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The study analyses the scope and role of Bloom's Taxonomy (1956) in reforming teaching-learning practices in the classroom by employing a systematic balance of questions from both the lower and higher domains of learning in the summative assessment. Thus, this study analyses the annual question papers designed by the Boards of Intermediate and Secondary Education (BISE) Karachi, Hyderabad, Sukkur, and Mirpurkhas for the subject of English grade XII from the year 2014 to 2018. It employs Bloom's Taxonomy to analyze and categorize each item included in these annual question papers to ascertain the higher and lower domains of learning. At Sindh province level, it has been found that 74% of questions refer to the lower domains whereas only 26% are used for higher domains. Given the formative assessment practices, teachers and students remain focused only on the lower domains, but by altering the course, the pedagogical practices and teaching-learning process in Sindh province can remarkably be reformed and transformed from sheer memorization and rote-learning to critical thinking, solution-making, knowledge-building process, and analytical skills.

Understanding the concept of area requires an understanding of the relationship between geometry and multiplication. The multiplicative reasoning required to find the areas of regular figures is used in many courses in elementary mathematical education. This paper explores various methods in which multiplicative reasoning is incorporated into the measurement of area. The main goal is to provide tasks that encourage the application of multiplicative reasoning when students are asked to measure the areas of geometric figures. Student performance is analyzed in two pilot studies of the relationship between geometric measurement and multiplicative reasoning.

Articulation of religious guidelines in the political milieu never takes place in a disembodied form; rather politically inscribed religious discourses are embedded within and conveyed through specific institutional channels, including media organizations and education institutions. My experiences of working as a media educator in villages in Gujarat have helped me understand how the learning of such discriminatory practices begin early as students use various linguistic and socio-cultural cues in order to make sense of the society. In this paper, I use critical media literacy as a way to redefine classroom as a liminal space and create conditions for emergence of an alterity. Critical media literacy (CML) can provide young students with the skills required to upend the dominant discourse of religious violence, to create new narratives from the interstices- from the in-between, and pendulate between the fixed identities subsumed in binaries such as self-other, victim-perpetrator, us-them, and most importantly Hindus-Muslims. In this paper, I attempt to answer two research questions. First, how is this dominant rationality of religious hatred perpetuated through media texts and the socialization process in schools? How does it influence the everyday experiences of young students in two villages in the Sanand tehsil of Ahmedabad district in Gujarat? Second, how can the classrooms be designed as spatial sites to encourage young students to counter their feelings of individualized prejudice and enact resistance? I illustrate how media educators can use CML to design classrooms as a liminal space and help students operate from the margins of the socialization they receive and thus be more open to different regimes of truth practiced in different religious communities.

Parenting holds tremendous significance in today's world as quality parenting facilitates the development of social and emotional competence in a child. The present study explores the dual role of domestic workers as workers and parents. Domestic Workers work from dawn to dusk to take care of their employees' families. The obvious question arises: who takes care of their children, back home? As a parent, Domestic workers with their odd working hours and low or no literacy rate are nowadays trying to overcome the socio-economic challenges as well as handicaps of the profession by getting involved in their children's academics. This paper investigates the effects of the length of working hours and education levels of domestic worker parents on their academic involvement with the children. The present study uses a descriptive survey research design to find out the relationship between academic involvement and work hours. The data was subjected to appropriate descriptive and inferential statistics. The results indicate a negative relationship between work hours and academic involvement. It is also revealed that higher education level to be associated with better academic involvement. The study thus calls for further intervention by schools and the government to motivate parents. Parent-teacher meetings may be of help in this respect along with workshops and government-sponsored programs to educate the parents to support them to climb up the socio-economic ladder through their children.

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.

Multimedia programs having a number of elements like Texts, spoken words, sound & music, graphics, animations and still pictures provide different stimuli in their presentations. Art is the field of education that provides a platform for rigorous investigation, representation, expression, and reflection of both scholastic content and the art form itself. The integration of art with other subjects of the school curriculum can open new pathways of learning for students. Vedic Mathematics is an approach to resolve the crisis in education especially in the field of mathematics. It is not simply a collection of new computational techniques; rather, it provides an entirely different approach to the mathematical computation based on pattern recognition. The present paper deals with the development of multimedia packages using techniques of art and Vedic aphorisms on some selected common topics of curriculum of UK and Indian elementary mathematics and the effectiveness of multimedia packages for the development of mathematical skills. The study was conducted using quasi experimental design for research in both countries. The quantitative analysis of data revealed that the multimedia packages developed by using techniques of art and Vedic Aphorisms have significantly improved the mathematical skills of UK elementary school students.

India's "Right of Children to Free and Compulsory Education Act, 2009" compels private schools to reserve a proportion of their seats for free for disadvantaged children. Although controversial, it is idealized as an equity measure for inclusion in and through education. This small-scale study, feeding into a larger research project, details children's accounts of their everyday lived experiences at private schools in Delhi. Children reported labelling students by teachers as 'naughty' or academically 'weak' or 'incapable' as a pervasive practice. These 'designated identities' (Sfard & Prusak, 2005) were reinforced by teachers and through peer interactions. They were internalized by participants about their peers and affected how they interacted with them. Peers who were labelled were reported to be stigmatized. Surprisingly, neither caste nor gender were mentioned as explicitly marking participant experiences. The paper also discusses the participatory methods employed in the study as a further contribution to the literature on private schooling. Data are from participatory 'draw-and-talk' sessions conducted with 16 children in 2015-16 from marginalized backgrounds, accessing six different private schools in one catchment area, half of whom secured a free private school seat. Participants were from amongst the first cohorts eligible for the free seats provision.

This paper is a reflective account of a travel that shifted the site of initial elementary teacher education from a metropolitan milieu of New Delhi; to the contrasting locale of a remote mountain region in the central Himalayas. This shift of site aimed to re-locate the concerns of quality schooling, diversity and ecological living to this new context. The possibilities of an emancipatory education for the marginalised children of these remote mountain regions may not emerge from mainstream schooling but are derived from an alternative educational imagination. This alternative educational trajectory is rooted in the children's locale specific bio-physical reality, social ecology and recovery of traditional local knowledge systems. The field experiences at a new site are among the critical dimensions of teacher education for diversity. In comparison to the learning that takes place at an urban location of the initial teacher education programme the insights gained from experiences at this educationally 'non-developed' locale at the margins are central to teacher education for diversity. The visit deepened the understanding that a distinct locale specific alternative vision of educational development is not the same as mainstream notions of school education, economic growth and ecological living.

Education is a fundamental human right, yet one fifth of the world's population lives with poor literacy. India is home to the largest number of illiterate people, with infrastructural, cultural, and socio-economic factors hindering equitable access to quality education. Due to the rapidly growing technology and Internet usage in the country, open educational resources (OER) are increasingly being used as a vital tool to help transcend barriers to child literacy, also aiding in educational attainment. While an array of scholarly works provides evidence of the potential in OER to influence higher education outcomes in developing nations, academic analysis of their impact on primary level education attainment has been minimal. This paper retrieve lessons from three children's content providing organizations to understand the opportunities and challenges of OER in primary-level education in developing nations with similar cultural, infrastructural, and socio-economic issues. While the findings of this study suggest that the use of OER allows for greater distribution and scale across different cultural and linguistic settings, particularly in rural and remote regions, they also warn against the adaptation and pedagogical barriers of OER into societies where traditional modes of education are established and trusted.

This paper reports the opportunities and challenges faced by first generation learners, all of whom were designated as being from scheduled tribes and scheduled castes, accessing education in a rural community in the state of Maharashtra, India. The design of the research and the methods used for this child-centred study aimed to generate data to enable reflection on the real-life complexities experienced by children in this situation. Ten case studies based around individual children who shared common experiences were developed. These children had attended the local Zilla Parishad School (Government funded school) in the past and were enrolled at a Non-Governmental Organisation (NGO) funded school at the time of the investigation. The ten case studies focused on those antecedents, contextual factors, perceptions and attitudes towards education that had shaped the experiences of the children. Their personal circumstances, opportunities and challenges emanating from their social, economic, cultural and political environments are discussed.

The introduction conveys some data on the system of education in India, about the place Geography occupies within the curriculum, and on geography teachers' training. In the first section of the paper, several features of the coursebooks in India are underlined: authors, editing, prices, and designing. Furthermore, an array of coursebooks for 4th, 5th, 6th, 7th, and 8th grades is presented. As regards each coursebook, there are scrutinized: the table of contents (topics), the texts, illustrative/iconic materials (maps, photographs, and schematic charts), exercises, the amount of geography terms and denominations, and the glossary.

Pandemic due to the deadly virus COVID-19 has put the entire world in complete lock-down, that too, for months together. India has locked-down the entire country for more than two months. Schools, Colleges and Universities were to be closed immediately putting everything in halt. Classes were abruptly suspended and examinations were to be postponed indefinitely. Education at all levels got affected hugely. Higher education institutes (HEIs) of India that are embedded with technology blend teaching-learning system, used electronic mode for teaching and learning, i.e., e-learning, immediately after the announcement of first phase of lock-down. Following the trend, some of the primary Schools of the country also adopted the virtual platform for teaching-learning. On this backdrop, it is necessary to unfold whether the stakeholders of primary education are ready for virtual platform of teaching-learning. Thus, the objective of this paper is to establish on the basis of personal interviews among 50 parents of primary School students and 30 primary School teachers.

It is important to identify suitable parameters to measure and assess the quality of physical education. This paper aims to understand such measuring tool by focusing on professional perceptions and areas of concern of quality physical education (QPE). The research survey includes data gathered from 799 professionals in 11 cities in Asia. These professionals had experience working at primary schools (n = 155), secondary schools (n = 249), and universities (n = 395). To examine professional perceptions of quality physical education, at the preliminary stage of this study, 65 potential items were identified; of these, 48 items on 8 dimensions were retained, following an exploratory factor analysis. The 8 dimensions covered "skill development and bodily awareness" ([alpha] =0.935), "facilities and norms in PE" ([alpha] =0.932), "quality teaching of PE" ([alpha] =0.923), "plans for feasibility and accessibility of PE" ([alpha] =0.824), "social norms and cultural practice" ([alpha] =0.825), "governmental input for PE" ([alpha] =0.859), "cognitive skills development" ([alpha] =0.920), and "habituated behaviour in physical activities" ([alpha] =0.933). These factors indicated excellent internal consistency and model fit, enabling the construction of highly relevant statements to measure professional perceptions of QPE.

The Government of India made a series of policy changes regarding elementary school education in the country in the period 2002--2012. In 2009 the Government made free (and compulsory) education a fundamental right of every child in India between the ages of six and fourteen. The Government also set out the infrastructure provisions that schools were mandated to implement. In doing so, it adopted a rights-based approach to elementary school education. This paper reports on a study of the effectiveness of this approach. It is argued that merely declaring a public service as a citizens' right does not entail either optimal access or optimal implementation. Rather, the paper argues that claiming of rights and implementation requires an enabling environment and it is concluded that societal power bias and social accountability are important factors in creating such an environment. The examples of Kerala and Bihar, respectively the best and worst performing states in India with regard to implementation of the right to education, were used to examine these states' different levels of performance regarding the mandates defined by the Right to Education legislation enacted in 2009.

In the paper, the researcher attempted to assess Professional Adjustment status and level of teachers according to their marital status on a sample of 792 teachers. Teachers have been classified into two categories viz. married and unmarried. To evaluate the status of professional adjustment of teachers, a tool viz. "Manual on Teachers Professional Adjustment" was used which was prepared and standardized by the investigator. The reliability and validity of the tool were found 0.89 and 0.66 respectively. On the basis of percentile rank and professional adjustment scores, professional adjustment status of teachers have been classified into three levels viz. well-adjusted, average-adjusted low-adjusted. Analysis of data was done by t-test and ?[superscript 2] test through SPSS version 13.0 and Prism 3.0. This study reveals that there is no significant difference between professional adjustment of married and unmarried teachers. Even, professional adjustment levels of two groups are statistically significant. It clearly shows that marriage is not at all related with the career of teachers.

Around the world, the popularity of English has escalated, particularly at the primary school level (Butler, 2015), yet provision of sufficient qualified teacher expertise to meet demand continues to be inadequate. The OECD report on Equity and Quality in Education reports that: "The highest performing education systems are those that combine equity with quality. They give all children opportunities for a good quality education" (OECD, 2012). This paper adopts a sociohistorical perspective to critically examine the OECD criteria of achieving equity and quality through "fairness" and "inclusiveness" with reference to Uruguay, India and China -- all contexts where English has been introduced at primary and kindergarten levels. The analysis draws on data from classroom observations, interviews with teachers and key stakeholders. Findings indicate that while access to the quality provision of English in primary schools and kindergartens has been substantially expanded in recent years in each jurisdiction, the challenges of ensuring universal quality provision have proved complex under conditions where the pre-existing historical and political contexts have limited progress towards equity.

Small schools have enjoyed rich traditions in the history of education. The Vedic-age gurukula small schools, an abode for children of the privileged few, followed a structured curriculum in the teaching of religion, scriptures, philosophy, literature, warfare, medicine, astrology and history. The rigvedic small schools, which were more egalitarian, opened their doors for admission to all strata of society. In medieval India small schools located in pathshalas, madrasas and informal surroundings of a village, for example, in the teacher's house, places of worship or under a tree imparted instruction in the three Rs: reading, writing and arithmetic. Peer-group learning, multipoint entry, needs based studies, adaptability to the immediate environment and adjusting school hours to suit local requirements were the chief merits of these schools. By the time the British arrived, India had a fairly widespread village based small primary school education on revenue free land. A major shift came with the East India Company's policy of maximizing land revenue, where the Indian education system faced starvation in its financial resources, leaving small village schools in shabby dwellings with ill qualified teachers, an absence of primary facilities including a blackboard, furniture and proper seating arrangement, etc. By the 1830s the small village schools no longer stood as the vital centres of learning. Today the modern small schools in rural India are found struggling in the same way, with limited human and physical resources, low enrolment and high a incidence of teacher and student absenteeism. The present paper reviews the current status of small primary schools (grades 1 to 5 in most cases) in rural India by drawing a national picture substantiated with field observations in the villages of Madhya Pradesh and Rajasthan in order to examine the realities on the ground and to develop an understanding of the different contexts in which small schools function. The paper recommends the recognition of the fact that small schools exist in massive numbers and cannot be allowed to struggle further and eventually perish. Sustaining these schools and improving them further has become mandatory. The Right to Education Act 2009 has brought some hope that will look seriously into the provision of minimum facilities as per the entitlements of each school and will ensure regularity of teacher attendance through specified norms.

This research was undertaken with a view to assess the deficiencies in English language among Primary School Children and to develop Multimedia Scenario Based Learning Programme (MSBLP) for mastery of English language which required special attention and effective treatment. The experimental study with pre-test, post-test control group design was employed to carry out the experiment of MSBLP in a sample school and to determine its efficacy for enhancing English Language skills among Primary School Students. In India, the Central and State Government has made great efforts to Education for All (EFA) and initiated several programs to provide universal access to education, to reduce the drop-out rates and ensure achievement of minimum levels of learning. To our surprise the scenario had not much changed inside the classroom even implementing several programmes. However, it was still unclear how effective was the delivery of the course content in the classroom. An intensive training for teachers on a regular basis on a state-wide scale may not be feasible again and again. Hence, multimedia offers pragmatic solutions so that this research paper devoted to explore the issues of learning English and describes the creation of MSBLP as a solution in scientific manner.

Economic development, inclusive growth and high employability are significantly linked to education policy of a country. Beginning with Kothari Commission (1966) with its emphasis on science & technology and research to National Policy on Education (1986), several committees during the last decade have advocated for greater foreign collaboration, public private partnership and improvement in quality. The RTE Act 2002 has been a significant milestone in ensuring near universal enrolment. However there are constant laments about poor infrastructure, indifferent teaching and government schools being out performed by private schools. Make-In-India campaign seeks to significantly bolster India's manufacturing sinews and exports by fostering Ease of Doing Business. Its success, however, would critically hinge on how the leitmotif of education policy is etched in the promised new policy this year. If India wants to be the Asia power of 21st century, quality education at entry level will improve its total factor productivity, ramp up India Human Development Index (HDI) and be a significant conjoint to Public Private Partnership (PPP) and National Manufacturing Policy (NMP). The paper examines these policy options and suggests the way forward.

"Access to basic education" continues to be a matter of serious concern in India. While the quantitative expansion of the system appears to be very impressive, the achievement of the goal of universalisation of primary education has still remained elusive. This is because the government continues its celebration through reflecting on increased access to the basic facilities, based on apparent increase in enrolment-ratios, literacy rate and other infrastructural facilities; a deeper look reveals the progress to be grossly un-satisfactory. Availability of education facilities and attainment reflected in the form of increase in literacy rate, enrolment ratio, availability of educational infrastructure etc. cannot ensure access, as these facilities are beyond reach of the vulnerable section still fighting a grim battle to make their both ends meet. Although the government has provided free education to the children making the direct cost of education minimal, yet there are high indirect cost (i.e., cost on books, stationery, examination fee, transportation, uniform, bags, etc.) as well as opportunity cost (i.e., the loss of wages to parents when the child is sent for schooling), which have not been taken into consideration by the government while subsidizing education. Therefore, instead of relying on availability alone, the issue of affordability needs to be equally stressed upon. The present paper highlights the issue as to whether mere creating the facilities and providing free education ensures access in real sense. It attempts to measure affordability in access to primary education in Uttar Pradesh with the help of DISE data for the year 2013-14.

Bloom’s taxonomy has been utilized in many brunches of disciplines and several user and nonuser study has been conducted by researchers to find out the reasons of degradation of library usage. But the application of Bloom’s taxonomy in elementary education in order to flourish the reading habit and library usage has not been done much. This paper outlines the lacunas of elementary education systems in India to indicate the primary deficiency of ability to make a library-oriented community and listing the antecedents of learning to read as well as draws a relationship model between education and library system and a symbiosis model among elementary education, library usage and Bloom’s Taxonomy have been given. [ABSTRACT FROM AUTHOR]

India aspires to emerge as the information and communication technology leader among the knowledge-based societies; it does so with the education of children as a primary concern. With the passage and enforcement of the 2009 Right of Children to Free and Compulsory Education Act, the Indian government has affirmed its commitment to ensuring universal elementary education for all Indian children. Part of India's rights to education commitment includes the vision of preparing Indian children with 21st century skills, such as learning to operate a computer. Yet, realities exist, including a lack of empirical research on Indian elementary schools, which impedes this vision. The purpose of this literature review is to examine the barriers to and possibilities for information and communication technology programs in India's elementary schools. [ABSTRACT FROM AUTHOR]

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Students who Dropouts of school often have become a growing concern of the global community over the past few years. in our simulation, we illustrate the manner in which a single factor has an impact on the academic pursuits of students, which increases their tendency to dropouts of school. This new view of child development places an emphasis on child welfare, protection, education, and a healthy prospects for the future as necessary developmental requirements for a. Children have rights such as the right to be granted all three items listed above, the include: the right to life, the right to creation, and the right to take part in it. This involves the state, civil society, non-governmental organisations, and other involved stakeholders taking a greater interest in the needs of children as a way of life goes forward with their well-being. A number of NGOs have done projects in the human development sector, as well. Since there are numerous developing countries around the world, NGOs play a particularly important role in the educational growth of the population in these countries. India has a very high dropout rate for high school dropouts. Additionally, there are various social and economic restrictions on school attendance in Karnataka that account for the large number of dropouts. The current study focused on community-based organisations working to lower the number of students who dropouts of school in Mysore. The results of the study are highlighted in this chapter, which also includes involvement of non-profits in development and the problems and priorities for students who dropouts of school, as well as Indian dropouts in Karnataka, are discussed extensively. [ABSTRACT FROM AUTHOR]

Background: Recently, the International League Against Epilepsy (ILAE) has proposed new classification schemes for seizures and epilepsy. The applicability of these classification schemes has not been studied in resource-poor countries.Aim: To determine the incidences of epilepsies in a cohort of school children using the ILAE 2017 classification of epilepsies.Materials and Methods: The study cohort included 7,408 school going children [age range 5-15 years]. They were followed for new-onset unprovoked seizure and seizure recurrence through first grade to fifth grade. The data collected during the first visit included clinical details including details of seizure semiology. All children had EEG and contrast CT scan. All these data were used to classify seizure type and epilepsy using ILAE classification schemes. The ILAE 2014 epilepsy definition was used to diagnose epilepsy. The average annual incidence rates (AAIR) and 95% confidence intervals (CI) were calculated for epilepsies by onset and by etiology.Results: The AAIR of epilepsy was 57.85 (95% CI 39.0-82.6) per 100,000 population. The AAIRs per 100,000 for different epilepsies by mode of onset were focal epilepsies 25.07 (95% CI 13.35-42.87); generalized epilepsies 13.5 (95% CI 5.43-27.8); and unknown onset epilepsies 19.28 (95% CI 9.25-35.46). The AAIRs per 100,000 of epilepsies by etiology were focal genetic epilepsies 7.71 (95% CI 2.1-19.75); genetic generalized epilepsies 13.5 (95% CI 5.43-27.8); and epilepsies due to structural cause 17.36 (95% CI 9.25-35.46). The lesional epilepsies seen in this cohort were geographically specific to resource-poor countries. The AAIR of epilepsy due to calcific neurocysticercosis (cNCC) was 9.64 (95% CI 3.1-22.5) per 100,000.Conclusions: This study demonstrates that the ILAE 2017 classification of epilepsies can be applied in resource-poor countries with limited workup. Lesional epilepsies seen in this study is geographically specific to resource-poor countries. [ABSTRACT FROM AUTHOR]