis of the science textbooks prescribed by different boards of
education with respect to various aspects of environmental concerns. The study also gives a
comparative view of the achievement scores obtained by the students of different Boards in the
'Environment Comprehension Test'. This help to analyze the role of different textbooks in giving
complete knowledge and understanding of the topics related with environmental concerns. Thus,
the present study highlights the aspects of effective presentation and communication of the areas
of environmental concerns reflected in the science textbooks of class VIII.
Keywords: Environmental concerns, science textbook, student's comprehension.
Introduction:
Education system mainly centers around three main factors, which include teachers,
students and teaching-teaming process. Textbooks are the important part of this teaching-
learning process and acts as a bond between teacher and the students. Various science textbooks
prescribed for elementary classes in different schools not only differ in their contents but also in
the technique through which they approach environmental education. It is a matter of
investigation that to what extent these prescribed textbooks cover environmental education in its
holistic approach covering various dimensions of environment in addition giving knowledge of
general science. This is possible only through content analysis of science textbooks in terms of
various dimensions of environmental education specified by educational and environmental
experts. In the present study comparative analysis of the three science textbooks is done
prescribed by different schools affiliated to three different boards of educations in India viz
Indian Council of Secondary Education (I.C.S.E.), Central Board of Secondary Education
(C.B.S.E.) and Uttar Pradesh Board of secondary education (U.P. Board). Comparative analyses
of the three science textbooks with respect to various aspects of environmental concerns provide
a global picture of strength and weakness of the textbooks. It also highlights the gaps in the
knowledge provided by science textbooks with respect to various environmental issues.
Evaluation of the comprehension level of the students studying in different schools on the
common environment comprehension test further provides an insight into factors influencing the
understanding of the students on various environmental issues. The analysis of the results
obtained by such evaluation not only highlights the role of textbook but also the role of teachers
in the classroom who are responsible for communicating the knowledge of environmental
concerns given in the textbook.
Review of Relevant literature:
Many studies have been conducted in various parts of the world with regards to
presentation and implementation of environmental concern in the school curriculum. Lawrence
Shiksha Shodh Manthan ISSN: 2395–728X Page 64 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
(1993) suggested the need for a more holistic approach to curriculum development to overcome
fragmentation of knowledge and promotion of ecological economics for sustainable
development. Rompedi (2002) recommended integration of environmental education into the
school curriculum. Samuels (2004) was of the opinion that science teacher will require assistance
to embrace the inclusion of indigenous knowledge in the natural science learning area Litzenberg
(2005) recommended way to infuse local environmental education through the district's existing
science curriculum including professional development. Lane (2006) found that teacher have
favorable attitude towards environmental approach of teaching and professional focus on
integration approach. Bhawalkar (2007) found that science and social science text has greater
environmental content than Hindi text and teachers arc of the opinion to associate environmental
education as a part of content in different school subject. Patil (2007) found that student centered
model of teacher education was effective in environmental science for I.C.S.F. schools. Travis
(2007) highlights benefit of ecology course on environmental attitude of students. Yadav and
Bharati (2007) revealed that 33.09 percent of environmental awareness may be attributed to the
scientific attitude, this may be due to the fact that science subjects are more objective, rational
and related to physical environment of the surroundings as compared to arts subjects. Robelia
(2008) found that in the environmentally focused chemistry class students made modest gain in
environmental attitude.
Objective:
To compare and analyze the environmental content grasped by the students Kith the
actual content given in the science textbooks.
Delimitations:
1. The study includes only those schools which arc affiliated to I.C.S.E., C.B.S.E. or U.P.
Board within the city of Lucknow in India.
2. Science textbooks of only standard VIII prescribed by these schools are taken.
Methodology:
The present research methodology is based on the content analysis approach. The
research design is based on the purpose of the research and gives the basic idea of the types of
comparisons involved in the study.
Table-1
Content Analysis Research Design in the Present Research Context
Purpose Branch of
Semiotics
Types of Comparisons Questions Research
Problem
To describe and analyze
the content of
Environmental concerns
present in science
textbooks
Syntactic
(Sign/Sign)
Messages Source Type A :
Content of LC.S.E.
Science textbook
Messages Source Typo-B :
Content of C.B.S.E.
Science textbook
Messages Source Type-C :
Content of U.P. Board
Science textbook
What ? To relate the
known categories
and subcategories
of Environmental
concerns to the
content produced
by source type A,
B and C
Shiksha Shodh Manthan ISSN: 2395–728X Page 65 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
To make inferences as to
the effect of the content
of Environmental concern
given in the science text
books on the student's
comprehension of the
Environmental content
Pragmatics
(Sign /
receiver)
Environmental concern
given in the source type A.
B and C / Understanding
of Environmental concerns
by the the students of
I.C.S.E., C.B.S.E. and
U.P. Board
With what
effect ?
To assess the
responses of the
students of
I.C.S.E., C.B.S.E.
and U.P. Board on
'Environment
Comprehension
Test'
Unit of Analysis:
To achieve the objective of the present study, 'Theme' as an information unit has been
taken as the basic unit for content analysis. Theme' as an information unit can further be clarified
as an independent piece of information about any aspect of environmental concerns classified
into ten categories, which was meaningful even when separated from its context.
Categories of Analysis:
In the process of formulation of categories the guidelines given by 1977 UNESCO
conference in 'Tbilisi. Russia with respect to environmental education was consulted.
Environmental education syllabus for class VIII suggested by various educational boards was
also consulted during formulation of categories. In addition to these, opinions of teachers of
secondary schools, experts of centre for environment education were taken to frame the
guidelines for formulation of categories. Both the inductive and deductive approach has been
adopted to formulate the categories and subcategories of the content of environmental concerns.
Categories and subcategories of environmental concerns formulated for the study are
represented in Table-2
Table-2
Categories and Subcategories of Environmental Concerns
S.No.
Categories Subcategories
I
Environmental
Structure
A. Non - living component - Air / B. Non - living component –
Water Atmosphere C. Non - living component – Soil
D. Non - living component - Natural elements E. Living component - Plants
F. Living component – Animals G. Living component - Micro organisms
I I
Environmental
Balance
A. Biogeochemical cycles B. Food chains
C. Importance of ecosystem & sustenance of life
III
Energy
Resources
A. Renewable / Alternate Sources of energy
B. Non - renewable sources of energy
IV
Environmental
Degradation
A. Air pollution B. Water pollution C. Soil Pollution
D. Solid waste pollution E. Noise pollution F. Radioactive pollution
G. Indoor pollution H. Soil erosion I. Acid rain
J. Ozone depletion K. Global warming L. Disasters
V Agriculture A. Various techniques in Agricultural process
B. Agricultural practices & Impact on Environment.
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VI Animal
Husbandry
A. Animal rearing practices B. Prevention and curative measures
VII Human health
and hygiene
A. Types of diseases and their effect B. Causes and transmission of diseases
C. Symptoms of diseascs D. Balanced diet and deficiency diseases
E. Impact of Env. degradation on Human health
F. Prevention and curative measures
VIII Impact of
population on
environment
A. Depletion of Natural Resources
B. Consumption of Energy
IX
Conservation of
Environmental
Resources
A. Water conservation B. Soil conservation C. Wild life conservation
D. Forest conservation E. Energy conservation
X
Environmental
Management
and Sustainable
Development
A. Control of environmental pollution
B. Role of Individual. National and International Agencies in Environmental
Management and Sustainable Development.
Unit of Enumeration:
In the present study frequency has been taken as the unit of enumeration, in which every
occurrence of an information unit of the theme 'environmental concern' in the content of science
lessons is tallied and counted.
After taking frequency as a unit of enumeration the investigator incorporates two
assumptions into the research design. First assumption is that the frequency with which an
environmental concern appears in the content of the science lesson is a valid indicator of focus of
attention given to the environmental aspects in the content of science lesson. Second is that each
theme as a unit of information about environmental concern is given equal weight with every
other unit permitting aggregation or direct comparison of the units of environmental concern
appearing in the content of science lessons.
Sampling procedure:
Sampling procedure related with study is done in three stages:
1. For selection of the science textbooks, purposive sampling is adopted.
2. For selection of the secondary schools, disproportionate stratified random sampling
method was adopted.
3. For selection of the students, random sampling procedure is adopted.
Sample:
Sample consisted of follow ing three science textbooks of class VIII prescribed by
schools affiliated to three different boards of education.
1. Living Science series (Physics, Chemistry and Biology) prescribed by I.C.S.E. schools.
2. Science and Technology prescribed by C.B.S.E. schools
3. Gyan Vigyan prescribed by U.P. Board schools.
Further sample of 300 students of class VIII, were taken for administration of
'Environment Comprehension Test'. Six secondary schools in which two each were related to
Shiksha Shodh Manthan ISSN: 2395–728X Page 67 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
I.C.S.E., C.B.S.E and U.P. Board were taken for study. 50 students were selected from each
school.
Tool:
A tool prepared by investigator named as 'Environment Comprehension Test' consisting
of 50 multiple-choice objective type items based on the ten formulated categories of
environmental concerns was used for evaluating student's comprehension of different
environmental aspects.
Data Collection and Interpretation:
During the study two sets of data were obtained for the analysis and investigation. one
from the content analysis of science textbooks and other from administration of 'Environment
Comprehension Test'.
Data obtained from the content analysis of science textbooks:
In the analysis of the science textbooks, both the qualitative and quantitative the approach
is adopted. Quantitative analysis of each science textbook is done and weightage given to various
categories of environmental concern in the form of content. table, figures and activities is
determined separately in the form of frequencies.
For the qualitative analysis the gaps in the knowledge of environmental concerns given
by the science textbooks were identified. These gaps may be in the form of content, tables,
figures or activities. During the comparative analysis of science textbooks of I.C.S.E., C.B.S.E.
and U.P. Board, positive aspects related to the presentation of the environmental concern topics
in any of the science textbooks were also highlighted.
Data obtained from administration of 'Environment Comprehension Test:
'Environment Comprehension Test' was administered on I.C.S.E., C.B.S.E. and U.P.
Board students according to the sample taken in the study. Scores obtained by the students
belonging to throe different boards were compared in reference to the ten categories of
environmental concern.
Significant difference between the scores obtained in the 'Environment Comprehension
Test' by the I.C.S.E., C.B.S.E. and U.P. Board students was determined by ANOVA followed by
'f-test for the ten categories and the total score.
Category-wise analysis of the student's score gives a clear view of the student's strength
and weakness in comprehending an aspect of environmental concern. Finally the comprehension
of the total scores obtained in the test by the students of three different boards gave a global view
of students' comprehension of environmental aspects.
The relative comparison of the results of content analysis and student's score in the test
gives an idea about the reasons behind the high or low scores achieved by the student's in the
'Environment Comprehension Test'. This also highlights the positive aspects or the drawbacks of
the content matter of environmental concerns present in the science textbooks. The merits and
demerits of the ways and the methods adopted to deal with the topics of environmental concerns
in the classroom is also mentioned.
Shiksha Shodh Manthan ISSN: 2395–728X Page 68 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Result:
Comparative analysis of the science textbooks regarding weightage given in terms of
frequency units to various categories of environmental concerns in the form of content, table,
figure and activities is represented in Table-3
Table-3
Frequency units of content, figures, tables and activities related to ten categories of
environmental concerns present in science textbooks (Text 1 = I.C.S.E. textbook, Text 2 =
C.BS.E. textbook, Text 3 = U.P. Board textbook).
S.
No.
Categories of
environmental
concerns
Content Figures Tables Activities
Text
1
Text
2
Text
3
Text
1
Text
2
Text
3
Text
1
Text
2
Text
3
Text
1
Text
2
Text
3
i Environmental
Structure
110 143 89 4 17 8 7 1 5 1 13 11
Ii Environmental
Balance
0 8 13 1 2 3 0 0 1 0 0 1
Iii Energy
Resources
82 31 47 13 2 8 1 0 0 0 0 2
Iv Environmental
Degradation
41 57 7 3 1 0 0 0 0 1 0 0
V Agriculture 60 48 45 5 11 10 2 0 0 2 3 6
Vi Animal
Husbandry
19 22 17 2 6 0 0 0 0 0 0 0
Vii Human Health
and Hygiene
146 129 119 15 7 5 5 1 5 7 5 5
Viii impact of
Population on
Environment
36 12 52 1 0 2 1 3 1 0 0 3
Ix Conservation of
Environmental
Resources
42 16 39 3 2 1 0 0 0 0 1 1
X Environmental
Management
Sustainable
Development
37 19 9 0 1 0 0 0 0 0 0 0
Total No. of
Frequency
Units
573 485 437 47 49 37 16 5 12 11 22 29
Result table showing Mean, F-ratio and t-values of the Environmental Concerns and its
various dimensions for I.C.S.E., C.B.S.E. and U.P. Board students in the 'Environment
Comprehension Test' is represented in Table-4.
Table-4
Mean, F-ratio and t-values of the Environmental Concerns and its various dimensions for 3-
Boards (G, I.C.S.E. N=100, G2 C.B.S.E. N = 100, Cr = U.P. Board N = 100)
Shiksha Shodh Manthan ISSN: 2395–728X Page 69 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
Discussion
The present study focuses on the effect of various aspects of environmental concerns
present in science textbooks on student's understanding of those aspects. In these respect results
of the total scores of 'Environment Comprehension Test' reveals that performance of I.C.S.E.
students is better than C.B.S.E. and U.P. Board students. Content analysis of the I.C.S.E.
textbook revealed that the textbook has greater information unit of environmental concerns. The
presentation of the matter in the I.C.S.E. textbook is done in a systematic and well-organized
way under various headings and subheadings. Tables and colorful figures supported the content
wherever needed although there are less number of environment related activities. The
Shiksha Shodh Manthan ISSN: 2395–728X Page 70 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
systematic presentation helps in building the knowledge in the sequential form in the mind of the
students. Thus, the I.C.S.E. students are able to perform better in the test.
Performance of C.B.S.E. students in the test was not as good as I.C.S.E. students but was
better than U.P. Board students. C.B.S.E. textbook have sufficient content, figures and activities
related to environmental concerns. The content is informative and interactive but sometimes do
not cover the entire aspects of environment comprehensively. The figures are big and colorful.
Mostly the activities are useful only some are difficult. The draw back of the text is that it has
very less tabular presentation of the matter of environmental concerns. Tables helps in
visualizing any aspect of environmental concern in one glance, which makes an impression on
students mind and help to build an impact about that aspect of environmental concern.
U.P. Boards students performance in the test was weak in comparison to students of other
boards. Analysis revealed that U.P. Board text has content related to environmental concern but
the matter is more informative than descriptive and so students were unable to grasp too many
information's given in the text without sufficient explanations. The synchronization of the
various aspects of environmental concerns need to he done under the topics of science in an
effective way, so that students are able to gain knowledge of various environmental phenomena
in a scientific manner. The figures supporting the content are also of poor quality. These draw
backs of the text could be the reason for the low performance of the students in the test.
Category wise analysis revealed that the aspect of ENVIRONMENTAL STRUCTURE is
equally comprehended by I.C.S.E. and C.B.S.E. students but U.P. Board student's level of
comprehension was weak in this respect. Content analysis revealed that various living and non-
living component is dealt adequately in I.C.S.E. and C.B.S.E. text but U.P. Board text did not
cover the important non-living component-Air, water and soil in the form of content. Hence U.P.
Board students could not score much in the items related with non-living components. C.B.S.E.
students could not score well in the item related with plant adaptations as their text do not deal
with this aspect. U.P. Board student have performed well in the Items related with example of
beneficial microorganism but could not perform well in the item related with harmful
microorganism although the information is given in tabular form in the text but the content does
not deal separately with each type of microorganism and their harmful or useful effect so it
confuses the student regarding role of microorganism. Systematic tabular presentation should be
accompanied by systematic presentation of the content also. On the other hand C.B.S.E. and
I.C.S.E. students performed better as their text deals separately with each type of microorganism.
The U.P. Board text could not provide adequate information about ozone layer so students could
not score better in the item related to this.
The results showed that comprehension level of I.C.S.E. students with respect to
ENVIRONMENTAL BALANCE was better than C.B.S.E. students and understanding of
C.B.S.E. students was better than U.P. Board students in this aspect. Content analysis revealed
that environmental balance is not given weightage in the form of content in I.C.S.E. textbook,
only one figure related with water cycle is present yet the I.C.S.E. students could score better in
the items related to this aspect because environmental balance is related with many other aspects
of environment including the knowledge of living and non-living component of the environment.
If the child has better understanding of the role played by each component of the environment he
Shiksha Shodh Manthan ISSN: 2395–728X Page 71 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
could relate that knowledge with environmental balance. The aspect of food chain is dealt only in
U.P. Board text and the role of Eagle is well highlighted yet the students could not perform well
in the Item asking about role of scavengers, shows that during class teaching the main points are
not emphasized by the teacher. The content of the text only highlight the aspect, the teacher need
to explain it with more examples indicating importance of animals involved in food chain
process. In comparison to other items I.C.S.E. and C.B.S.E. students do not perform well in the
item related with food chain as their Text do not have content related to this. U.P. Board students
performed better in the Item related with pond ecosystem as this aspect is given in the form of
activity in the text in which students are asked to observe and note down various types of food
chain operating in the pond ecosystem.
The concept of ENERGY RESOURCES is not better gained by U.P. Board students
while I.C.S.E. and C.B.S.E. students have better knowledge of the aspect.
Although all the three text cover the aspect of renewable and non-rene\vah!c energy
resources but in U.P Board text the demarcation between the renewable aid nonrenewable is not
highlighted clearly so students might know about various energy resources but they are unable to
differentiate them. Tabular presentation showing classification of the two types of energy
resources could help in solving the problem.
Results shows that the aspect of ENVIRONMENTAL DEGRADATION is equally
comprehended by I.C.S.E. and C.B.S.E. students but U.P. Board comprehension level is weak in
this aspect. Content analysis revealed that environmental degradation aspect is least covered in
U.P. Board text and this is the reason why U.P. Board students do not have a better
understanding of various air pollutants and the phenomena of Acid rain. Although I.C.S.E. and
C.B.S.E. text cover the aspect of air pollution but phenomena of Acid rain is not dealt under
separate heading. I.C.S.E. text also has a figure related to Acid rain but not supported by content.
So I.C.S.E. and C.B.S.E. students also not performed well in the item related with acid rain in
comparison to other items. The complex phenomena of Acid rain. Global warming and ozone
depletion should be dealt under separate heading with good explanation supported with figures.
Another aspect is that students of all the three boards have knowledge about disaster although
there is no reference of this in any of the text. This shows that knowledge about environmental
issues is not only gained by text but also by media, which involves newspapers, magazines,
television and radio.
AGRICULTURE aspect is given less weightage in C.B.S.E. text than other text. This is evident
from the results also where C.B.S.E. student’s performance was poor than I.C.S.E. and U.P.
Board students. C.B.S.E. students could not perform well in the item related with compost, in
spite of the fact dial the text highlights about compost in colored format. The reason may be that
the teacher during classroom teaching do not stress on these aspects so students also ignore them.
Students off I.C.S.E., C.B.S.E. and U.P. Board scored comparatively higher in the item related
with harmful effect of insecticide than use of compost, as fertilizer. This shows that students
know about harmful impact of some agricultural practices on our environment but they do not
have a better understanding of what kind of agricultural practices are safe and good for us and
why farmers should adopt these practices. The activities given in the text in this respect also give
emphasis on gathering more information from various sources but discussion in the class about
Shiksha Shodh Manthan ISSN: 2395–728X Page 72 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
these gathered information is essential so that students get more involved in the aspects of
environmental concerns.
The results shows that C.B.S.E. students have better comprehended the aspect of ANIMAL
HUSBANDRY than I.C.S.F. students and I.C.S.E. students have comprehended better this aspect
than U.P. Board students. Content analysis revealed that the aspect of animal husbandry is dealt
in detail in the C.B.S.E. text with elaborate content related with various animal rearing practices
and supported by colourful pictures. This was able to create an impression on student’s mind
who performed well in the item related to this aspect. U.P. Board students could not perform
well in the item related with this issue, although the content highlighted the aspect of white
revolution which was asked in the item but the drawback of the content related with animal
rearing practices is that it is not supported by figures or tables so students find boring to read the
content while other text through colourful pictures inspire students to know more about them.
The aspect of HUMAN HEALTH AND HYGIENE was equally comprehended by I.C.S.E. and
C.B.S.E. students but comprehension of U.P. Board students was weak in the aspect. Content
analysis revealed that the aspect of human health and hygiene has been represented in the form
of content, figures, tables and activities in all the three textbooks. Maximum weightage in the
form of content is given to this aspect in the I.C.S.E. and U.P. Board textbook. Positive aspect
discovered with respect to I.C.S.E. text is that balanced diet and deficiency diseases have been
given enough weighiage in the form of content, figures and tables while no other textbook deals
with this important aspect of human health, which is essential for the students to know at their
growing stage of life. Thus, knowledge about role of vitamins in our life is better gained by
I.C.S.E. students. Students of I.C.S.E., C.B.S.E. and U.P. Board scored well in the item related
with noise pollution although the content of C.B.S.E. and U.P. Board do not cover this aspect.
This shows that knowledge and understanding of many environmental issues is also gained by
experience of daily life. Knowledge of AIDS is better gained by the U.P. Board students as their
text gives a comprehensive knowledge about this aspect. Although I.C.S.E. and C.B.S.E.
students also know about AIDS inspire of the fact that Their text does not cover this topic, this
may be due to media coverage of this issue. U.P. Board text has information related to Blood
groups but yet student could not perform well in the Item related with this aspect as the figural
presentation showing the concept of universal donar is complicated. Two separate and simple
figures could be introduced to explain the concept of Universal donar and Universal acceptor.
I.C.S.E. text has a separate chapter named 'Health and Hygiene' and C.B.S.E. text also has a
chapter named 'Common Diseases' but U.P. Board text deals with the aspect of human health in
reference to microorganism hence students do not have complete knowledge about various
factors affecting human health and difference between communicable and non-communicable
diseases which is evident from the results also. U.P. Board students do not have much knowledge
about prevention of diseases although the text covers many points related to prevention of
diseases under various headings and sub headings. Yet students cannot gain knowledge because
the points of preventive measures arc effective when giv en along with the description of disease
so that students know about causes, transmission and prevention of diseases at the same time.
Students and teachers generally ignore separately dealt point of preventive measures, as different
diseases have different preventive measures so they should be dealt along with the description of
Shiksha Shodh Manthan ISSN: 2395–728X Page 73 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
diseases.
IMPACT OF POPULATION ON ENVIRONMENT was equally comprehended by
l.C.S.E. and C.B.S.E. students but comprehension of U.P. Board students was comparatively
weak in this aspect. Content analysis revealed that maximum weightage is given to this aspect in
U.P. Board text. The text gives detail information about contribution of different sources of
energy in the total consumption of energy. Activities are also given related to energy
consumption in U.P. Board text but yet students could not respond to the items related with this
aspect. This shows that during class teaching the information given in the text is not explained
effectively to the students, the teachers and the students also ignore activities given in the text.
The I.C.S.E. and C.B.S.E. text do not give that much weightage to the content related with this in
comparison to U.P. Board text, yet the I.C.S.E. and C.B.S.E. students could perform well. The
reason might be the teaching methods adopted in the class which are such that students leant
from the text and draw conclusions themselves as is evident from the result, where they scored
better in item which is related with the effect of deforestation leading to soil erosion. Since the
aspect of depletion of natural resources is repeated many times in the text so the students could
answer the simple question related with disbalance in nature caused by deforestation but could
not answer more thought provoking question related with indirect effects of deforestation. U.P.
Board students could not answer the question related with Tiger as an endangered species inspire
of the fact that the text deals with this topic effectively in the form of content supported by
figures, which no other text has. The reason might be that the biological terms adopted by the
text in Hindi language to explain the aspect of endangered species arc difficult. If such difficult
terms are used they should be explained in simple language and in elaborate manner in the text.
In the aspect CONSERVATION OF ENVIRONMENTAL RESOURCES comprehension
of I.C.S.E. students was better than C.B.S.E. students and comprehension of C.B.S.E. students
was better than U.P. Board students. U.P. Board text has a separate chapter dealing with the
aspect of conservation which shows that enough weightage is give to this aspect yet student's
performance is low. The drawback of the U.P. Board text is that sometimes it gives too much
information related to one aspect, without giving much explanation related to this aspect. The
mind of a student is not a storehouse, which can gather so many informations. Messages
conveyed by the text should be such that it can create an impression on students' mind. This
might be the reason that the student could not answer both the application-based question and
recall- based questions. Although they could answer the questions related with daily life
experiences for example ways of energy conservation in kitchen or the aspects highlighted by
media like contribution of afforestation.
ENVIRONMENTAL MANAGEMENT AND SUSTAINABLE DEVELOPMENT
aspect is equally comprehended by I.C.S.E. and C.B.S.E. students but comprehension of U.P.
Board students is low. Although this aspect is very important but it has not been dealt very
effectively in any of the text as is evident front content analysis and student's responses. This
concept needs promotion in the text. None of the text dealt very effectively the aspect of green
house gases yet the performance of U.P. Board students was better in this aspect because they
might have attended a lecture in school or they may have been given supplementary material
regarding this aspect. U.P. Board text has comparatively less content related to control of
Shiksha Shodh Manthan ISSN: 2395–728X Page 74 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
environmental pollution yet students are able to perform satisfactorily in some items as they
experience many aspects like prohibition of polythene bags, use of unleaded petrol in vehicles in
their life and gain knowledge from such experiences. C.B.S.E. student's knowledge about role of
national and international agencies in environmental management is greater than I.C.S.E.
students, although only I.C.S.E. text give names of such organizations. This shows that
information gained by other sources is sometimes able to create better impact on student's
understanding.
Conclusions:
The conclusions drawn from the study are as follows
1. Maximum content units of environmental concern arc given in I.C.S.E. text while
minimum content units are given in U.P. Board text.
2. Maximum numbers of figures of environmental concern are given in C.B.S.E. text while
minimum numbers of figure are given in the U.P. Board text.
3. Maximum number of tables of environmental concern arc given in I.C.S.E. text while
minimum numbers of tables are present in C.B.S.E. text.
4. Maximum numbers of activities of environmental concern are given in U.P. Board text
while minimum numbers of activities are given in I.C.S.E. text.
5. I.C.S.E. students comprehended well, various aspects of environmental concerns than
C.B.S.E. students while C.B.S.E. students comprehension was better than U.P. Board
students.
6. Well organized content of the I.C.S.E. science textbook supported with coloured and
meaningful figures, simple activities and well presented tables help in permanent building
of knowledge in sequential form in the mind of students, thus helping in better
understanding of environmental concerns among students of I.C.S.E. Board. Joshi (1979)
through his study supported the fact that different textbooks translated the purpose of the
syllabi in different ways, ii was the textbooks that ultimately decides learning experience
in the classrooms.
7. Informative, interactive but not very comprehensive content of the C.B.S.E. science
textbook supported with figures, activities and very less tabular presentation has led to an
average level of understanding of environmental concerns among students of C.B.S.E.
Board.
8. Informative, interactive, less organized and not very descriptive content of the U.P.
Board science textbook with sufficient activities and tables but with dull and unclear
figures has led to poor understanding of environmental concerns among the students of
U.P. Board.
9. Comprehension of I.C.S.E. students was better than C.B.S.E. and U.P. Board students in
environmental balance, agriculture and conservation aspects. I.C.S.E. text do not cover
the aspect of environmental balance in the form of content, table or activities yet students
better performance indicate good teaching- learning process adopted in the classroom.
10. Comprehension of C.B.S.E. students was better than I.C.S.E. and U.P. Board students in
animal husbandry as the C.B.S.E. text has comparatively more content units and figures
related to this aspect.
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11. Only in the aspect agriculture comprehension of U.P. Board students was better than
C.B.S.E. students but still weaker than I.C.S.E. students. U.P. Board text has more
number of figures and activities related to the aspect of agriculture.
12. Categories environmental structure and human health and hygiene are represented in the
form of content, figures, tables and activities in all the three science textbooks which
shows that enough weightage is given to these aspects and students performance was also
comparatively better in these aspects.
13. Subcategory disasters and subcategory Impact of animal husbandry on environment arc
not represented in the form of content, figures, tables or activities in any of the textbook.
Although students performance was satisfactory in these aspects which may be due to
their own experience or media coverage.
14. The important aspect of environmental management and sustainable development is not
adequately represented in the form of figures, tables and activities in the three textbooks.
Adequate representation of this aspect in the text is necessary to motivate students to
work in the field of environmental management.
15. Tabular presentations of environmental concern is found to be very less in the textbooks
which need to be enhanced as tables provides global view to any aspect of environmental
concern and increase the comprehension level of the students regarding that aspect of
environment.
Results and conclusions obtained from content analysis of the three science textbooks
revealed that the aspect of environmental structure and the aspect of human health and hygiene
have been given enough weightage in the form of content in all the three textbooks although
students knowledge regarding these aspects could be improved if appropriate teaching methods
arc adopted in the classroom by the teachers giving special emphasis to various aspects of
environmental concerns. U.P. Board text has maximum number of activities of environmental
concerns but yet weak performance of the students in the test indicates that the concept of
learning by doing* is still on papers and is not followed in spirit within the classrooms. It is
striking that very important aspect of environmental concern including conservation and
management are not represented adequately in the form of tables and activities in the three
textbooks.
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SMART CLASSROOM: INCLUSION OF TECHNOLOGY INTO CLASSROOMS
* Surya Narayan Gupta & **Prof. Akhilesh Chaube * Research Scholar, Department of Education, University of Lucknow, Lucknow
** Former Head & Dean, Department of Education, University of Lucknow, Lucknow
Abstract
Education has undergone many revolutions in thousands of years. Today, computers and internet
has brought about another revolution in education. Information and communication technology
becomes integral to the teaching and learning experience in the sense that it helps to define the
very nature of the experience, which could not happen without it. So there are tangible and
positive effects on teaching and learning. Other improvements which need to be looked at for
future enhancements to the classroom environment are certainly being considered in the ever-
evolving realm of technology. Smart classrooms are such a program which fulfills these criteria.
These classrooms can make a remarkable difference in how teachers teach and learners learn.
Conversely, this concept is not about learning to use technology. It’s about using technology to
learn. The paper discusses the inclusion of technology in classroom in the form of smart
classroom. It discusses how smart classrooms use technology, components of smart classroom
and working of smart classroom. It discusses that how it is different from traditional classroom
in various aspects. One can only conclude that the "genie has escaped from the bottle”, and the
educational world will never be the same because of the use of the World Wide Web in the
"smart classroom."
Key words: Smart classroom.
Introduction:
In our changing world, education is progressing with the help of technology beyond the
realm of science fiction. Each passing years sees the creation of improved and advanced learning
material in the field of education. We're living in the 21st century, so every classroom must be a
21st century learning environment, right? Just as educators were often accused of teaching with
19th century methods in the 20th century, many are still not changing with the times. For some
schools, one of the biggest challenges is to understand the true nature of 21st century learning.
Once this concept is embraced, technology becomes a means to boost achievement across the
board. People often talk about the classroom of the future as something that would be nice to
have but that is unattainable today. While we can never discount the affordability issue, the
elements to create an engaging, technology-enabled environment that is appealing to 21st
century learners are available today. However, even though more and more course offerings will
be accessible through online and distance methods, a secondary, and equally important,
component of this 21st century learning environment is the development and implementation of
standards that can define what a 21st century classroom actually should contain. Technology has
come such a long way in the past several years that learning has changed completely. The
facilities available to teachers and students have become much more technologically advanced.
An example of this technology is the smart classroom. These are classrooms that have been set
up with many advances in technology.
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These classrooms can make a remarkable difference in how teachers teach and
learners learn. What technological components these classrooms actually contain will be a
constantly evolving inventory because of the exponential growth of this industry. Conversely,
this concept is not about learning to use technology. It’s about using technology to learn. In these
environments, information and communication technology becomes integral to the teaching and
learning experience in the sense that it helps to define the very nature of the experience, which
could not happen without it. So there are tangible and positive effects on teaching and learning.
Smart Classroom:
A smart classroom is a classroom that that has an instructor station equipped with
computer and audiovisual equipment, allowing the instructor to teach using a wide variety of
media. Smart classroom in a general sense, is a new constitution which integrates electronic
areas and human interface as well as technology and traditional teaching methods to form an
innovative, advanced and flexible learning environment. Smart classroom are technically
enhanced classrooms that foster opportunities for teaching and learning by integrating
computers, specialized software audience response technology, networking and audio/ visual
components. This isn’t just the technology that is taught and learned in the classroom, but the
technology used to teach and learn. This has never been more evident than the smart classroom
approach. These smart classrooms are of college level and have the technology to help the
teacher teach and the students learn. This includes such things as laptop docking stations and
ports as well as connections to overhead projectors for presentations. Smart class is transforming
the way teachers teach and students learn in schools. It’s a new age technology movement that is
fast becoming an imperative for schools. Soon it will touch every class and every progressive
school in India.
Smart Classroom Solutions in India:
Tata class Edge – Tata ClassEdge is smart classroom solution for Indian schools. It was
launched by Tata Interactive services (TIS) which is a daughter company of Tata group.
ClassEdge was launched in 2011. It was established with the aim to use technology
innovatively in school education to improve the teaching learning process. More than
1200 schools and 70000 teachers across India are taking the services of ClassEdge.
Educomp- Educomp smartclass is a flagship brand of Educomp Solutions, India’s largest
Education company. It was founded in 2003. More than 14,500 schools have adopted this
smart class solution.
Teach Next- It was founded in 2007. It is developed by Next Education Pvt. Ltd. It
provides digital contents according to syllabuses of CBSE, ICSE and 23 state boards in 8
languages including Hindi.
What are Modified Smart Rooms?
Colleges, universities and primary education classrooms are making the switch from a
traditional classroom to what is known as a smart classroom. If you were to walk into a smart
classroom your initial reaction would be that nothing has changed at all. The aesthetic look of the
classroom might appear to be the same but it is the equipment that comes complete with every
smart classroom that truly turns a traditional classroom into a smart classroom.
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There are various advanced technological equipments that are added to each classroom to
make it a smart classroom. Some of the various equipment that will transform a classroom into a
smart classroom:
Ceiling mounted multimedia projection unit - Projects large screen images from a
computer, VCR, DVD and visual presenter.
Ceiling mounted speakers - Projects audio from VCR, DVD, computer, microphone,
etc.
Pull-down screen - Used as a display unit for projection devices.
Computer - Used for software presentations or demonstrations and access to Internet.
(Note that though these computers have DVD players, the player should not be used for
classroom presentations; the VHS/DVD player is to be used). Additionally, a cable will
be provided for easy connection of a thumb drive.
Computer monitor - Used by faculty to view projected images without having to turn
around and look at the projection screen.
DVD Player- It allows professors and instructors to be able to show instructional
DVDs or other materials to a classroom filled with students. Many of these DVDs
can add to the learning experience within the classroom.
VHS Players- VHS might have gone out of style a while ago but there are still
videos that are great for the classroom that have not been converted to DVDs
because of this reason VHS players are included into a smart classroom.
Smart Whiteboards- Smart whiteboards are the wave of the future for classrooms.
These boards allow computer images to be projected onto a screen that can then be
interacted with by students and teachers alike.
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Importance of Smart classroom:
It is a new generation classroom which is equipped with ICT based tools that aim to make
teaching learning more effective, interesting and enjoyable. It has smart thinking tools that
motivate higher level of understanding. It has smart pedagogy, smart teaching methods as well as
smart learning space for learners and teachers.
Advantages of Smart Classrooms:
The great advantages of technology in the classroom are that it opens the students up
to more experiences and that allows them more opportunities they would otherwise not
have.
When the students are able to experience technology in their daily lives they are more
adaptable to learning new technology as they work through life. This means that they can
more easily pick up what comes along through the school years. Students today will be
faced with an extremely technologically intense world when they come out of school. Not
being equipped to handle this can set them back and keep them from being successful. They
can learn much more when they are tied into the world technologically. The advantages of
smart classrooms are following:
Easy and interesting to learn the difficult topics of the curriculum
Makes learning enjoyable
Teacher can use online as well as offline resources for better understanding of the
content.
It provides a digital medium for making notes to the students.
It promotes collaborative learning among the students.
Students can communicate with other experts of the world online.
It is health friendly also for teachers who are allergic to chalk dust and marker’s
ink.
Value education can be also given effectively with smart classrooms.
It effectiveness can be understood with the help of following examples given below.
Suppose a science, history and geography teachers are going to teach DNA, Harappan
Civilization and Block Mountain respectively. The Science teacher while explaining how a
DNA replicates is able to show the class a 3D animation of the DNA replication process on
a large screen. She can explain the fine points of the process, zoom in to show the relevant
visuals freeze and annotate when and where she needs to emphasize. Similarly the History
teacher shows the class a virtual walk through of the Harappan Civilization. Uncovering
the relevant parts step by step as a part of her lesson plan , while the Geography teacher
shows a virtual Block mountain being formed…all with engaging animations, colors,
music, sounds and voice. The teachers gain complete attention and interest of every child in
the class. Every child gets a visual input on how it happens and the concepts are well
understood and internalized.
Towards the end of the class, every teacher displays a set of questions on a large screen;
every child in class gets ready to answer the questions with their personal answering device –
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SAS. Students click the answers, instantly; teachers are able to get a score sheet for every child
in class. She ends the class re –teaching the parts of the lesson that were not understood well by
class.
This results in faster and accurate understanding of the concepts in class and helps
improve the overall academic performance of students. Teachers are able to keep students
engaged in the learning process and also get an instant and accurate assessment of learning
outcomes achieved at the end of the class.
Smart Classroom V/S Traditional Classroom:
For students today, lectures are not fun, not exciting, not a good learning tool. These
students text during class, sleep, and even disrupt the whole class together by talking and
giggling."Smart Classrooms" work because they are part of an "active classroom" which engages
the faculty and student. The theory really just follows the Seven Principles of Good Teaching
which encourages 1) student-faculty contact, 2) cooperation among students 3) active learning 4)
giving of prompt feedback 5) emphasizing time on task (6) communicating high expectations
and (7) respecting diverse ways of learning. It provides interactive classroom setting that
promotes the open exchange of ideas. Many teachers need to incorporate technology in the
classroom. This could mean showing videos, or making PowerPoint presentations that enhance
the lecture. Students want to see something visual when teachers are speaking, and it helps
students take better notes. When students take better notes, then they ask better questions which
lead to more learning taking place in the classroom. Technology in the classrooms can help make
lectures more interesting and fun for everyone. Teachers must understand that simply lecturing is
not enough that they must change the teaching style as students’ needs change.
Traditional classroom encourages passive learning. Depending upon the level of
interaction shy students may be allowed to attend classes without providing alternating ways to
communicate ideas. It may limit their ability to learn. It ignores individual learning differences
among students. It neglects problem solving, critical thinking, and higher order learning skills.
More vocal students dominate in the class. In traditional classroom, it is difficult for the teacher
to elaborate the picture very efficiently in classroom but smart classroom allows him to do so. It
does not mean that textbook and other materials have no role in classroom. The textbook has
been a vital tool of the academic world for a very long time. Ever since paper became cheap
around the renaissance period, books have been printed up en masse for students, as well as for
everybody else. But in this day and age, the textbook is facing a threat that even the greatest
scholars of old could never have predicted: the E-reader. Electronic reading devices are
essentially small screens with only a bare minimum of buttons on them, and can be used to
display pretty much any kind of written material you can think of. And a growing number of
people are of the opinion that E-readers are going to replace textbooks entirely in our age of
environmental consciousness, crushing loads of books and a desire for ease and more
technology. It is necessary for success of smart classroom; teachers should tell the students about
the importance of books and incorporate both traditional and smart classroom method in the
teaching learning process.
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Conclusion:
Smart classroom gives great opportunity to share leaning environment in the information
age which basic learning skills become more important than the former learning system. One of
the objectives of smart classroom is to make computer as simple and friendly as possible. Do not
require that every teacher use the smart classrooms right away. Many teachers will be receptive
to the change, while others will feel it as a massive change that they do not want to make. Ask
for teachers who want to make the change first and allow those that do not to transition over
slowly. Offer Educational Courses on Smart Classrooms. Offer the teachers educational classes
on what a smart classroom can do for them. Many do not know exactly what a smart classroom
can really do and therefore are reluctant to switch over. The implementation of the smart
classroom initiative is a monumental step in the right direction. Furthermore, it should be clear
that the 21st century classroom is available today. But it takes vision, commitment and money to
bring it to life. At last we can conclude that smart classroom is not the replacement of traditional
classroom but it should be incorporated with the tradition method of teaching.
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Ozer, Kendig & Elisha (2010). Inclusion of Technology into the Classroom and How it
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Sevindik, T. (2010). Future’s Learning Environments in Health Education: The Effects of Smart
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Stewart, D. (2010). Maximizing Investment, American school& university, 82(9), pp 26-29
Tornabene, L .(1998). The Smart Classroom Verses the Traditional Classroom: What the
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http://www.educomp.com/products/SmartClass.aspx
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How to cite reference of this paper-
Gupta, S. N. & Chaube, A. (2017). Smart classroom: Inclusion of technology into classrooms. Shiksha Shodh Manthan, 3(1), 78-83.
Shiksha Shodh Manthan ISSN: 2395–728X Page 84 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
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dks izksRlkfgr fd;k tk jgk gSA Hkkjr ljdkj }kjk ckyd o ckfydkvksa dks izksRlkfgr djus ds fy,
vusd ;kstuk;sa pyk;h tk jgh gSa ftlls Hkkjr esa ckyd@ckfydk dh lk{kjrk nj esa o`f) gqbZ gSA
tux.kuk 2011 ds vuqlkj Hkkjr esa lk{kjrk nj dqy 74-04 izfr'kr Fkh ftlesa iq:"k 82-14 izfr'kr Fks
tcfd efgykvksa dk izfr'kr 65-46 FkkA
Hkkjr ljdkj }kjk fo|ky;ksa esa nj c<+kus o lk{kjrk dks c<kus dh n`f"V ls vusd dk;ZØe
pyk;s tk jgs gSa tks bl izdkj gSa &
1. oSdfYid f'k{kk dk;ZØe & blds vUrxZr 6 ls 14 o"kZ rd ds fo|ky;ksa ls oafpr ckyd
ckfydkvksa gsrq MªkivkmV ckyd ckfydkvksa ds fy, f'k{k.k O;oLFkk dh tk jgh gSA
2. ekbxzsVjh Nk=kokl & ;g ;kstuk ?kqeUrw vFkok etnwjh gsrq iyk;u djus okys leqnk;ksa ds
ckyd ckfydkvksa gsrq lapkfyr dh tk jgh gSA blds rgr jkT; esa 6 ekbxzsVjh Nk=kokl
lapkfyr gSA
3. dLrwjck xka/kh vkoklh; fo|ky; & ;g ;kstuk 2004 ls izkjEHk dh blesa 200 dLrwjck xka/kh
fo|ky; lapkfyr dh tk jgh gSA
4. izkjfEHkd Lrj ij ckfydk f'k{kk gsrq jk"Vªh; dk;ZØe & bl dk;ZØe ds rgr 4710 ekWMy
ladqy p;fur fd;s x;sA blds rgr d{kk 3 ls 8 rd dh detksj ckfydkvksa ds fy,
mipkjkRed f'k{k.k miyC/k djk;k tk jgk gSA bUgsa O;kolkf;d izf'k{k.k Hkh fn;k tkrk gSA
Shiksha Shodh Manthan ISSN: 2395–728X Page 85 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
5. dEI;wVj ,MsM yfuZax izksxzke &jkT; ds mPp izkFkfed fo|ky;ksa eas d{kk 6 ls 8 rd ds
ckfydkvksa ds dEI;wVj ds ek/;e ls f'k{kk nsus ds fy, o"kZ 2004&05 ls ;g dk;ZØe pyk;k tk
jgk gSA
6. loZ f'k{kk vfHk;ku & 2001 esa vkjaHk gqvk loZ f'k{kk vfHk;ku izkjafHkd f'k{kk ds loZlqyHkhdj.k
ds fy, Hkkjr ds lkekftd {ks= ds egRoiw.kZ dk;ZØe esa ls ,d gSA blds lexz y{;ksa esa
izkjafHkd f'k{kk esa lkoZHkkSfed igq¡p ,oa vo/kkj.kk yaSfxd ,oa lkekftd Js.kh ds varjksa dks ikVuk
vkSj cPpksa ds v/;;u Lrj esa egRoiw.kZ o`f) izkIr djuk gSA loZ f'k{kk vfHk;ku ds varxZr lHkh
jkT; ,oa la?k {ks= 'kkfey gaS rFkk ns'k ds 1203 yk[k cfLr;ksa esa vuqekfur 19-4 yk[k djksM
cPps blds varxZr vkrs gSaA blds izeq[k fuEu mn~ns'; gS &
lHkh cPps 2005 rd Ldwy f'k{kk xkjaVh dsUnz oSdfYid Ldwy cSd Vw Ldwy dSai esa gksA
2010 rd lkoZHkkSfed f'k{kk dh vo/kkj.kkA
izkFkfed Lrj ij 2007 rd ,oa mPp izkFkfed Lrj ij 2010 rd lHkh ySafxd ,oa
lkekftd Js.kh ds varjksa dks de djukA
thou ds fy, f'k{kk ij cy ds lkFk larks"kizn xq.kork okyh izkjafHkd f'k{kk ij cyA
7. f'k{kk xkjaVh ;kstuk rFkk oSdfYid ,oa vuwBh f'k{kk & f'k{kk xkjaVh ;kstuk rFkk oSdfYid ,oa
vuwBh f'k{kk Ldwy ugha tk jgs cPpksa dks cqfu;knh f'k{kk dk;ZØe ds rgr ykus dk loZf'k{kk
vfHk;ku dk ,d egRoiw.kZ ?kVd gSA bl ;kstuk esa Ldwyh f'k{kk ls vHkh rd NwV x, izR;sd
cPps ds fy, vyx ls ;kstuk dk izko/kku gSA
8. ,uihthbZ,y ;kstuk & ,uihbZthbZ,y ykspiw.kZ fodasnzhdr izfØ;kvksa ,oa fu.kZ;u ds ek/;e ls
lw{e Lrj ij ckfydk f'k{kk dh ck/kkvksa dks nwj djus ds fy, ,d lexz iz;kl gSA
9. e/;kgu Hkkstu ;kstuk & ukekdau c<kus] mUgsa cuk, j[kus vkSj mifLFkfr ds lkFk lkFk cPpksa ds
chp iks"k.k Lrj lq/kkjus ds n`f"Vdks.k ds lkFk izkFkfed f'k{kk ds fy, dsUnz }kjk izk;ksftr
jk"Vªh; iks"k.k lg;ksx 15 vxLr 1995 ls 'kq: fd;k x;kA
Hkkjr esa f'k{kk ls lEcfU/kr vuqPNsn %& f'k{kk ds egRo dks n`f"Vxr j[krs gq, jkT; dks Øe'k% fL=;ksa
rFkk cPpksa ds fy, vuqPNsn 15¼4½ esa fo'ks"k izko/kku dk vf/kdkj gSA
vuqPNsn 45 esa 14 o"kZ rd dh vk;q ds cPpksa dks fu%'kqYd o vfuok;Z izkFkfed f'k{kk dh O;oLFkk
ds funsZ'k fn;s x;s gSa blh Øe esa laln }kjk 1 fnlEcj 2002 dks 14 o"kZ rd ds cPpksa gsrq
fu%'kqYd o vfuok;Z f'k{kk ds vf/kdkj dks ewy vf/kdkj cukus ,oa bu cPpksa dks f'k{kk ds volj
eqgS;k djkus dks ekrk firk dks ewy drZO; cukus gsrq 86oka lafo/kku la'kks/ku vf/kfu;e 2002
ikfjr fd;k x;kA
vuqPNsn 46 esa jkT; turk ds fucZy oxksZ ds fo'ks"kr;k vuqlwfpr tkfr;ksa rFkk vuqlwfpr
tutkfr;ksa ds f'k{kk rFkk vFkZ lEcU/kh fgrksa dh fo'ks"k lko/kkuh ls mUufr djsxk rFkk lkekftd
vU;k; rFkk lc izdkj ds 'kks"k.k ls mudk laj{k.k djsxkA
bl la'kks/ku }kjk lafo/kku esa u;k vuqPNsn 21 v ¼ewy vf/kdkj½ rFkk vuqPNsn 51 v ewy drZO;
esa u;k okD;ka'k K (Clausek) tksMk x;kA tks 4 vxLr 2009 dks ikfjr fd;k x;kA blds rgr lafo/kku
ds vuqPNsn 21 ds rgr cPpksa dks fu%'kqYd ,oa vfuok;Z f'k{kk ds ewy vf/kdkj ds fØ;kUo;u dk
izko/kku fd;k x;k gSA ;g vf/kfu;e 1 vizSy 2010 ls lEiw.kZ Hkkjr esa ykxw gks x;k gSA bl izdkj
Hkkjr esa f'k{kk dks cPpksa dk ekSfyd vf/kdkj ?kksf"kr djus okyk fo'o dk 135 ok¡ ns'k gSA
jktLFkku esa f'k{kk dk vf/kdkj vf/kfu;e 2009 dh /kkjk 38 }kjk iznŸk 'kfDŸk;ksa dk iz;ksx djrs
gq, jkT; ljdkj us bl vf/kfu;e ds izko/kkuksa dh fØ;kfUofr gsrq jktLFkku esa fu%'kqYd vkSj vfuok;Z
cky f'k{kk dk vf/kdkj vf/kfu;e 2009 ds izko/kku jkT; esa fLFkr lHkh ljdkjh o xSj ljdkjh izkFkfed
o mPp izkFkfed fo|ky;ksa rFkk ,sls ek/;fed ,oa mPp ek/;fed fo|ky;ksa esa d{kk 2 ls 8 rd f'k{k.k
Shiksha Shodh Manthan ISSN: 2395–728X Page 86 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
gksrk gSA pkgs og vuqnkfur gks vFkok xSj vuqnkfur rFkk pkgs og dsUnzh; ek/;fed f'k{kk cksMZ laLFkk
ls laca) gks] esa ykxw gksrs gSA
fofHkUu vk;ksxksa }kjk f'k{kk ds lanHkZ esa lq>ko %&
oxZ ds lHkh ckyd ckfydkvksa dks xq.kork iw.kZ f'k{kk miyC/k djok;h tk;sA
ldy ukekadu nj izfr'kr dks c<kukA
vkfFkZd] lkekftd] vlekurk o fyax Hksn dks lekIr djukA
lHkh fo|ky;ksa esa fu/kkZfjr ekin.Mksa dh lqfuf'prrk
ijh{kk iz.kkyh dk iqu% voyksdu ,oa leh{kk
ftys ds lHkh fo|ky;ksa ls laLFkkxr lqfo/kkvksa ds lanHkZ esa MkVk ,d= djukA
ek/;fed Lrj ij izfrHkk'kkyh] t:jrean Nk= Nk=kvksa dks Nk=o`fŸk miyC/k djkukA
,ulh,Q 2005 ds ekin.M dh iwfrZ djukA
f'k{kk ds Lrj ds mUu;u gsrq ljdkjh ds lkFk&lkFk fofHkUu xSj ljdkjh laLFkk,a Hkh dk;Z dj
jgh gS tks bl izdkj gS&
;wfulsQ
cks/k f'k{kk lfefr
dLrwjck xka/kh ckfydk vkoklh; fo|ky;
efgyk ,oa cky fodkl laLFkku
fnxarj laLFkk;sa
cks/k f'k{kk lfefr %&
orZeku esa f'k{kk izkIr djus ds fy, vusd dsUnzksa dh LFkkiuk gks pqdh gS ftlesa vkoklh;
fo|ky; o xSj vkoklh; fo|ky; futh ,oa ljdkjh fo|ky; ,oa cks/k 'kkyk,a lfEefyr gSA cks/k f'k{kk
lfefr dh 'kq:vkr 1980 ds vUr esa ,d NksVh lh 'kq:vkr FkhA orZeku esa cks/k vc ,d etcwr vkSj
lfØ; laLFkk gks x;h gSA orZeku le; esa ;g O;kid oxksZ esa vkUrfjd lajpuk esa 'kkfey gS &
'kgjh dk;ZØe
xkzeh.k dk;ZØe
lsUVªy fjlpZ ,.M fjlkslZ lsUVj
iz'kklfud vkSj foRr foax
cks/k f'k{kk lfefr }kjk pyk;s tkus okys dk;ZØe %&
funku ¼iVuk] fcgkj½ fnYyh
fny ls ¼fnYyh½
vkxk [kk¡ Qkm.Ms'ku ¼tEew vkSj d'ehj½
vkxk [kk¡ xzkeh.k lgk;rk dk;ZØe ¼fcgkj½
QkmMsa'ku ukHkk ¼ukHkk iatkc½
leL;k dk vkSfpR; %&
izR;sd vuqla/kku dk;Z djus ls iwoZ ,d leL;k dk p;u vko';d gksrk gS oks leL;k fdlh
O;fDr vFkok lewg ls lEcfU/kr gksrh gSA tc vuqla/kkudrkZ ml leL;k dk p;u djrk gS rks mlds
dksbZ mn~ns'; vFkok y{; gksrs gSaA ml leL;k dks pquus dk mldk dksbZ u dksbZ vkSfpR; vo'; gksrk
gSA ftl fdlh leL;k dks vuqla/kkudrkZ pqurk gS ml leL;k dk lek/kku ;ksX; gksuk Hkh vko';d
gksrk gSA ,slh leL;k,a ftudk dksbZ lek/kku u gks ldrk gks vFkok ftuds lek/kku dh vko';drk gh
u gks vFkok ftu leL;kvksa dks mBkus dk dksbZ vkSfpR; gh u fl) gksrk gks ,slh leL;k jpuk ds fy,
O;FkZ gksrh gSA lkFk gh ;g Hkh ns[kuk vko';d gksrk gSA ,slh leL;k,W ftudk dksbZ lek/kku ugha gks
Shiksha Shodh Manthan ISSN: 2395–728X Page 87 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
ldrk gks vFkok ftuds lek/kku dh vko';drk gh u gks vFkok ftu leL;kvksa dks mBkus dk dksbZ
vkSfpR; gh u fl) gksrk gks] ,slh leL;k jpuk ds fy, O;FkZ gksrh gSA lkFk gh ;g Hkh ns[kuk vko';d
gksrk gS fd p;fur leL;k 'kSf{kd o nSfud O;kogkfjd thou esa fdruh mi;ksxh gSA ckyd ckfydkvksa
ds f'k{kk ds {ks= esa fofHkUu xSj ljdkjh laxBuksa ,oa cks/k f'k{kk lfefr;kW dk;Zjr gSA blh dks /;ku esa
j[krs gq, vuqla/kkud=hZ us bl 'kks/k dFku ij dk;Z fd;k gS bl laca/k esa 'kks/k iz'u mHkj dj vk;s gSs]
tks fuEu gSa &
1. bu 'kkykvksa esa Nk=kvksa dks D;k lqfo/kk;sa eqgS;k djok;h tk jgh gS\
2. cks/k f'k{kk lfefr dk ,sfrgkfld ifjizs{; D;k gS\
3. ;s 'kkyk,W fdl izdkj vU; f'k{kk laLFkkvksa ls i`Fkd gS\
4. ;s 'kkyk,W Nk= Nk=kvksa ds ckSf)d o 'kkjhfjd fodkl gsrq D;k iz;kl dj jgh gS\
5. bu 'kkykvksa esa 'kSf{kd o f'k{k.ksrj dkSuls dk;ZØe pyk;s tk jgs gS\
6. bu 'kkykvksa esa f'k{kdksa dh fu;qfDr dk D;k vk/kkj gS\
leL;k dFku %&
cks/k f'k{kk lfefr % ,d laLFkkxr v/;;u
'kks/k iz'u %&
1. cks/k 'kkyk dh D;k i`"BHkwfe gS\
2. cks/k 'kkyk fdu mn~ns';ks ij dk;Z dj jgh gSa\
3. cks/k 'kkykvksa esa fdl izdkj f'k{kk iz.kkyh viuk;h tkrh gSa\
4. cks/k f'k{kk lfefr dh ikB~;Øe o ikB~;sŸkj xfrfof/k;ksa dh D;k fo'ks"krk gSa\
5. ;s cks/k f'k{kk lfefr,¡ f'k{kk dh v|ru pqukSfr;ksa ds lUnHkZ esa fdruh izkalfxd gSa\
6. cks/k f'k{kk lfefr dh foŸkh; O;oLFkk ds lapkyu gsrq foŸkh; O;oLFkk fdl izdkj dh tk jgh
gS\
lafØ;kRed ifjHkk"kk %&
cks/k f'k{kk lfefr %&
cks/k f'k{kk lfefr esa mu laLFkkvksa dks lfEefyr fd;k tkrk gS ftuds }kjk xzkeh.k ,oa 'kgjh
{ks=ksa ds fo'ks"k :i ls oafpr ckyd&ckfydkvksa dks fu%'kqYd f'k{kk nh tkrh gSA blds fy, f'k{kdksa dks
mPp Lrjh; Vªsafuax Hkh djok;h tkrh gS rFkk ,d xSj ljdkjh laLFkku gS tks f'k{kk ds {ks= essaa dk;Zjr gSA
izf'k{k.k %&
cks/k f'k{kk lfefr laLFkku }kjk f'k{kdksa dks i<+kus ds fy, tks fo'ks"k ckrsa fl[kkbZ tkrh gS] mls
izf'k{k.k dgrs gSaA
v/;;u dh ifjlhek;sa %&
izLrqr 'kks/kdk;Z esa t;iqj 'kgj dh cks/k f'k{kk lfefr dks lfEefyr fd;k x;k gSA
vuqla/kku fof/k %&
bl v/;;u dk;Z esa 'kks/kd=hZ us fo"k; dh izd`fr ds vuqlkj oS;fDrd fof/k dk p;u fd;k gSA
v/;;u ds pj %&
izLrqr 'kks/k esa Lora= pj cks/k f'k{kk lfefr dk iz;ksx fd;k x;k A
U;kn”kZ %&
izLrqr v/;;u oS;fDrd fof/k ij vk/kkfjr gSA vr% blesa U;kn’kZ ds :Ik esa t;iqj 'kgj dh cks/k
f”k{kk lfefr ds fo"k; esa dk;Z fd;k x;k gSA
midj.k %&
^^cks/kf'k{kk lfefr ,d laLFkkxr v/;;u^^ gsrq 'kks/kkFkhZ }kjk LofufeZr fuEu midj.kksa dk iz;ksx
fd;k x;k tks fuEukafdr gS&
Shiksha Shodh Manthan ISSN: 2395–728X Page 88 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
iz'ukoyh %&
cks/k f'k{kk lfefr ds f'k{kdksa dh f'k{k.k 'kSyh rFkk izf'k{k.k ds lanHkZ esa tkudkjh izkIr
djus gsrq iz'ukoyh dk iz;ksx fd;k x;kA
voyksdu izi= %&
izLrqr v/;;u esa 'kks/kd=hZ }kjk fo|kfFkZ;ksa dks iznku fd, tkus okys vf/kxe fuos'kksa dh
izHkkodrk dks Kkr djus gsrq d{kkxr ifjfLFkfr;k¡] f'k{k.k O;oLFkk] f'k{k.k dh fof'k"V i)fr;ksa
dk iz;ksx ikB~; lgxkeh fdz;kvksa] O;kolkf;d izf'k{k.k dh miyC/krkf'k{kd fo|kfFkZ;ksa laca/k dh
tkudkjh gsrq voyksdu izi= dk f'k{k.k vf/kxe ifjfLFkfr;ksa dh tkudkjh gsrq cks/k f'k{kk
lfefr dk voyksdu fd;k x;kA
lk{kkRdkj %&
cks/k'kkykvksa dh lekt esa izHkkodrk Kkr djus gsrq izkpk;Z dk lk{kkRdkj fy;k x;kA
iznRrksa ds lzksr &
izLrqr v/;;u esa iznRrksa ds lzksr fuEufyf[kr gS&
cks/kf'k{kk lfefr ds lapkyd
cks/kf'k{kk lfefr ds f'k{kd &f'kf{kdk,a
d{kkxr ifjfLFkfr;ka
iznRrksa dh izd`fr %&
izLrqr 'kks/k v/;k; esa midj.k ds :i esa Lo&fufeZr iz'ukoyh] lk{kkRdkj voyksdu izi= rS;kj
fd;k x;k gS ftldh izkIr iznRrksa dh izd`fr xq.kkRed gSA vr% 'kks/k v/;;u esa iznRrksa dh izd`fr
xq.kkRed gSA
iznRr fo'ys"k.k dh ;kstuk %&
izLrqr 'kks/k esa 'kk s/kkFkhZ }kjk 'kks/k ds mn~ns';ksa dks /;ku esa j[krs gq, iznŸk ladyu ds i'pkr~
iznŸkksa dks O;ofLFkr fd;k x;kA laLFkk ls izkIr iznŸkksa dk fooj.kkRed fo'ys"k.k fd;k gSA bl vk/kkj ij
iznŸkksa dk xq.kkRed fo'ys"k.k fd;k x;k gSA
iznRr fo'ys"k.k %&
izLrqr v/;;u esa mn~ns'; ds vk/kkj ij cks/kf'k{kk lfefr ds laLFkk iz/kku f'k{kd vkSj fo|kfFkZ;ksa
ls izkIr iznRrksa dk fo"k; oLrq fo'ys"k.k fuEu fcUnqvksa ds gsrq vk/kkj ij fd;k x;k gS %&
izf'k{k.k lkFkZdrkA
vf/kxe fuos'k dh lkFkZdrkA
laLFkk ds dk;ksZa dh lkFkZdrkA
fu"d"kZ %&
cks/k f'k{kk lfefr izfLFkfr ,oa Hkwfedk ds fo"k; esa midj.kksa ls izkIr rF;ksa ds fo'ys"k.k ls cks/k
laLFkk esa lapkfyr dk;ZØe ds izf'k{k.k dh izHkkodrk lkeus vkbZ tks fuEukuqlkj gS &
cks/k f'k{kk lfefr LFkkuh; leqnk;ksa vkSj cks/k }kjk lkewfgd :i ls 'kq: dh xbZ ,d leqnk;
fo|ky; gSA bu laLFkkvksa dks cPpksa dks Lo;a esa vkRefo'okl vkSj vfHkO;fDr {kerkvksa o iM+kSlh
fo|ky;ksa esa 'kS{kf.kd vkSj vU; lgk;rk ds fy, fo|ky; ds :i esa dk;Zjr lalk/ku fo|ky;ksa
ds :i esa ns[kk tkrk gSA
cks/k f'k{kk lfefr LFkkuh; leqnk;ksa o cks/k vkSj dk;ZØe Hkkxhnkjksa }kjk lkewfgd :i ls cuk;h
x;h gSA bl :i esa cks/k f'k{kk lfefr dh mifLFkfr leqnk; dh Hkkxhnkjh dk izrhd gSA
cks/k f'k{kk lfefr dk izeq[k mn~ns'; lekt ds fiNM+s o oafpr cPpksa ds fy, f'k{kk dk leqfpr
izca/k djuk o mUgas f'k{kk dh eqq[; /kkjk ls tksM+uk gSA
Shiksha Shodh Manthan ISSN: 2395–728X Page 89 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
cks/k f'k{kk lfefr ds vuqlkj f'k{k.k dyk iznku djuk eq[; gS rFkk ;gk¡ ij f'k{kdksa dks
vuqHkoh Vªsuj O;fDr;ksa }kjk 6 ekg dk izf'k{k.k fn;k tkrk gaSA
cks/k f'k{kk lfefr esa f'k{kdksa dh fu;qfDr dk vk/kkj]f'k{kdksa dh vdknfed ;ksX;rk tks f'k{kdksa
ds fy, laLFkk dh vksj ls fu/kkZfjr dh xbZ gS] muds dk;Z djus dk vuqHko rFkk fo"k; dh
vko';drk ds vuq:i o laLFkk }kjk r; fd, x, 'kS{kf.kd ekun.M gSA
bl lfefr esa lapkfyr ikB~;Øe jk"Vªh; ikB~;p;kZ :i js[kk 2005 ds vuq:i gS ftlesa f'k{k.k]
yphykiu vkSj uokpkjksa dh lqfo/kk gSA ;g ikB~;Øe ds O;kogkfjd i{k ij vf/kd cy nsrk
gSA vr% ikB~;Øe dk vf/kdka'k Hkkx dkS'ky vk/kkfjr gSA
cks/k f'k{kk lfefr esa djk;s tkus okys dk;ZØe esa cPpksaa dks djk;h tkus okyh fofHkUu izdkj dh
f'k{k.k vf/kxe xfrfof/k;ksa dk iz;ksx fd;k tkrk gSA ftlesa vf/kxe ij cy nsrs gS RkFkk
vuko';d Hkkj ls Lora= jgrs gSaA
cks/k f'k{kk lfefr esa ckyd&ckfydkvksa dh vko';drk ,oa {kerk dks n`f"Vxr j[kdj
v/;;u&v/;kiu esa fp=dyk] dk"Bdyk dEI;wVj f'k{kk] laxhr] flykbZ f'k{k.k fof/k;ksa vkfn
dk iz;ksx fd;k tkrk gSA
vuqdj.k fof/k }kjk iBu o xk;u milewgksa esa fo"k;&oLrq dk iBu o lgHkkfxrk ds lkFk
izLrqrhdj.k djuk] izk;kstuk fof/k O;k[;ku fof/k ds dgkuh o ukVd ds [ksy fof/k ek/;e ls
f'k{k.k fd;k tkrk gSSA
cks/k f'k{kk lfefr esa cPpks dks izkFkfed Lrj ij ekSfyd fØ;kvksa ds lkFk [ksy [ksy esa f'k{kk
iznku dh tkrh gSA
cks/k f'k{kk lfefr esa f'k{kdksa ds uohu f'k{k.k rduhdh rFkk dEI;wVj vkfn dk iz;ksx djrs gSA
ckyd&ckfydkvksa dh O;fDrxr leL;kvksa dk lek/kku ds fy, buls fujUrj HkkokRed lEidZ
cuk;s j[krs gSA
cPpksa dks 'kS{kf.kd lg 'kS{kf.kd vf/kxe ds lkFk&lkFk fofHkUu izdkj ds O;kolkf;d f'k{kk Hkh
iznku dh tkrh gSA O;kolkf;d izf'k{k.k ds rkSj ij bu fo|kfFkZ;ksa dks os LkEkLr vf/kxe fuos'k
iznku djus dk iz;kl djrs gSa] tks mUgsa vkRefuHkZj cuk;sssa A
cPpksa dh O;fDrxr fHkUurkvksa dks n`f"Vxr j[krs gq, f'k{k.k izf'k{k.k laca/kh fof'k"Vrkvksa dk
fu/kkZj.k fd;k tkrk gSA ikB~;Øe esa O;kogkfjdrk ,oa LofØ;k }kjk lh[kus ds fl)kUr dh
ikyuk fd;s tkus dh ckr dks laLFkk ds yksxksa us Lohdkj fd;k gSA ,sls izf'k{k.k esa izk;
Lojkstxkj ds volj miyC/k djokus ds fy, izf'k{k.k dk"Bdyk fp=dyk] flykbZ] dEI;wVj
f'k{kk vkfn dk lekos'k fd;k gSA
bu fo|kfFkZ;ksa dks iznku fd, tkus okys vf/kxe fuos'k o xq.koÙkk iw.kZ f'k{kk ls bu fo|kfFkZ;ksa
dks f'k{kk dh eq[; /kkjk ls tksM+us esa cks/k f'k{kk lfefr egRoiw.kZ Hkwfedk fuHkk jgk gSA
cks/k f'k{kk lfefr esa izf'k{k.k dk;ZØeksa ds lapkyu esa vkfFkZd leL;k,¡ ,d cMs ck/kd rRo ds
:i esa ns[kh xbZA lekt esa tkx:drk ds vHkko dks izeq[k leL;k ekukA
'kSf{kd fufgrkFkZ %&
;g laLFkk ,d izHkkoh laLFkk ds :i f'k{kk ds {ks= esa viuk ;ksxnku ns jgh gSA ;gka ij i<us
okys cPps oafpr oxZ ls lEcfU/kr gS rFkkfi laLFkk }kjk bu cPpksa dks i;kZIr lqfo/kk,sa eqgS;k djok;h tk
jgh gSA lkFk gh f'k{k.k izHkkodrk ij Hkh cks/k f'k{kk lfefr dk tksj gSA bu ifjfLFkfr;ksa esa leL;k ds
'kSf{kd fufgrkFkZ ij nf"V Mkyh tk,s rks mUgs fuEu fcUnqvksa esa lhekc) fd;k tk ldrk gS &
cks/k f'k{kk lfefr ljdkj ds loZ f'k{kk vfHk;ku dh fn'kk es iw.kZr; dk;Zjr gSA
f'k{k.k izHkkodrk dh nf"V ls ;g lfefr f'k{kdksa esa fof'k"V dkS'ky mRiUu djrh gS tks vkt ds
izfrLi/kkZRed HkkokRed ;qx dh fo'ks"k ekax gSA
Shiksha Shodh Manthan ISSN: 2395–728X Page 90 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
blds lkFk gh ;g 'kks/k izcU/k ,slh cks/k f'k{kk lfefr dks ,slh laLFkk ds :i esa fpfUgr djrk gS
tks vius mn~ns'; ds fy, fujUrj dk;Zjr gSA rFkkfir ;g 'kks/k ljdkj dk bl vksj /;ku
vkd`"V djrk gS fd ;fn ljdkj o lekt ds dqN mPp oxZ ;fn foy; lgk;rk ns rks ;g
lfefr f'k{kk ds {ks= esa vuqie ojnku lkfcr gks ldrh gSA
cks/k f'k{kk lfefr Nk=ksa dks jkstxkj miyC/k djkus dh fn'kk esa vk/kkj dk dk;Z dj jgh gSA
;gka f'kf{kr Nk=ksa dks fofHkUu gLrdkS'yksa ,oa rduhdksa esa n{k cuk;k tkrk gSA vko';drk bl
ckr fd gS fd bu Nk=ksa dks fof'k"V lqfo/kk,a miyC/k djkds voljks] lekurk dks okLrfodrk
ds ifjizs{; esa mrkjk tk;sA
bu lHkh n`f"V;ksa ls izLrqr 'kks/k lE;d~ 'kSf{kd mi;ksfxrk j[krk gSA
lUnHkZ %&
ijekj] ch- ¼2012½-cky Jfedksa dh 'kSf{kd leL;k % dkj.k o fuokj.k- f'kfojk if=dk] ekè;fed f'k{kk
funs'kky; chdkusj-
flag] vkj- ¼twu 2012½- cPpksa ds uke lefiZr ,d dkuwu] f'kfojk if=dk] ekè;fed f'k{kk funs'kky;
chdkusj-
O;kl ts- ih- ¼twu 2008½-jktLFkku esa izkFkfed f'k{kk ds fy, fo|ky; [kqyokus okys xSj ljdkjh laxBu
dk v/;;u] ubZ fn'kk-
d`".kkewfrZ] ts- ¼2005½- , jksy vkWo ,uthvksa bu dkSisflVh fcfYMax ,.M ,twds'ku MoyiesUV- Retrived
from www.wikipedia.com
jkcVZ] ih- ¼2004½- xSj ljdkjh laxBu ckyJe f'k{kk ,oa cPpksa ds vf/kdkj- Retrived from
www.wikipedia.com
How to cite reference of this paper-
“kqDyk] th- ,oa f=ikBh] ,- (2017). cks/k f'k{kk lfefr % ,d laLFkkxr v/;;u. Shiksha Shodh
Manthan, 3(1), 84-90.
Shiksha Shodh Manthan ISSN: 2395–728X Page 91 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
o`)tuksa dh lkekftd&vkfFkZd fLFkfr dk ,d v/;;u
¼y[kuÅ 'kgj esa fLFkr o`)kJeksa ds fo'ks"k lUnHkZ esa½
';ke flag
”kks/k Nk=] egkRek xka/kh ¶;wth xq#th lekt dk;Z v/;;;u dsUnz] e-xka-v-fg-fo-fo- o/kkZ
lkjka'k
Hkkjr esa o`) O;fDr;ksa dks vknj ,oa lEeku dh nf"V ls ns[kk tkrk jgk gS ijUrq O;fDroknh] HkkSfrdoknh
,oa lq[koknh ewY;ksa ds c<+us ds dkj.k o`)ksa dh mis{kk dh tkus yxh gSA blds vfrfjDr dqN o)
fujkfJrrk dh leL;k ls Hkh xzLr gks tkrs gSaA ifj.kkeLo:i o`) O;fDr vusd leL;kvksa ls Hkh xzLr
gksrs tk jgs gSa] ftuesa vkfFkZd leL;kvksa] LokLF; ,oa fpfdRldh; leL;kvksa] ikfjokfjd] HkkoukRed ,oa
vkoklh; leL;kvksa bR;kfn dk mYys[k fd;k tk ldrk gSA gsYist bf.M;k ds losZ ¼2013&14½ us
[kqyklk fd;k gS fd 2012&13 ds eqdkcys 2013&14 esa o`) nqO;Zogkj dh ?kVuk;sa T;knk c<+h gSa ftlesa
csfV;ksa }kjk vfHkHkkodksa dks izrkfM+r djus ds ekeys T;knk c<+s gSaA 2013 esa o`) nqO;Zogkj dh ?kVuk;sa 23
izfr'kr Fkha ogha vc 2014 esa 50 izfr'kr gks x;h gSaA orZeku esa Hkkjr esa cqtqxZ tula[;k dk 50% Hkkx
vR;kpkj ls ihfM+r gS] ftlesa 48% iq#"k vkSj 53% efgyk,a gSa ¼gsYist bafM;k]2014½A izLrkfor 'kks/k
v/;;u dk mn~ns'; & 1-o`)tuksa dh lkekftd&vkfFkZd fLFkfr dk v/;;u djukA 2-o)tuksa dh
lkekftd&vkfFkZd fLFkfr esa lq/kkj ds fy, mi;qDr lq>ko ,oa fu"d"kZ izLrqr djuk gSA v/;;u dh
izd`fr fooj.kkRed gS] ftlesa leL;k ds lEcU/k esa okLrfod rF;ksa ds vk/kkj ij o.kZukRed fooj.k
izLrqr fd;k x;k gSA izLrqr “kks/ki= izkFkfed rF;ksa ij vk/kkfjr gS ftlesa o`)tuksa dh lekftd]vkfFkZd
fLFkfr ij izdk”k Mkyk x;k gSA izLrkfor 'kks/k v/;;u ds fy;s fo"k; ds :i esa y[kuÅ 'kgj esa fLFkr
04 o`)kJeksa dk p;u fd;k x;k gSA lexz ds :i esa y[kuÅ 'kgj esa fLFkr 04 o`)kJeksa ¼vksYM&,t
gkse½ esa jgus okys leLr o`)tuksa dk p;u fd;k x;k gS ,oa fun'kZ ds :i esa izR;sd o)kJeksa ls 50
izfr'kr o`)tuksa dk mRrjnkrkvksa ds :i esa nSo fun'kZu dh ykVjh fof/k ls p;u fd;k x;k gSA fu"d"kkZsa
esa o`)kJe esa jgus okys o`)tuks dh lekftd&vkfFkZd fLFkfr vR;ar n;uh; ,oa ihM+ktud gS rFkk
o`)tu fofHkUu euks&lektftd leL;kkvksa ls xzLr gSA o`)koLFkk ds dkj.k lekt esa o`) O;fDr;ksa dks
ghu Hkkouk dh nf"V ls ns[kk tk jgk gSA o)kJeksa dh LokLF; rFkk vkoklh; O;oLFkk lqfo/kktud ugha
gSA fdlh Hkh o`)kJe esa ,Ecqysal dh lqfo/kk ugha gSA blds vykok o`)kJe esa o`)tuksa dh fuokl dh
{kerk nj Hkh de gS lkekU;r% 'kgj esa i;kZIr o)kJe ugha gS ftUgsa LFkkfir djus dh vfr vko';drk
gSA o`)tuksa ds dY;k.k ds fy;s tks uhfr;k¡ ;k ;kstuk;sa cuh gSa muds izfr muesa tkx#drk dk vHkko
gSA
izLrkouk %&
o`)ksa ds izfr lEeku vkSj mudh ns[kHkky ds fy, leiZ.k dks] fdlh Hkh lekt dh lH;rk dk
iSekuk ekuk tkrk gS] ysfdu le; ifjorZu'khy gS vkSj cnyrs le; ds lkFk ekuo dh ekU;rk,¡ Hkh
cnyus yxrh gSaA ftl Hkkjrh; lekt esa o`)koLFkk dks vuqHko dh iw¡th ekuk tkrk Fkk] cqtqxksZa dk
eku&lEeku Fkk vkt mlh lekt esa o`) cks> cudj jg x;s gSaA cqtqxksZa ds lkFk nqO;Zogkj vkSj
vR;kpkj dh ?kVuk,a flQZ ihM+knk;d gh ugha] cfYd lH; lekt dh ml lPpkbZ dks mn~?kfVr dj jgh
gSa tgk¡ gj cqtqxZ vius orZeku ls nq%[kh vkSj Hkfo"; dks ysdj vk'kafdr gSA
oS'ohdj.k ds bl nkSj esa ;qokvksa ds fy, Hkkxrh ftUnxh ds chp vius ?kj ds cqtqxkasZ ds fy,
dksbZ le; ugh jgrkA urhtk o`)tuksa esa ,dkdhiu dh leL;k c<+ tkrh gSA o`)tuksa ds izfr vijk/k
dh ?kVuk,¡ fnu c fnu c<+rh tk jgh gS] ftlesa 'kkjhfjd nqO;Zogkj ds vUrxZr o`)ksa dks ekjuk] ihVuk]
tykuk] ?kk;y djuk vkfn 'kkfey gSaA
Hkkjr esa o`) O;fDr;ksa dks vknj ,oa lEeku dh n`f"V ls ns[kk tkrk jgk gSA lkekU;r;% bu
O;fDr;ksa dh vko';drkvksa dh iwfrZ ,oa leL;kvksa dk lek/kku Hkkjrh; la;qDr ifjokj esa gksrk jgk gS]
Shiksha Shodh Manthan ISSN: 2395–728X Page 92 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
ijUrq bl ns'k esa la;qDr ifjokj /khjs&/khjs fo?kVu gks jgk gS rFkk mlds LFkku ij ,dkdh ifjokj dk
opZLo c<+ jgk gSA blds lkFk O;fDroknh] HkkSfrdoknh ,oa lq[koknh ewY;ksa ds c<+us ds dkj.k o`)ksa dh
mis{kk dh tkus yxh gSA blds vfrfjDr dqN o`) fujkfJrrk dh leL;k ls Hkh xzLr gks tkrs gSaA
ifj.kkeLo:i o`) O;fDr vusd leL;kvksa ls Hkh xzLr gksrs tk jgs gSa] ftuesa vkfFkZd leL;kvksa] LokLF;
,oa fpfdRldh; leL;kvksa] ikfjokfjd] HkkoukRed ,oa vkoklh; leL;kvksa bR;kfn dk mYys[k fd;k tk
ldrk gSA
uo;qodksa esa vkt ds cnyrs ifjos'k esa cqtqxkZsa ds izfr mis{kk dh Hkkouk c<+ jgh gSa o`)tuksa dks
vius ?kj ds ctk;s o`)kJeksa esa jgus dh vko';drk iM+ jgh gS] lkFk gh vf/kdka'kr% o)tuksa esa vius
vf/kdkjksa] drZO;ksa o ljdkjh vf/kfu;eksa ds izfr tkx:drk dk vHkko gSA mijksDr leLr leL;kvksa dks
gy djus o o`)tuksa dks vius vf/kdkjksa ds izfr tkx:d djus dh vfr vko';drk gSA
gsYist bf.M;k ds loZs ¼2015½ ds fu’d’kkZsa esa ik;k x;k fd 73% ;qok Lohdkj djrs gS fd
lekt esa o`) nqO;Zogkj ¼Elders Abuse½ fo|eku gS RkFkk 22% ;qokvksa dk ekuuk gS fd Hkkjr lfgr
lHkh fodflr lektksa ds fy;s o`) nqO;Zogkj dh c<+rh ?kVuk;s ,d cM+h xEHkhj leL;k gSA ;g v/;;u
Hkkjr ds 10 cM+s “kgjksa esa vk;ksftr fd;s x;s loZsa ij vk/kkfjr gSA v/;;u ds vuqlkj 34-7% ;qok
o`)tuksa dks izrkfM+r djus esa izkFkfed nqO;ZogkjdrkZ (Primary Elder Abuser) cgqvks dks ekurs gS RkFkk
23% ;qok csVksa dks ekurs gSA 72-4% ;qokvksa dk ekuuk gS fd muds vuqHkoksa esa o`) nqO;ZOkgkj ds varxZRk
lokZf/kd vLi’V] vHknz Hkk’kk ,oa cqjs rjg ls ckr djuk dk iz;ksx fd;k tkrk gS rFkk 43-1% ;qokvksa dks
yxrk gS fd blls o`)tuksa esa vyxko ,oa HkkoukRed nqO;Zogkj gksrk gSA
vkt ds cnyrs ifjos'k esa o`)tu vusd lekftd] vkfFkZd o euksoSKkfud leL;kvksa ls xzLr gSa
ftlds dkj.k mudh lekftd] vkfFkZd fLFkfr dkQh fujk”kk tud gSA rFkk cqtqxksZa dh la[;k esa
yxkrkj o`f) gksuk vkt nqfu;kHkj ds le{k ,d cM+h Hkkjh pqukSrh gSA lkaLd`frd fo?kVu ds dkj.k vkt
ds ;qok Hkzfer gks jgs gSaA csVs&cgw dk o`) ekrk&firk@lkl&'olqj ls oSpkfjd erHksn vf/kd ik;k
tkrk gS ftlls o`)tuksa esa ruko o vlUrks"k c<+rk gSA o`)tuksa dks mRre thou thus dk vf/kdkj gS
ftlds fy;s nks egRoiw.kZ fLFkfr 1- lkekftd 2- vkfFkZd fLFkfr dk vPNk gksuk vko”;d gks tkrk gSA
izLrkfor 'kks/k esa blh n`f’V ls o`)tuksa dh lkekftd&vkfFkZd fLFkfr dk v/;;u fd;k x;k gSA
mn~ns'; %&
1-o)tuksa dh lkekftd&vkfFkZd fLFkfr dk v/;;u djukA
2-o)tuksa ls lEcaf/kr dk;ZØeksa] uhfr;ksa ,oa dkuwuksa ds izfr tkx:drk dk v/;;u djukA
3-o)tuksa dh lkekftd&vkfFkZd fLFkfr esa lq/kkj ds fy, lq>ko ,oa fu"d"kZ izLrqr djukA
'kks/k izfof/k %&
izLrkfor 'kks/k v/;;u dh izd`fr fooj.kkRed gS] ftlesa leL;k ds lEcU/k esa okLrfod rF;ksa ds
vk/kkj ij o.kZukRed fooj.k izLrqr fd;k x;k gSA
U;kn”kZ rFkk U;kn”kZ p;u fof/k %&
izLrkfor 'kks/k v/;;u ds fy;s fo"k; ds :i esa y[kuÅ 'kgj esa fLFkr 04 o)kJeksa dk p;u
fd;k x;k gSA lexz ds :i esa y[kuÅ 'kgj esa fLFkr 04 o`)kJeksa ¼vksYM&,t gkse½ esa jgus okys
leLr o`)tuksa dk p;u fd;k x;k gS ,oa fun'kZ ds :i esa izR;sd o`)kJeksa ls 50 izfr'kr o`)tuksa dk
mRrjnkrkvksa ds :i esa nSo fun'kZu dh ykVjh fof/k ls p;u fd;k x;k gSA
vkadM+ksa dk ladyu %&
v/;;u esa vkadM+ksa ds nksuksa lzksrksa izkFkfed ,oa f}rh; lzksrksa dk iz;ksx fd;k x;k gSA izLrkfor
'kks/k v/;;u dks izkFkfed lwpukvksa ladyu gsrq ;U= ds :i esa LofufeZr lk{kkRdkj vuqlwph dk iz;ksx
fd;k x;k gSA
Shiksha Shodh Manthan ISSN: 2395–728X Page 93 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
ifj.kke %&
rkfydk la[;k&1
mRrjnkrkvksa dh vk;q lEcU/kh fooj.k
vk;q ¼o"kksZa esa½ la[;k izfr'kr
60&65 5 7-04
65&70 14 19-71
70&75 17 23-94
75&80 17 23-94
80 o"kZ ,oa 80 o"kZ ls vf/kd 18 25-35
;ksx 71 100-00
rkfydk la[;k&1 ls Li"V gS fd 7-04 izfr'kr mRrjnkrkvksa dh vk;q 60&65 oxZ ds chp dh gS]
65&70 o"kZ dh vk;q ds chp 19-71 izfr'kr mRrjnkrk gSA 70&75 o"kZ dh vk;q ds 23-94 izfr'kr
mRrjnkrk gS] 75&80 o"kZ dh vk;q ds 23-94 izfr'kr mRrjnkrk gS rFkk 80 o"kZ ls vf/kd o"kZ dh vk;q ds
chp 25-35 izfr'kr mRrjnkrk gSA
bl izdkj rkfydk la[;k 1 ls fu"d"kZ fudyrk gS fd lexz esa lokZf/kd mRrjnkrk 80 o"kZ ,oa
80 o"kZ ls vf/kd vk;qq lewg ds gSA
rkfydk la[;k&2
mRrjnkrkvksa dh ySafxd fLFkfr
fyax la[;k izfr'kr
iq#"k 24 33-80
efgyk;sa 47 66-19
;ksx 71 100-00
rkfydk la[;k&2 ls Li"V gksrk gS fd lexz esa ¼33-80 izfr'kr½ iq:"k gSA rFkk ¼66-19 izfr'kr½
efgyk;sa gSA
bl izdkj rkfydk ls fu"d"kZ fudyrk gS fd lexz esa lokZf/kd la[;k efgykvksa dh gSA
rkfydk la[;k&3
mRrjnkrkvksa dh 'kSf{kd fLFkfr
fLFkfr la[;k izfr'kr
f'kf{kr 52 73-23
vf'kf{kr 19 26-76
;ksx 71 100-00
rkfydk la[;k&3 ls Li"V gksrk gS fd 73-23 izfr'kr mRrjnkrk f'kf{kr gS rFkk 26-76 izfr'kr
mRrjnkrk vf'kf{kr gSA
bl izdkj fu"d"kZ fudyrk gS fd vf'kf{kr mRrjnkrkvksa dh rqyuk esa f'kf{kr mRrjnkrkvksa dh
la[;k vf/kd gSA
rkfydk la[;k&4
mRrjnkrkvksa ds o`)kJeksa esa vkus ds dkj.k
dkj.k la[;k izfr'kr
viuh ethZ ls 15 21-22
ikfjokfjd >xM+k@rkuo ds dkj.k 37 52-11
'kkUr okrkoj.k gsrq 08 11-26
?kj esa ns[kHkky djus okyksa dk u gksuk 11 15-49
;ksx 71 100-00
Shiksha Shodh Manthan ISSN: 2395–728X Page 94 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
rkfydk la[;k&4 ls Li"V gksrk gS fd o`)kJeksa esaa 21-22 izfr'kr mRrjnkrk viuh ethZ ls] 52-
11 izfr'kr mRrjnkrk ikfjokfjd >xM+k@ ruko ds dkj.k] 11-26 izfr'kr mRrjnkrk 'kkUr okrkoj.k gsrq
rFkk 15-49 izfr'kr mRrjnkrk ?kj esa dksbZ ns[kHkky djus okyk ugha gksus ds dkj.kksa ls vk;s gSA
bl izdkj fu"d"kZ fudyrk gS fd o`)kJeksa esa lokZf/kd mRrjnkrk ikfjokfjd >xM+k@ ruko ds
dkj.k vk;s gSA
rkfydk la[;k&5
mRrjnkrkvksa }kjk viuh lkekftd fLFkfr ls lUrq"V gksus dh fLFkfr
fLFkfr la[;k izfr'kr
gka 40 56-33
Ukgha 31 43-66
;ksx 71 100-00
rkfydk la[;k&5 ls Li"V gksrk gS fd 56-33 izfr'kr mRrjnkrk viuh lkekftd fLFkfr ls
lUrq"V gS tcfd 43-66 izfr'kr mRrjnkrk ,sls gS tks viuh lkekftd fLFkfr ls lUrq"V ugha gSA
bl izdkj fu"d"kZ fudyrk gS fd lokZf/kd mRrjnkrk ,sls gS tks viuh lkekftd fLFkfr ls
lUrq"V gSA
rkfydk la[;k&6
mRrjnkrkvksa dh le> esa cqtqxksZa dh la[;k esa yxkrkj o`f) gksuk ,d pqukSrh ekuus dh fLFkfr
fLFkfr la[;k izfr'kr
gka 53 74-64
Ukgha 18 25-35
;ksx 71 100-00
rkfydk la[;k&6 ls Li"V gksrk gS fd 71 esa ls lokZf/kd 74-64 izfr'kr mRrjnkrk cqtqxksZa dh
la[;k esa yxkrkj of) gksuk ,d pqukSrh ekurs gS tcfd 25-35 izfr'kr ,sls mRrjnkrk ,sls gS tks cqtqxksZa
dh la[;k esa yxkrkj o`f) gksuk ,d pqukSrh ugha ekurs gSA
bl izdkj fu"d"kZ fudyrk gS fd lokZf/kd mRrjnkrk cqtqxksZa dh la[;k esa yxkrkj of) gksuk
,d pqukSrh ekurs gSA
rkfydk la[;k&7
mRrjnkrkvksa dk vius lEcfU/k;ksa }kjk o`) nqO;Zogkj ds f'kdkj gksus dh fLFkfr
fLFkfr la[;k izfr'kr
csVs ls 12 33-33
cgw ls 15 41-66
csVh ls 03 8-33
HkkbZ ls 02 5-55
vU; 04 11-11
;ksx 36 100-00
rkfydk la[;k&7 ls Li"V gksrk gS fd 33-33 izfr'kr mRrjnkrk vius iq=ksa ls] 41-66 izfr'kr
mRrjnkrk viuh cgqvksa ls] 8-33 izfr'kr mRrjnkrk viuh csfV;ksa ls] 5-55 izfr'kr mRrjnkrk vius
Hkkb;ksa ls rFkk 11-11 izfr'kr mRrjnkrkvksa dks vU; yksxksa ls o`) n`O;Zogkj dk f'kdkj dk gksuk iM+k gSA
bl izdkj fu"d"kZ fudyrk gS fd lokZf/kd mRrjnkrk ,sls gS ftUgsa viuh cgqvksa }kjk o`)
nqO;Zogkj dk f'kdkj gksuk iM+k gSA
Shiksha Shodh Manthan ISSN: 2395–728X Page 95 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
rkfydk la[;k&8
mRrjnkrkvksa dk viuh vkfFkZd fLFkfr ls lUrqf"V dk Lrj
Lrj la[;k izfr'kr
gka 51 71-83
ugha 20 28-16
;ksx 71 100-00
rkfydk la[;k&8 ls Li"V gksrk gS fd 71-8 izfr'kr mRrjnkrk ,sls gS tks viuh vkfFkZd fLFkfr
ls lUrq"V gS tcfd 28-16 izfr'kr mRrjnkrk viuh vkfFkZd fLFkfr ls lUrq"V ugha gSA
bl izdkj fu"d"kZ fudyrk gS fd lokZf/kd mRrjnkrk viuh vkfFkZd fLFkfr ls lUrq"V gSA
rkfydk la[;k&9
mRrjnkrkvkssa dks orZeku esa feyus okyh o`)koLFkk isU'ku dh fLFkfr
fLFkfr la[;k izfr'kr
gk¡ 34 47-88
ugha 37 52-11
;ksx 71 100-00
rkfydk la[;k&9 ls Li"V gksrk gS fd 47-88 izfr'kr mRrjnkrkvksa dks orZeku esa o`)koLFkk
isU'ku feyrh gS tcfd 52-11 izfr'kr mRrjnkrk ,sls gS ftUgs orZeku esa isU'ku ugha feyrh gSA
bl izdkj fu"d"kZ fudyrk gS fd lokZf/kd mRrjnkrkvksa dks o`)koLFkk isU'ku dk ykHk ugha fey
jgk gSA
vU; ifj.kke %&
lokZf/kd ¼25-35 izfr'kr½ mRrjnkrk 80 o"kZ ,oa 80 o"kZ ls vf/kd vk;qq lewg ds gS ftlesa lokZf/kd
la[;k ¼66-19 izfr'kr½ efgykvksa dh gSA
v/;;u esa lokZf/kd la[;k fgUnw /keZ ds mRrjnkrkvksa dh gS rFkk eqfLye /keZ ds mRrjnkrkvksa dh
la[;k U;wure ¼2-81 izfr'kr½ gS ,oa lokZf/kd la[;k ¼52-11 izfr'kr½ lkekU; tkfr ds mRrjnkrkvksa
dh gS rFkk vuqlwfpr tutkfr ds mRrjnkrkvksa dh la[;k U;wure ¼2-81izfr'kr½ gSA
vf'kf{kr mRrjnkrkvksa dh rqyuk esa f'kf{kr mRrjnkrkvksa dh la[;k vf/kd ¼73-23 izfr'kr½ gSA
f'kf{kr mRrjnkrkvksa esa Lukrd ¼25-00 izfr'kr½ Lrj ds mRrjnkrkvksa dh la[;k lokZf/kd gS tcfd
U;wure la[;k ih&,p-Mh- Lrj ds mRrjnkrkvksa dh gS rFkk oSOkkfgd Lrj esa fo/kok mRrjnkrkvksa dh
la[;k lokZf/kd ¼16-90 izfr'kr½ rFkk rykd'kqnk mRrjnkrkvksa dh la[;k U;wure gSA
,dkdh izdfr ds ifjokj dh la[;k lokZf/kd ¼97-18 izfr'kr½ rFkk la;qDr izd`fr ds ifjokjksa dh
la[;k U;wure~ gS rFkk ifjokj ds lnL;ksa dk mRrjnkrkvksa ls ikfjokfjd@ vU; fof'k"B ekeys esa
jk; ysus dk Lrj 'kr izfr'kr ugha ds :i esa gSA
o`)kJe esa iznku dh tkus okyh lqfo/kkvksa ls leLr mRrjnkrk iw.kZ :i ls larq"V gS o)kJe esa fy;s
tkus okys fu.kZ;ksa@ekeyksa esa dqy 19 mRrjnkrkvksa us crk;k fd mudh jk; yh tkrh gSA 'ks"k dk
dguk gS fd muls fdlh Hkh izdkj dh jk; ugha yh tkrh gS]
o`)kJe esa dsoy 23-94 izfr'kr mRrjnkrk gh vdsykiu eglwl djrs gS rFkk o`)kJe esa lokZf/kd
¼58-82 izfr'kr½ mRrjnkrk vius ?kj dh rjg O;fDrxr LorU=rk uk gksus ds dkj.k vdsykiu
eglwl djrs gSA
'kr&izfr'kr mRrjnkrkvksa dk dguk gS fd muds fy;s dksbZ izf'k{k.k@jkstxkj ugha pyk;k tk jgk
gSA
lokZf/kd ¼56-33 izfr'kr½ mRrjnkrk ,sls gS tks viuh lkekftd fLFkfr ls lUrq"V gSA
lokZf/kd ¼61-29 izfr'kr½ mRrjnkrk ,sls gS ftudk dguk gS fd mUgas lekt esa viuksa }kjk cfg"dr
rFkk o`)kJe esa jgus dks etcwj fd;k x;k gS ftl dkj.k os viuh lkekftd fLFkfr ls lUrq"V ughas
gSA
Shiksha Shodh Manthan ISSN: 2395–728X Page 96 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
lokZf/kd ¼74-64 izfr'kr½ mRrjnkrk cqtqxksZa dh la[;k esa yxkrkj o`f) gksuk ,d pqukSrh ekurs gSA
lokZf/kd ¼56-60 izfr'kr½ mRrjnkrk ;qok ih<+h esa o`)tuksa ds izfr mis{kk dh Hkkouk ds c<+us ds
dkj.k cqtqxksZa dh la[;k esa yxkrkj o`f) gksuk ,d pqukSrh ekurs gSA
lokZf/kd ¼15-49 izfr'kr½ mRrjnkrk ,sls gS tks bl ckr ls lger gS fd ikfjokfjd leL;kvksa ds
lek/kku esa mudh dksbZ Hkwfedk ugha gSA
lokZf/kd ¼61-97 izfr'kr½ mRrjnkrk ,sls gS tks bl ckr ls lger gS fd muds nq-[k rdyhQ esa
mudk ifjokj mudh lgk;rk ugha djrk gSA
lokZf/kd ¼50-00 izfr'kr½ mRrjnkrk iSlksa ds vHkko ds dkj.k viuh vkfFkZd fLFkfr ls lUrq"V ughsa
gSA lokZf/kd ¼36-61 izfr'kr½ mRrjnkrkvksa dk vkfFkZd i{k detksj gksus ls ifjokj o lekt esa
mudks lEeku ugha feyrk gSA
lokZf/kd ¼44-29 izfr'kr½ mRrjnkrk dk viuh nSfud ewyHkwr vko';drkvksa dh iwfrZ gsrq o`)kJe ij
fuHkZj gSA
lokZf/kd ¼97-18 izfr'kr½ mRrjnkrkvksa esa o`)tuksa ds dY;k.k gsrq cuk;h x;h jk"Vªh; o`)tu uhfr
1999 ds fo"k; esa tkx:drk dk vHkko gSA
lokZf/kd ¼92-95 izfr'kr½ mRrjnkrkvksa dks ekrk& firk ofj"B ukxfjd Hkj.k&iks"k.k ,oa dY;k.k
vf/kfu;e 2007 ds fo"k; esa tkudkjh ugha gSA
lokZf/kd ¼52-11 izfr'kr½ mRrjnkrkvksa dks o`)koLFkk isU'ku dk ykHk ugha fey jgk gSA
yxHkx vk/ks ls T;knk ¼53-52 izfr'kr½ mRrjnkrkvksa dks gsYist bf.M;k@,st ds;j bf.M;k tSlh
laLFkkvksa ds ckjs esa dksbZ Hkh tkudkjh ugha gS rFkk lokZf/kd ¼88-73 izfr'kr½ mRrjnkrk ,sls gS ftUgsa
cqtqxksZa dh lgk;rkFkZ gsYiykbu uEcj ds fo"k; esaa dksbZ tkudkjh ugha gSA
fu"d"kZ %&
vkt ds bl vk/kqfud ;qx esa o`)koLFkk ds dkj.k lekt esa bu o`) O;fDR;ksa dks ghu n`f"V ls
ns[kk tkrk gS] buds vuqHkoksa dks ;qok ih<+h vLohdkj dj jgh gS] ifjokj esa dgus dks rks eqf[k;k dk
ntkZ feyk gS ysfdu okLrfodrk iq=ksa] iq= o/kqvksa ds gkFk esa gSA fir`lRrkRed ifjokj dh izFkk dk
fuf'pr :i ls gzkl gks jgk gSA vf/kdka'kr% o`)ksa dh leL;k i<+ fy[k u ikuk Hkh gS] mudk ekuuk gS
fd ;fn os i<s+&fy[ks gksrs rks dgha u dgha dksbZ jkstxkj fey tkrk] bl mez esa ,sls rks dgha jkstxkj
feyrk ugha gS mi;qZDr dkj.kksa ls izHkkfor o) dq.Bk] fujk'kk] vkSj ijkfJrrk dk thou thus dks etcwj
gSA
y[kuÅ 'kgj esa fLFkfr o`)kJeksa esa o`)tuksa dks muds euilan dh lqfo/kk;sa ugha fey ik jgh
gSA o`)kJeksa dh LokLF; rFkk vkoklh; O;oLFkk lqfo/kktud ugha gSA fdlh Hkh o`)kJe esa ,Ecqysal dh
lqfo/kk ugha gSA blds vykok o`)kJe esa o`)tuksa dh fuokl dh {kerk nj Hkh de gS lkekU;r% 'kgj esa
i;kZIr o`)kJe ugha gS ftUgsa LFkkfir djus dh vfr vko';drk gSA o`)tuksa ds dY;k.k ds fy;s tks
uhfr;k¡ ;k ;kstuk;sa cuh gSa muds izfr muesa tkx#drk dk vHkko gSA
lq>ko %&
o`)tuksa dh leL;kvksa ds lek/kku ds fy, dqN izeq[k lq>ko bl izdkj gSa %&
izR;sd o`)kJeksa esa o`)tuksa ds fy, fpfdRldh; lqfo/kkvksa dk izko/kku fd;k tkuk pkfg,A
ftlesa izkFkfed mipkj dh lkjh lqfo/kk;sa gksuh pkfg;sA
o`)tuksa ds fy, o`)kJeksa ds vkUrfjd ,oa okº; lalk/kuksa dh tkudkjh djkus] mUgsa viuh
leL;kvksa dks Li"V :i ls izdV djus ds fy, ,d eap dh O;oLFkk gksuh pkfg,] tgk¡ ij
o`)tu viuh Hkkoukvksa] bPNkvksa dks [kqys eu ls n`f"Vr ;k O;kf[;r dj ldsaA
o`)tuksa ds dY;k.k vkSj lqj{kk ds fy;s tks izko/kku rFkk dkuwu cuk;s x;s gSa mudk dM+kbZ ls
ikyu fd;k tkuk pkfg, rkfd muds cPps@lEcU/kh viuh ftEesnkjh dks mRrjnkf;Ro iw.kZ
fuHkk;sA
Shiksha Shodh Manthan ISSN: 2395–728X Page 97 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
ofj"B ukxfjdksa dks o`)koLFkk dh fLFkfr vkus ls iwoZ gh vius Hkfo"; ds fy;s cpr dh O;oLFkk
dh tkuh pkfg;s rkfd os bl voLFkk esa fdlh nwljs ij fuHkZj u jgsA
izR;sd o`)kJe esa ,d ,slk lsUVj@LVksj gksuk pkfg;s tgka o`)tuksa dh jkstejkZ dh oLrq;sa
fj;k;rh njksa ij miyC/k gks ldsA
orZeku f'k{kk iz.kkyh esa ;qok ih<+h ds fy;s uSfrd ewY;ksa vkSj laLdkjksa dh f'k{kk dks ,d
ikB~;Øe ds :i esa lfEefyr fd;k tk;s rkfd ;qok ih<+h cqtqxksZa dk lEeku djus dh vksj izo`Rr
gksA
izR;sd o)kJe esa esl dh mfpr O;oLFkk gksuh pkfg;s rkfd o`)tuksa dks vPNk vkSj
LokLF;o)Zd Hkkstu fey ldsA
izR;sd o`)kJeksa esa o`)tuksa ds fy;s Lojkstxkj gsrq izf'k{k.k@dk;ZØe dh O;oLFkk gksuh pkfg;s
rkfd os viuh NksVh&NksVh t:jrksa dh iwfrZ ds fy;s vkRefuHkZj gks ldsaA
o`)tuksa ds fy, fØ;kfUor dh tk jgh fofHkUu dY;k.kdkjh ;kstukvksa ds fo"k; esa tkx:drk
dk izpkj&izlkj fd;s tkus dh vR;ar vko';drk gSA
o`)tuksa ds fy, ,sls lkekftd i;kZoj.k dks rS;kj fd;k tk;s tgk¡ os vius dks Lora= eglwl
dj ldsaA
ftyk Lrj ij o)tuksa ds fy, tkx:drk dk;ZØeksa dk vk;kstu fd;k tkuk pkfg;sA
xSj ljdkjh laxBuksa }kjk Hkh o`)tuksa ds dY;k.k ds fy;s iz;kl fd;s tkus pkfg;sA
lUnHkZ lwph %&
xqIrk] ,l- vkj- ¼1998½- vk/kqfud ifjokj % leL;k,¡ vkSj laØe.k- gkFkjl % lhrk izdk'ku-
prqosZnh] ,l- ¼2001½- fgUnw ifjokjksa ds ifjofrZr izfreku- t;iqj 'kf'k izdk'ku-
'kekZ] ,u- ¼2007½- vkSjr ds fy, vkSjr- ubZ fnYyh % lkef;d izdk'ku-
flag] lqjsUæ ,oa oekZ] vkj-ch-,l- ¼2001½- Hkkjr esa lekt dk;Z ds {ks=- y[kuÅ % jkor izdk“ku-
fdax tktZ esfMdy dkyst ¼2014½- tsfj;kfVªd vkSj dE;qfuVh esfMflu foHkkx dh okf"kZd fjiksVZ
2013&2014
Desai, A. R. (1997). Rural Sociology in India. Mumbai: Popular Prakashan (P) Ltd.
Gopal, M. (2007). Gender, Ageing & Social Security. Mumbai: Research Center for Women’s
Studies.
Monitoring and Research Systems Private Limited (MaRS). (2014) Report on Elder Abuse in
India. retrvied from https://www.helpageindia.org/pdf/highlight-archives.pdf
Monitoring and Research Systems Private Limited (MaRS). (2015). National Survey A Youth
Perspective on Elder Abuse . retrvied from https://www.helpageindia.org/pdf/Elder-Abuse-
The%20Indian-Youth-Speaks-Out.pdf
How to cite reference of this paper-
flag] ,l- (2017). o`)tuksa dh lkekftd&vkfFkZd fLFkfr dk ,d v/;;u ¼y[kuÅ 'kgj esa fLFkr
o`)kJeksa ds fo'ks"k lUnHkZ esa½. Shiksha Shodh Manthan, 3(1), 91-97.
Shiksha Shodh Manthan ISSN: 2395–728X Page 98 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
ch0,M0 fo|kfFkZ;kas esa i;kZoj.kh; tkx:drk dk muds lkekftd vkfFkZd Lrj
ds lanHkZ eas v/;;u
MkW0 vfer dqekj
lgk;d vkpk;Z] f'k{kk 'kkL= foHkkx cyjke d".k vdkneh] y[kuÅ] m0iz0
lkjka'k
izLrqr v/;;u esa ch0,M0 fo|kfFkZ;ksa dh i;kZoj.kh; tkx:drk dks muds lkekftd&vkfFkZd
Lrj ds lanHkZ esa tkuus dk iz;kl fd;k x;k gSA v/;;u dk izkjfEHkd Hkkx i;kZoj.k] i;kZoj.k iznw"k.k]
i;kZoj.kh; f'k{kk] i;kZoj.kh; tkx:drk rFkk lkekftd&vkfFkZd Lrj ds izR;;ksa dks Li"V djrk gSA
rRi'pkr mn~ns';kas dk fu/kkZj.k djrs gq, 'kks/k fØ;k fof/k dh ppkZ dh x;h gSA fu/kkZfjr mn~ns';kas ds
lnaHkZ esa ;g fu"d"kZ izkIr fd;s x;s fd ch0,M0 fo|kfFkZ;kas dh i;kZoj.kh; tkx:drk ij muds
lkekftd&vkfFkZd Lrj dk dksbZ izHkko ugha n`f"Vxr gksrk gSA
Lkadsr “kCn %& i;kZoj.kh; tkx:drk] lkekftd&vkfFkZd Lrj A
izLrkouk %&
ekuo vkSj izdfr dk lnSo gh vVwV lEcU/k jgk gSA og izd`fr dh xksn esa mRiUu gksrk gS vkSj
izd`fr ds rRokas ds lkgp;Z ls gh thfor jgrk gS ijUrq ekuo ek= ds fodkl dh lokZaxh.kZ izfØ;k]
izd`fr ds gh lkfu/; esa lEiUu gksrh gS tgk¡ leLr tho/kkfj;ksa] izkf.k;kas vkSj futhZo inkFkkZs dh lnk
,d nwljs ij fuHkZjrk o leUo; dh fLFkfr jgrh gS rFkk tho/kkjh viuk vfLrRo j[krs gq;s i;kZoj.k ij
fuHkZj djrs gSaA i;kZoj.k esa larqyu ,oa lkeatL; ekuo thou ds fy;s vko';d gSA i;kZoj.k eas
lkeatL; LFkkfir u gksus dk lh/kk ifj.kke Xykscy okfeZax] HkwL[kyu] vEyh; o"kkZ] vfro`f"V o vukof"V
ds :i esa n`f"Vxr gksrk gSA lHkh thfor izk.kh] i;kZoj.k ls fujarj izHkkfor gksrs gSA rFkk i;kZoj.k dks
izHkkfor djrs Hkh gSa vr% i;kZoj.k ds laj{k.k ds fy;s izkd`frd rRoksa ds vlarqyu ls gksus okys ifj.kkeksa
ls yksxksa dks voxr djkuk furkar vko';d gSA
oSKkfud vkfo"dkjksa] ijh{k.kksa] rduhfd;ksa us tgk¡ ,d vksj ekuo thou ds Lrj dks Å¡pk mBk;k
gS ogha nwljh vksj izkd`frd laLkk/kuksa] lEink;ksa dk vuqfpr nksgu fd;k tkrk gS ftlds dkj.k i;kZoj.k
dh leL;k lkeus vkbZ gS tks fdlh ns'k o lekt dh leL;k u gksdj fo'oO;kih leL;k cu x;h gSA
jlk;u oSKkfud MkW0 lR; izdk'k ds vuqlkj ^^izd`fr gekjh nsoh gS blds iznwf"kr gksus ls eu
vkSj ckSf)d fparu Hkh iznwf"kr gksrk gSA geas vius fgr dh j{kk ds fy;s i;kZoj.k dh j{kk djuh pkfg,A**
vkt i;kZoj.kh; f'k{kk dks fo|ky; rFkk fo'oO;kih f'k{kk esa izeq[k LFkku fn;k x;k gS rFkk blds fy;s
fof'k"V dk;ZØe dk;kZfUor fd;s tk jgs gSaA i;kZoj.k ea=ky; us Hkh ns'k ds fofHkUu vk;q oxZ esa i;kZoj.k
ds izfr tkx:drk ykus ds fy, jsfM;ks] pyfp=] i=&if=dkvksa] nwjn'kZu rFkk vukSipkfjd lk/kuksa ds
ek/;e ls tu&tu esa i;kZoj.k ds izfr tkx:drk ykdj Hkfo"; dks lqqjf{kr j[kus gsrq vko';d iz;kl
fd;s gSA
bulkbDyksihfM;k fczVSfudk ds vuqlkj& ^^i;kZoj.k HkkSfrd] jklk;fud rFkk thfor fØ;kvks a ,oa
rRoksa dk ,d tfVy fo'ys"k.k gSA ;g fdlh tho vFkok ifjfLFkfrdh; leqnk; ij ,sls fd;k djrk gS
rkfd mlds :i ,oa thforrk dk fu/kkZj.k dj ldsaA**
i;kZoj.kh; f'k{kk dk vFkZ %&
oLrqr% i;kZoj.k fofHkUu izkd`frd] lkekftd] vkfFkZd] jktuhfrd vkfn igyqvksa ,oa muls
lEcfU/kr fØ;kvksa ds izHkkoksa dk ,d laxe gSA nwljs :i esa ;g i;kZoj.kh; f'k{kk dh cgq&vuq'kkluh;
izd`fr dk |ksrd gS ftlds vUrxZr cgq&vuq'kklu ds lanHkZ eas fofHkUu izkd`frd ,oa lkekftd i;kZoj.k
lEcU/kh laLkk/kuksa rFkk mlds izHkkoksa dk lefUor :i ls v/;;u fd;k tkrk gSA blds ifj.kkeLo:i
i;kZoj.kh; f'k{kk dk egRo vR;f/kd c<+ x;k gS ,oa i;kZoj.kh; f'k{kk dks lHkh fo"k;ksa dh f'k{kk ds
ek/;e ls iznku djus ij cy fn;k tk jgk gSA
Shiksha Shodh Manthan ISSN: 2395–728X Page 99 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
i;kZoj.k f'k{kk og izfØ;k gS] ftlds vUrxZr euq"; rFkk mlds i;kZoj.k ¼lkaLd`frd rFkk
HkkSfrd&tSfod½ ds ikjLifjd lEcU/k rFkk fuHkZjrk dks le>us dk iz;kl fd;k tkrk gS vkSj mlds
Li"V djus gsrq dkS'ky&vfHko`fRr ,oa ewY;ksa dk fodkl djrs gSa lkFk gh ;g fu.kZ; fy;k tkrk gS fd
D;k fd;k tk;s ftlls okrkoj.k dh lEkL;kvksa dk lek/kku fd;k tk lds vkSj i;kZoj.k esa xq.koRrk
izkIr dh tk ldsA
rF; vkSj vfHko`fRr ds vk/kkj ij tks ifjHkk"kk IUCNNR (International Union Pro
Conservation of Nature and Natural Resources) ds lsfeukj esa vUrjkZ"Vªh; Lrj ij nh x;h vkSj
ftls O;kid :i esa nwljs fo'o esa Lohdkj fd;k x;k gS vkSj og gS & ^^i;kZoj.k f'k{kk nkf;Roksa dks
tkuus rFkk fopkjksa dks Li"V djus dh og izfØ;k gS ftlls euq"; vius vkidks lEc)rk dks igpkuus
vkSj le>us ds fy;s vko';d dkS'ky rFkk vfHko`fRr dk fodkl dj ldsA i;kZoj.k f'k{kk] i;kZoj.k dh
xq.koRrk ls lEcfU/kr izdj.kksa ds fy;s O;kogkfjd lafgrk dk fuekZ.k djus rFkk fu.kZ; ysus dh vknr dks
Hkh O;ofLFkr djrh gSA**
bl izdkj la{ksi esa ge dg ldrs gSa fd & ^^i;kZoj.k f'k{kk] i;kZoj.k ds ckjs esa tkudkjh izkIr
dj vius dkS'ky ls mldh leL;kvksa dks le>us] mudk gy fudkyus vkSj feVkus vFkok nwj djus dh
f'k{kk gS vkSj og lHkh dk;ksZa dk fu"iknu bl izdkj fd;k tkuk gS fd mldh iqujkofRr u gksA
i;kZoj.k f'k{kk dh vko';drk %&
i;kZoj.k f'k{kk varr% bl i`Foh ij jgus okys izk.kh txr dks ml ij vkus okyh lEHkkfor foinkvksa
dks nwj djus rFkk mUgsa lq[kEk; thou nsus dk iz;kl djuk gSA lkFk gh mUgsa bl ;ksX; Hkh cukuk gS fd
os Hkfo"; esa gks ldus okyh leL;kvksa dks iwoZ esa gh tku ldsa vkSj mudk bl izdkj gy [kkstsa ftlls
leL;k Hkh nwj gks tk;s vkSj fu;fer thou izfØ;k esa dksbZ ck/kk Hkh u vk;sA bl lanHkZ esa i;kZoj.k
f'k{kk nsus dh vko';drk ds fy, cgqr o`gRre lwph rS;kj dh tk ldrh gS] ysfdu laf{kIr esa ge mls
fuEu izdkj lesfdr dj ldrs gSa&
lkSje.My esa ek= i`Foh gh ,slk xzg gS ftl ij thou lEHko gS vr% bls u"V gksus ls cpkuk gS
rFkk ml ij clus okys izkf.k;ksa dks lq[kn thou miyC/k djus esa lgk;rk djuk gSA
tula[;k esa ftl xfr ls fujarj o`f) gks jgh gS mlls lEiw.kZ izd`fr pØ vLr&O;Lr gks x;k gSA
vr% izd`fr dks iqu% larqfyr djus rFkk Hkkoh ihf<+;ksa dks fojklr esa lqanj] LoLFk o O;ofLFkr Hkfo";
NksM+us gsrq tula[;k o`f) dks fu;af=r djuk gSA
izkd`frd lk/kuksa ds fo'kky Hk.Mkj Hkh varr% lhfer gh gS mudk mfpr vkSj cqf)eRrk iw.kZ mi;ksx
lqfuf'pr djus gsrq tu ekul eas i;kZoj.k f'k{kk dh furkar vko';drk gSA
vkS|ksfxd Økafr rFkk oSKkfud miyfC/k;kas ds QyLo:i HkkSfrd lqfo/kkvksa ds midj.kksa us fofo/k
izdkj dk iznw"k.k QSyk;k gSA bl iznw"k.k dks fu;af=r djus rFkk cpko ds mik; lq>kus gsrq i;kZoj.k
f'k{kk dh o`gn vko';drk gSA
i;kZoj.kh; tk:drk %&
i;kZoj.kh; f'k{kk dk o`gRre dk;Z i;kZoj.k tkx:drk }kjk vR;Ur ljykiwoZd lEikfnr fd;k
tk ldrk gSA orZeku i;kZoj.kh; lEkL;kvksa ds lek/kku ds fy, ^psruk* dh vR;f/kd vko';drk gSA
psruk dh mifLFkfr esa fparu dh tM+rk lekIr gks tk;sxh rFkk u;h lksp ds u;s laLdkjksa dk mn~Hko
gksxkA ladYic)rk dks fn'kk feysxh rFkk izR;sd euq"; iz;Ru'khy jgsxk fd og fdlh Hkh Lrj vkSj
fdlh Hkh ifjfLFkfr esa i;kZoj.k dks gkfu u iagqpk;sA mDr ekufldrk rHkh fodflr dh tk ldrh gS
tc yksxksa esa i;kZoj.kh; tkx:drk dk mfpr fodkl gksA
i;kZoj.kh; tkx:drk vc ,d fo'oO;kih fo"k; cu x;k gS vr% vkt vke tu&thou esa
i;kZoj.kh; tkx:drk mRiUu djuk ije vko';d gSA
lkekftd &vkfFkZd Lrj %&
euq"; ,d lkekftd izk.kh gS tks lewg es jgrk gS rFkk lekt esa viuk thou ;kiu djus ds
fy;s dksbZ u dksbZ dk;Z djrk gSA ,oa blh dk;Z ds vk/kkj ij gh mldh lkekftd fLFkfr dk fu/kkZj.k
Shiksha Shodh Manthan ISSN: 2395–728X Page 100 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
gksrk gSA bl izdkj O;fDr dk lkekftd&vkfFkZd Lrj O;fDr dh ;ksX;rk o dq'kyrk ds vk/kkj ij
fu/kkZfjr gksrk gS rFkk O;fDr ds O;fDRkRo dks Hkh izHkkfor djrk gSA
Elizabath Barkey (2009), ds vuqlkj ^lkekftd vkfFkZd Lrj dk ewY;kadu O;fDr dh vk;]
'kSf{kd Lrj rFkk O;olk; ls fd;k tkrk gSA blls irk pyrk gS fd O;fDr rFkk ifjokj dh fLFkfr
lekt ds vuq:i gS ;k ugha lkFk gh O;fDr dk lkekftd vkfFkZd Lrj O;fDRk ds LokLF; rFkk
lkekftd izfr"Bk dks Hkh izHkkfor djrk gSA
American Psychological Association- Socio-Economic Status is commonly
conceptualized as the social standing or class of an individual or group. It is often measured as a
combination of education, income and occupation.
Examination of socio-Economic status often several inequalities in access of resources,
Issues selected to privilings, prove and control.
v/;;u dh vko';drk ,oa egRo %&
vkt leLr fo'o ;fn fdlh ,d leL;k dks ysdj lcls T;knk fpafrr gS rks og gS i;kZoj.k
dh leL;kA fodkl dh va/kh nkSM++ esa euq"; dks ;g Kku rd ugha gS fd og fodkl ds lkFk&lkFk og
foukl dh vksj Hkh rsth ls vxzlj gks jgk gSA vkt tc euq"; dh psruk bl fo"k; ij tkxr gq;h rc
rd ge vius i;kZoj.k dks dkQh {kfr igq¡pk pqds gSa vr% vc leL;k ;g gS fd izd`fr vkSj euq"; ds
chp lEcU/kkas dks fdl izdkj larqfyr fd;k tk;sA ;fn gesa ekuork dks foukl ls cpkuk gS rks yksxksa dks
bl fo"k; ds izfr tkx:d djuk gksxk vkSj f'k{kd ds fy;s ,sls ToyUr eqn~ns ij tkx:d gksuk furkar
vko';d gS D;ksafd f'k{kd LFkkuh; o oSf'od Lrj ij fdlh Hkh eqn~ns ij vius Kku dks Nk=ksa o nwljs
O;fDr;ksa rd igqapkus o tkx:d djus esa egRoiw.kZ Hkwfedk dk fuoZgu dj ldrs gSaA
vkt dk Nk=k/;kid dy dk Hkkoh f'k{kd gSA vkt dk Nk=k/;kid ;fn fdlh fo"k; ij
tkx:d gS rks dy og dbZ Nk=kas o vke tu lewgksa dks f'k{kk ds ek/;e ls tkx:d djsxk vr% tc
rd f'k{kd Lo;a tkx:d ugha gksaxs rc rd lekt tkx:d ugha gksxkA pwafd ch0,M0 ds fo|kFkhZ
Hkfo"; esa iwoZ ek/;fed Lrj ds f'k{kd gksaxs vr% os ml Lrj ;k ml oxZ ds Nk=ksa dks tkx:d djsaxs
ftuesa fdlh fo"k; dks le>us dh ifjiDork vk tkrh gS vr% Nk=k/;kidksa esa i;kZoj.kh; tkx:drk
gksuh vko';d gSA bl n`f"V ls izLrqr v/;;u vR;Ur izklafxd rFkk egRoiw.kZ gSA
v/;;u ds mn~ns'; %&
ch0,M0 fo|kfFkZ;kas ds lkekftd&vkfFkZd Lrj dk fu/kkZj.k djukA
ch0,M0 fo|kfFkZ;ksa dh i;kZoj.kh; tkx:drk Lrj dk fu/kkZj.k djukA
ch0,M0 Nk=k/;kidksa ,oa Nk=k/;kfidkvksaa dh i;kZoj.kh; tkx:drk dk rqyukRed v/;;u
djukA
ch0,M0 fo|kfFkZ;kas esa i;kZoj.kh; tkx:drk dk muds lkekftd&vkfFkZd Lrj ds lUnHkZ esa
v/;;u djukA
v/;;u dh ifjdYiuk %&
izLrqr v/;;u gsrq 'kks/k ifjdYiuk dk fuekZ.k fd;k x;k gS&
ch0,M0 fo|kfFkZ;ksa dh i;kZoj.kh; tkx:drk ij muds lkekftd&vkfFkZd Lrj dk ldkjkRed
izHkko iM+rk gSA
mn~ns'; la[;k 3 o 4 ds fy;s lkaf[;dh; fo'ys"k.k gsrq 'kwU; ifjdYiukvksa dk fuekZ.k fd;k
x;k gS tks nksuksa lewgksa ds e/; dksbZ Hkh vUrj ;k lEcU/k u gksus dk o.kZu djrh gSA
v/;;u dk ifjlhekadu %&
v/;;u esa dsoy y[kuÅ fo'ofo|ky; ,oa mlls lg;qDr mu leLr laLFkkvksa ,oa dkystksa dks
lfEefyr fd;k x;k gS tgk¡ ch0,M0 ikB~;Øe lapkfyr fd;k tk jgk gSA
'kks/k fØ;k fof/k %&
v/;;u gsrq o.kZukRed 'kks/k ds varxZr losZ{k.k fof/k dk iz;ksx fd;k x;k gSA
Shiksha Shodh Manthan ISSN: 2395–728X Page 101 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
tula[;k %&
izLrqr v/;;u dh tula[;k ds :i esa y[kuÅ fo'ofo|ky; ,oa mlls lg;qDr mu lHkh
dkystksa ,oa laLFkkvksa dks lfEefyr fd;k x;k gS tks ch0,M0 ikB~;Øe lapkfyr dj jgs gSaA
U;kn'kZ o U;kn'kZu %&
y[kuÅ fo'ofo|ky; ls lg;qDr 61 laLFkkvksa ,oa egkfo|ky;kas esa ls dqy 10 laLFkkvkas o
egkfo|ky;ksa dk p;u lk/kkj.k ;kn`fPNd fof/k ls fd;k x;k gSA
p;fur egkfo|ky;kas esa ls 200 ch0,M0 fo|kfFkZ;kas dk p;u vkdfLed ;kn`fPNd fof/k }kjk
fd;k x;k gSA
midj.k %&
i;kZoj.kh; tkx:drk dk v/;;u djus ds fy;s LofufeZr iz'ukoyh dk iz;ksx fd;k x;k gSA
lkekftd&vkfFkZd Lrj ds ekiu gsrq jktchj flag] jk/ks';ke o lrh'k dqekj }kjk fufeZr
lkekftd&vkfFkZd Lrj ekiuh dk iz;ksx fd;k x;k gSA
lkaf[;dh; fo'ys"k.k %&
izLrqr v/;;u esa iznRRk fo'ys"k.k gsrq e/;eku] izkekf.kd fopyu] Vh&eku rFkk lg&lEcU/k
vkfn lkaf[;dh; fof/k;ksa dk iz;ksx fd;k x;k gSA
iznRr fo'ys"k.k ,oa O;k[;k %&
mn~ns'; 1%
ch0,M0 fo|kfFkZ;kas ds lkekftd&vkfFkZd Lrj dk fu/kkZj.k djukA
izLrqr mn~ns'; dh iwfrZ gsrq lkekftd&vkfFkZd Lrj ekiuh ij izkIr izkIrkadksa ds vk/kkj ij rhu
Lrjksa ¼mPPk@vkSlr@fuEu½ esa foHkkftr fd;k x;k gSA bl gsrq $ ls Åij ds izkIrkadksa dks mPp]
$ ls & rFkk ds izkIrkdksa dks vkSlr rFkk & ls uhps ds fuEu oxZ esa j[kk x;k gS rFkk ifj.kkeksa
dks rkfydk&1 esa iznf'kZr fd;k x;k gS&
rkfydk&1
Øe la[;k lkekftd&vkfFkZd Lrj fo|kfFkZ;ksa dh la[;k ¼N½ izfr'kr ¼%½
1- mPPk lkekftd&vkfFkZd Lrj 70 35%
2* vkSlr lkekftd&vkfFkZd Lrj 120 60%
3- fuEu lkekftd&vkfFkZd Lrj 10 5%
ifj.kke& rkfydk&1 ls Li"V gS fd p;fur U;kn'kZ esa ls 35% fo|kFkhZ mPp lkekftd&vkfFkZd Lrj]
60% vkSlr lkekftd vkfFkZd Lrj rFkk 5% fo|kFkhZ fuEu lkekftd&vkfFkZd Lrj ls lEcU/k j[krs gSaA
mn~ns'; 2%
ch0,M0 fo|kfFkZ;ksa dh i;kZoj.kh; tkx:drk Lrj dk fu/kkZj.k djukA
izLrqr mn~ns'; dh iwfrZ gsrq izFke mn~ns'; ds leku gh izfØ;k dk vuqikyu fd;k x;k gS rFkk
ifj.kkeksa dks rkfydk &2 esa iznf'kZr fd;k x;k gS&
rkfydk&2
Øe la[;k i;kZoj.kh; tkx:drk Lrj fo|kfFkZ;ksa dh la[;k ¼N½ izfr'kr ¼%½
1- mPPk i;kZoj.kh; tkx:drk 31 15-5%
2* vkSlr i;kZoj.kh; tkx:drk 145 72-5%
3- fuEu i;kZoj.kh; tkx:drk 24 12%
Shiksha Shodh Manthan ISSN: 2395–728X Page 102 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
ifj.kke& rkfydk 2 ls Li"V gS fd 15-5% ch0,M0 fo|kFkhZ mPp i;kZoj.kh; tkx:drk okys gSaA 72-
5% vkSlr i;kZoj.kh; tkx:drk rFkk 12% fo|kfFkZ;kas esa fuEu i;kZoj.kh; tkx:drk ik;h x;hA
ifj.kkekas ls Li"V iznf'kZr gS fd vf/kdka'k fo|kfFkZ;ksa esa vkSlr Lrjh; 72-5% i;kZoj.kh; tkx:drk gSA
mn~ns'; 3%
ch0,M0 Nk=k/;kidksa ,oa Nk=k/;kfidkvksa dh i;kZoj.kh; tkx:drk dk rqyukRed v/;;u
djukA
ifjdYiuk %
ch0,M0 Nk=k/;kidksa ,oa Nk=k/;kfidkvksa dh i;kZoj.kh; tkx:drk ds e/; dksbZ lkFkZd vUrj
ugha gksxkA
izLrqr mn~ns'; dh iwfrZ gsrq nksuksa lewgksa dk e/;eku] izkekf.kd fopyu rFkk Vh&eku dh x.kuk
dh x;h rFkk ifj.kkeksa dks rkfydk&3 esa iznf'kZr fd;k x;k gS&
rkfydk&3
Ø0la0 rqY; lewg U;kn'kZ ¼N½ e/;eku ¼M½ izkekf.kd fopyu ¼SD½ Vh&eku ¼t½ lkFkZdrk
1 Nk=k/;kid 100 18-08 4-65 0-79 lkFkZd
ugha 2 Nk=k/;kfidk;sa 100 18-63 5-19
ifj.kke& rkfydk 3 ls Li"V gksrk gS fd izFke rqY; lewg dk e/;eku 18-08 izkekf.kd fopyu 4-65
izkIr fd;k x;k rFkk f}rh; rqY; lewg dk e/;eku 18-63 o izkekf.kd fopyu 5-19 rFkk Vh&eku 0-79
Kkr fd;k x;k tks fd 0-05 lkFkZdrk Lrj ij lkFkZd ugha gS vr% 'kwU; ifjdYiuk Lohdr dh tkrh
gSA 'kwU; ifjdYiuk dh Lohd`fr ;g Li"V djrh gS fd nksuksa rqY; lewgksa ds e/; dksbZ lkFkZd vUrj
ugha gSA
mn~ns';&4%
ch0,M0 fo|kfFkZ;ksa esa i;kZoj.kh; tkx:drk dk muds lkekftd&vkfFkZd Lrj ds lanHkZ esa
v/;;u djukA
ifjdYiuk %
ch0,M0 fo|kfFkZ;kas dh i;kZoj.kh; tkx:drk ij muds lkekftd vkfFkZd Lrj dk dksbZ izHkko
ugha gksxkA
izLrqr mn~ns'; dh iwfrZ gsrq U;kn'kZ ds i;kZoj.kh; tkx:drk ds izkIrkadksa o lkekftd&vkfFkZd
Lrj ds izkIrkadksa ds e/; lg&lEcU/k xq.kkad dh x.kuk dh x;h rFkk ifj.kkeksa dks rkfydk&4 eas iznf'kZr
fd;k x;k gS&
rkfydk&4
Ø0la0 lewg U;kn'kZ ¼N½ lg&lEcU/k xq.kkad ¼r½ 1- i;kZoj.kh; tkx:drk 100 0-149
2- lkekftd vkfFkZd Lrj 100
ifj.kke& rkfydk&4 Li"V djrh gS fd U;kn'kZ dh i;kZoj.kh; tkx:drk rFkk lkekftd&vkfFkZd Lrj
ds e/; lg&lEcU/k xq.kkad 0-149 izkIr fd;k x;k tks fd nksuksa lewgksa ds e/; ux.; lg&lEcU/k dks
iznf'kZr djrk gSA vr% 'kwU; ifjdYiuk Lohdr dh tkrh gS rFkk 'kks/k ifjdYiuk vLohd`r gks tkrh gSA
'kwU; ifjdYiuk dh Lohd`fr ;g Li"V djrh gS fd ch0,M0 fo|kfFkZ;ksa dh i;kZoj.kh; tkx:drk rFkk
muds lkekftd&vkfFkZd Lrj ds e/; dksbZ lg&lEcU/k ugha gSA
Shiksha Shodh Manthan ISSN: 2395–728X Page 103 A Half Yearly International Refereed Journal of Education, Vol.3, No.1
ifj.kkeksa dh foospuk %&
izLrqr v/;;u ls izkIr ifj.kkeksa dks foospuk dh n`f"V ls voyksfdr djus ij ifjyf{kr gksrk gS
fd izFke mn~ns';kuqlkj U;kn'kZ eas p;fur vf/kdka'k izf'k{k.kkfFkZ;ksa esa vkSlr Lrjh; 72-5 i;kZoj.kh;
tkx:drk ik;h x;hA pawfd U;kn'kZ esa p;fur ch0,M0 fo|kFkhZ ,d leku ikB~;Øe dk v/;;u djrs
gSa lkFk gh mudh nSfud fnup;kZ Hkh yxHkx leku gksrh gSA lwpuk laxzg.k ds lzksr] lwpukvksa dh
miyCk/krk rFkk lwpukvksa ds izfr nf"Vdks.k bR;kfn yxHkx leku gh gksrs gSaA ;gh lEHkkfor dkj.k gks
ldrs gSa fd ch0,M0 izf'k{k.kkfFkZ;kas dh i;kZoj.kh; tkx:drk lkekU;r% vkSlr Lrjh; ik;h x;hA
lkekftd&vkfFkZd Lrj dh ckr dh tk;s rks ;gk¡ ij Hkh vf/kdka'k 60 fo|kFkhZ vkSlr Lrjh;
lkekftd&vkfFkZd Lrj dks iznf'kZr djrs gSaA fdlh Hkh ,d izdkj ds ikB~;Øe esa izos'k ysus okys
vf/kdka'k fo|kFkhZ yxHkx leku lkekftd&vkfFkZd Lrj okys gksrs gSaA D;kasfd ikB~;Øe dh miyC/krk
rFkk ml ij f'k{k.k 'kqYd ds :i esa O;; fd;s x;s foRRk dh fLFkfr;ka leku gh gksrh gSaA blh dkj.k
yxHkx leku lkekftd&vkfFkZd Lrj okys fo|kFkhZ leku ikB~;Øeksa eas izos'k izkIr djrs gSaA v/;;u ds
prqFkZ mnns'; ds vuqlkj ch0,M0 izf'k{kk.kfFkZ;kas dh i;kZoj.kh; tkx:drk ij muds lkekftd&vkfFkZd
Lrj dk dksbZ lkFkZd lEcU/k ugha iznf'kZr gksrk gSA blds i`"B eas ;g dkj.k gks ldrk gS fd leku
lkekftd&vkfFkZd Lrj okys fo|kfFkZ;ksa ds tkx:drk izkIr djus ds lk/ku rFkk lzksr yxHkx leku gksrs
gSaA izLrqr v/;;u ds ifj.kkeksa o foospuk ds vk/kkj ij Li"V fd;k tk ldrk gS fd fdlh Hkh {ks= esa]
fdlh Hkh O;fDRk fo'ks"k dh tkx:drk mlds O;fDRkxr iz;klksa ij fuHkZj gksrh gS u fd mlds
lkekftd&vkfFkZd Lrj dss vk/kkj ijA
lanHkZ lwph %&
xks;y] ,e- ds- ¼2009½- i;kZoj.k f'k{kk- y[kuÅ % vkyksd izdk'ku-
ik.Ms;] ds- ih- ¼1995½- i;kZoj.k f'k{kk o Hkkjrh; laLd`fr- bykgkckn % lujkbt fizUVlZ-
izlkn] ,- ¼2009½- i;kZoj.k laj{k.k fof/k dh :ijs[kk- bykgkckn % lsUVªy ykW ifCyds'ku-
j?kqoa'kh] ,- ¼1990½- i;kZoj.k rFkk iznw"k.k- Hkksiky % fgUnh xzUFk vdkneh-
flaag] ,- ds- ¼2003½- euksfoKku] lekt'kkL= rFkk f'k{kk esa 'kks/k fof/k;k¡- fnYyh % ujsUnz izdk'k tSu] eksrh
yky cukjlh nkl izdk'kuA
How to cite reference of this paper-
dqekj] ,- (2017). ch0,M0 fo|kfFkZ;kas esa i;kZoj.kh; tkx:drk dk muds lkekftd vkfFkZd Lrj
ds lanHkZ eas v/;;u. Shiksha Shodh Manthan, 3(1), 98-103.
ISSN: 2395 – 728X
Shiksha Shodh Manthan A Half Yearly International Refereed Journal of Education
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