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The present paper studied the various issues and challenges of student's assessment that has been faced by college teachers and students of Kashmir division during COVID-19 Pandemic. Assessment is the major aspect of the education system. The student assessment is the act of evaluating student's abilities and achievements. It is ongoing process and integral part of the teaching and learning process. The teacher makes judgments about the students learning or to determine student's interest through assessment. It helps the teacher to reflect on each student's level of achievement as well as to customize their teaching plans accordingly. After COVID-19 Pandemic the student assessment has been shifted more to the online assessment. The teachers have faced lot of issues due to lack of access of internet and technology. In every sphere of education there is a great impact of technology on the students learning that has been done after COVID-19. The present study was descriptive- survey based study. Both primary and secondary sources of data were collected. For the secondary sources of data the investigator had reviewed various national and international papers related with the present study. The sample comprised of 400 college students and 400 teachers from various degree colleges of Kashmir Division. Self- developed interview schedule and self-constructed were used for the data collection. The investigator has conducted a group interview of 10 college's students and 10 teachers separately that constituted of 80 interviews. On the bases of these 80 group interviews the researcher developed themes of all interviews and analyzed all these into specific themes. The investigator suggested some recommendations for improving the better assessment of students through remote learning. The study indicated that there are major six challenges in the context of online assessment i.e., lack of internet connection, language problem, parental attitude, mental disturbance, heavy work load and inaccessibility of smarts phones.

The IBSA forum is an important collaboration of India-Brazil-South Africa to address the social developmental challenges of developing countries through South-South Cooperation. All three countries share same colonial history and at present have developing economies and struggling to provide best public services to their citizens through the appropriate policy planning and introduction of welfare schemes. In the field of education, all these countries are facing problem in the expansion of access of education for all due to the challenges such as high number of out of school children, high drop-out rate, high repetition rates etc. To tackle these problems, appropriate education policies on free and compulsory education have been implemented in these countries. Besides these education policies, these countries have started many compensatory programmes to address the major challenges in the goal of universal elementary education. One of the most important compensatory programmes in these countries is school meal programme. In all the three countries, school meal programmes have been started with dual purpose of keeping the children in the school and improving their nutritional status. This paper is an attempt to review the school meal programmes of IBSA countries to highlight their impact on the health and educational attainment of children especially children from the disadvantaged sections of the society.

India is the second-largest tribal population in the world. However, after the seven decades of independence, the tribal groups are disadvantaged and socially backward from the cycle of growth in many areas such as health, education, employment, and empowerment, and more. Among these, for tribal society, education is an essential requirement. The state and central governments have initiated several programs to educate tribal groups. Many of these programs have achieved only 10 percent of the targets. The vast numbers of tribal peoples are missing their education at various levels. They lag in education due to the high illiteracy rates among the tribal population relative to Scheduled Castes (S.C.s). Hence, the time has come to consider tribal education and inclusive growth seriously. In this context, the comprehensive literature review seeks to provide a contemporary overview of India's current status and challenging issues of tribal education. The paper is purely based on second-hand information from various research studies conducted in India and collected from different government sources. The outcomes are more helpful in implementing schemes that can improve tribal literacy and inclusive growth perspectives.

Free and compulsory primary education remains a priority area in the international policy perspective, starting from the Universal Declaration of Human Rights, 1948 to the formulation of Sustainable Development Goals in 2015. Under the impact of globalization, an impressive expansion in the access to primary education has been observed in recent decades and the global trends in enrolment rates across the developing world have attested this fact. However, many developing countries, such as India, Brazil and South Africa (IBSA), are still struggling with the goal of quality primary education for all. The IBSA countries are emerging economies and very proactive in addressing past inequalities prevalent in their countries. With the cooperation of international organizations, national policy planning and other initiatives, these countries have performed quite well in the educational attainment. But even today, these countries have not achieved the goal of quality primary education for all. This paper reviews the attainment of free and compulsory primary education in these countries, along with the challenges faced in the achievement of universal primary education. These challenges may hinder the progress of these countries towards the achievement of Sustainable Development Goal.

The focus of this paper is on the assessment and understanding of the gender equity in education in Jammu and Kashmir. Gender equity is the process of being fair to women and men. To ensure fairness, strategies and measures should be available to compensate for women's historical and social disadvantaged. The central government, state government, NGOs and local bodies are jointly working for the promotion of women's education. The paper discussed to what extent the central government, state government, NGOs and local bodies have achieved the gender equity in education and what are the challenges in promoting gender equity in the state? The objectives of this study included first, to understand and explore the women's level of participation in education and to explore the barriers to women's education. The data used are taken from the census of India, report from the education sector of Jammu and Kashmir and National Human Development Report of India. The literacy rate and education of the women of Jammu and Kashmir is far lower than their counterparts and also lower than women at national level. Poverty, ignorance of parents and lack of basic infrastructural facilities seem to be major obstacles in the attainment of gender equity in education. The educational schemes and developmental programmes seem have not helped to improve the condition of girls. There is an essential need to make serious efforts by government, not-for-profit organizations and other local bodies to augment the pace of development in education of the women of Jammu and Kashmir.

This paper expects to highlight emerging issues and challenges in the sphere of Higher Education (HE) in India, especially in provincial and semi-urban ranges. When we realise that the India is the most noteworthy HE-System itself. I have attempted to concentrate on the issues identified with understudy and issues identified with biggest academic system in the third world, with more than of five million students taking H.E. in more than 12000 colleges & universities. India is additionally the third world examination/research super power, spending an extensive sum over it (8%) the planning and change of higher education itself is exceptionally troublesome the most dominant politicians, who run the institution as the business & benefit making industry, principally dominate issue as it. An educationist have rightly pointed out that the Indian Higher Education in inconsistencies pockets of examination are substandard colleges, the best graduated are fruitful on the planet, however unemployment at home is a reality for some. Legislative issues frequently suppress the Grant and in numerous institutions emergency is the standards.

Education is the key to developmental process and also influences demographic behaviour. Jammu and Kashmir is homeland to a number of tribal communities with diverse eco-cultural, socio-economic and geographical backgrounds. These Scheduled Tribes experience passive indifference that takes the form of exclusion from educational opportunities and social participation. Education has been considered as a lever to raise one's position in the society as well as a tool to fight against poverty and ignorance. The present paper explored the current status of education among scheduled tribes in Jammu and Kashmir. Despite constitutional protection and assurances, even after two and a half decades, their educational status is far lower than the total literacy of the State and also lower than literacy rate of scheduled tribes at national level. There is an essential need to make serious efforts by government, non-government organizations and other local bodies to augment the pace of development in tribal education of Jammu and Kashmir.

Education is an important aspect of human resource development. Imparting of education leads to the improvement of understanding, perception, attitude and efficiency of working population. Education has been considered as a lever to raise one's position in the society as well as a tool to fight against poverty and ignorance. Since the independence of India, several constitutional measures have been taken for educational enlistment of the SC (scheduled castes) and ST (scheduled tribes). Though educational achievement is open to all, it is not smoothly achievable as have been felt by the students. This paper highlights some of the constraints faced by SC and ST communities and it asks for urgent attention of the planners and policy makers to eradicate the constraints of the students of SC and ST. If this cannot be done, at least some discussion to draw attention to the fact may bring the issue at large. The main feature of the study is that it is based on empirical data. But the focus of the study is to show the problems of education of SC and ST. (Contains 5 tables.)