MAJOR ISSUES IN EDUCATION-
dropout, stagnation,teacherabsenteeism

Introduction
'Education is not filling of a vessel ,  but the kindling  of the flame.'
                                                     -   Socrates
                     India has made great achievement in the economic sector
No doubt the impact of the growth is also seen in the education sector and a lot of reformations are also made in this sector . But it seems that this reforms are not enough to resolve the ever changing  and ever existent education problems in India.The education problems in India are of sever concern , which can be ignored.Here I am focusing on the three major issues of Indian education.
ISSUES IN EDUCATION
      1.DROPOUT
Dropout is someone who has left school or college before they have finished their studies.
Risk Factors
 Poverty
 Low education level of parents
Pattern of schooling.
Lack of preschooling experience.
Family background and domestic problems create an environment which negatively affects the value of education.
Students would dropout as a result of different factors  such as poor comprehension , absenteeism, attitude and behaviour of the teacher and failure of repetition in the same class ......etc


 Reason for dropout
      Bad Influence:
                    Bad Influence on children is the most common reason for kids dropping out of school.  Early or unlimited exposure to alcohol drugs internet and television can distract children from pursuing academic and  initiate them into anti-social activities instead.
       Academic difficulty
            Inability to cope with the academic pressure is another reason for kids to drop out  of school. Studies  prove that kids who do  not read proficiently  by 4th grade are four times are likely to dropout school.  Studies also reinstate the fact  that students who  fails in maths and English in the 8th grade are 75%  more likely to dropout of  High School.
       Economic cause
          It has been estimated that 65 % of the cause of dropout is due to economic reason. As the income of about 50% of our country is very love they have to depend on larming by their children. Poverty is directly responsible for wastage.
      Social Causes
           There are some backward classes like tribal people who does not take interest in , did not enjoy adequate social facilities because of their social setup.So, they are reluctant in keeping their child in school.
              some of the parents are illiterate so they can't understand the importance of education. They are prejudist and steeped deep in ignorance. They don't  realise that children's education are of vital importance.
               some people are of orthodox and don't like girl's education. Such people withdraw their child's education from schools.
               Girls help their mother at home therefore they are generally withdrawal from school process their mother in domestic affairs
               Early marriage system is the another hurdle. Girls are married at their early age.Therefore , they can't continue their education.
               Most of the scools are co-educational institutions .So the orthodox parents are don't like to send their daughters to the schools.

     Educational causes
        The  the curriculum of education is not accordance with the real life of children.
        Individual attention does not paid to the children.
        The school environment does not meet the psychological needs children. so they are truent.
        Teaching methods adopted in the school are due and boring.
        Lack of interest of the teachers towards their job.
        Fear of examination always remain in the mind of children. Because of their fear they develop repulsive attitude towards education.
        The provisions for instructional materials are not adequate.
         There is lack of healthy contact between parents and teachers. Most of the parent feels that education imparted for their children are useless. So they withdraw their students from the schools.                                                
Deffective Administration
Illiteracy of the parents and gaurdians
 Poor health
            The health of a child greatly affects his learning ability and performance at school. Illness that occur during childhood and continue lifelong may  curb a  child's ability to complete school.
 Disengagement
             Many kids find Schols are boring .According to a study, almost 71  of students become disinterested in High School while they are in the 9th and 10th grades.
            They prefer to go late to school skip classes and take long lunch breaks. The lack of interest often leads to dropping out of school.Some students find it difficult to connect with the teacher .The majority of students did not feel their teachers motivated them enough to work hard.
STAGNATION
          According to Hartog committee, ' stagnation is the detention of a child in a lower class for a period of more than one year.'
Reasons for stagnation
Heavy and uninteresting curriculum
    The children studying in the primary classes are mostly in the tender age group of 6 to 11 years and they have to study 5 subjects including arithmetic and science which are un interesting for the children of this tender age .So they find it difficult to complete this huge and  unabsorbing curriculum within the prescribed period.They, therefore fall victim of stagnation
 Absence of Definite admission rules
        There are no definite rules regarding admission in primary classes .Any child of any age within the age group may seek admission in any class .The result is that there is no coordination and balance between one's age and mental development and consequently the child may have to repeat a year.
 Unsuitable atmosphere and conditions
             Mostly two different types of atmosphere are faced by the student when he gets admission in the class . The first is that of his family or locality and the second is that of the school which comprises of children of various families and different social strata. It is generally not possible for all the children to strike a balance between the two.
 Physical weaknesses of studens
            A healthy body pocess a healthy mind .Our children do not get a balanced diet as a   result that the physical development gets retarded the mind and the memory, therefore do not develop to the desired effect.
Class and caste distinction prevailed in India former in Urban areas and later in rural areas.
Especially in the case of girls, the custom of early marriage stands as a bar.
There is an opposition to send grown up girls to school especially to the mixed  schools without women teachers.
Co education of boys and girls in some places in looked with suspicion. And there is no separate provision of education for girls, deprivation of girls from schools leads to stag ation and dropout
Defective Educational system
            Due to shortage of teachers,a teacher  has generally to take many classes and teach various subjects under these circumstances it is simply a sorry to expect that the students will be able to complete their courses in time to lack of trainee teachers birth of educational material and suitable school buildings are some of the other causes responsible for stagnation in primary classes
Defectivey pattern of examination
         Through the  present examination system efforts are made to assess the knowledge gained by the student in a year within a few hours through some questions. Not the least importantce is  attached to the work a student dose throughout the year
          If due to any reason  the student, despite knowing the subject matter , fail to answer in a particular fashion his entire years is lost and he once again has to repeat the class  .Thus the prevailing system of examination, besides being full of defects, also helps to increase stagnation.
TEACHER ABSENTEEISM
                     A teacher is absent if he or she is not in attendance on a day in the regular School year when the teacher would otherwise be expected to the teaching students in an assigned class.This includes both days taken for sick leave and days taken for person leave  Personal leave  includes voluntary absence for reasons other than sick leave. Teacher absenteeism does not include administratively approved  leave for professional development, field trips, or other off - camp activities..
Major reasons for teacher absenteesim
  Inadequacy of teachers' coupled with high rate of teacher absenteeism renders the learning conditions in school from bad to worse.
Teachers remain absent /are not able to attend school for a number of reasons
 Teachers are deployed for sometime not professional duties such as ;
  Participation in elections to local bodies
 State legislature and Parliament difference population census
 Disaster relief duties
 Polio drop campaigns
 Preparing voters list
Animal and birds service
 Below poverty line survey
 Ration card verification
 Generating awareness among people about leprosy
 Preparing project activities to be conducted by different panchayats
 Literacy campaigns.
 Further teachers have to go to their Education Department for getting their leave sanctioned, GPF Advance seeking release of theit dues, annual increment , transfer ,to participate in meeting and departmental functions  etc
The situation in education department is generally so bad and the teachers feel that unless they  go personality, their  case would not move .
 Teachers are also required to undergo mandatory 20 days in service education and training every year
It has been observed that teachers and students are also required to receive high officials and VIPs.
 Teachers are also required to participate in various awareness programmes.
 All of the above mentioned reasons coupled with teacher's illness and their discharge responsibilities and social obligations etc  increase teacher absence rates.
Further absents  are higher during rainy season, extreme weather conditions, festivals,towards the end of the calendar year , harvesting period,festivals etc.
Remedies for reducing dropout and stagnation
(a)Increasing holding and attracting power of the school;
 Attractive teaching i.e. adoption of improved method of teaching and techniques;
 Attractive school building with well equipped furnitures;
 Improvement of school campus i.e. neat, tidy and beautiful;
Provision of medical facility;
Parental indifference to education;
 Use of audio-visual aids;
 Reorganization of the curriculum;
 Appointment of efficient and trained teachers;
Appointment of women teachers;
(b) Effective multiple class teaching.
(c) Seeking co-operation of the public, parents and guardians by organizing P.T.A.
(d) Fixed age limit for admission in the school;
(e) Regularity of admission in the school;
(f) Regularity in attendance;
(g) Introduction of an year of pre-school education;
(h) Adjustment of school schedule; Adjustment of school hours will be in such a way that on the one hand the children will be able to attend the school and on the other hand they will be able to help their parents in the farms or at homes.
(i) Introduction of the system of ungraded unit;
Abolition of the examination at the end of Class I. Teaching the first two classes as one teaching unit, within which each child can progress according to his own rate.

(j) Introduction of the improved technique of evaluation; Maintenance of systematic records, where the examination results of the pupils in different subjects, besides their performance in co-curricular activities, personal qualities, health information, attendance etc. will find place. These records will be taken into consideration at the time of class promotion. These records will help the teachers to judge the different aspects of the pupil’s personality.
(k) Teachers;
        The lion’s share in reducing educational wastage goes to the teachers. If they are able to make continuous efforts to solve these problems which contribute to educational wastage, if they are able to improve their instructional programme, holding and attracting power of the school, evaluation system of the school, then and then only the extent of wastage can be reduced to a minimum after some years, if not completely eradicated.

Kothari Commission suggested the following programmes for reduction of wastage and stagnation;
(a) The provision of a school within easy distance from the home of every child;
(b) The enrolment of every child of the prescribed age into Class I of a school through propaganda, persuasion and even penal action if necessary;
(c) The retention of every enrolled child in school till he reaches the prescribed age or completes the prescribed course;
(d) Implementation of a programme of qualitative improvement of education because universal enrolment or retention depends very largely on the attracting power of the schools.
Remedies for refusing teacher absenteeism
a) Recruit individuals more likely to remain in teaching
Recruit individuals with higher initial commitment to teaching
Recruit more women teachers
Recruit individuals with stronger ties to their community.
(b) Strengthen teacher training.
  Provide adequate pre-service teacher training and in-service training .
(с) Improve the financial rewards for those wh o enter teaching.
 Increased government salary for teachers
   Increase professional integration and involvement
(c) Implementation of teacher support groups
Involve teachers more effectively in curriculum and instruc￾tional materials development.
 Provide professional seminars and conferences

CONCLUSION
                     It can be concluded that a lot of improvements are needed, after seeing all these challenges. Our education system has to achieve the planned goals.

Neurobiology implications

implication of neurobiology for teaching and      learning


   Education is about enhancing learning,
and neuroscience is about understanding
the mental processes involved in learning.
This common ground suggests a future in
which educational practice can be
transformed by science, just as medical
practice was transformed by science
about a century ago. In this report we
consider some of the key insights from
neuroscience that could eventually lead
to such a transformation.
• Neuroscience research suggests that
learning outcomes are not solely
determined by the environment.
Biological factors play an important
role in accounting for differences in
learning ability between individuals.
• By considering biological factors,
research has advanced the
understanding of specific c learning
diffi cuties, such as dyslexia and
dyscalculia. Likewise, neuroscience is
uncovering why certain types of learning
are more rewarding than others.
• The brain changes constantly as a
result of learning, and remains ‘plastic’
throughout life. Neuroscience has
shown that learning a skill changes
the brain and that these changes revert
when practice of the skill ceases.
Hence ‘use it or lose it’ is an important
principle for lifelong learning.
• Resilience, our adaptive response to
stress and adversity, can be built up
through education with lifelong effects
into old age.
• Both acquisition of knowledge and
mastery of self-control benefit t future
learning. Thus, neuroscience has a key
role in investigating means of boosting
brain power.
• omen insights from neuroscience are S
relevant for the development and use
of adaptive digital technologies. These
technologies have the potential to
create more learning opportunities
inside and outside the classroom, and
throughout life. This is exciting given
the knock-on effects this could have
on wellbeing, health, employment and
the economy.
• There is great public interest in
neuroscience, yet accessible high
quality information is scarce. We urge
caution in the rush to apply so-called
brain-based methods, many of which
do not yet have a sound basis in
science. There are inspiring
developments in basic science
although practical applications are
still some way off.
• The emerging fi led of educational
neuroscience presents opportunities as
well as challenges for education. It
provides means to develop a common
language and bridge the gulf between
educators, psychologists and
neuroscientist.
wealth and happiness. It allows human
beings to transcend the physical limits of
biological evolution. We know that
education works through experiences that
are dependent on processes in the brain,
and yet we still understand far too little
about these processes. Neuroscience
studies have begun to shed light on the
mental processes involved in learning. In
this report we explore the extent to which
these new scientific c insights can inform
our approach to education.

PEDAGOGY – INTEGRATING ICT, CULTURAL INTEGRATION

INTRODUCTION

 Information and Communication Technologies are combined with forums, services, tools, technologies, information, knowledge, etc. which can be used for achieving goals of teaching-learning pedagogy, also enhancing performance. ICT has to contribute to the whole universe. To access to education, impartiality in education, quality in Education, efficient education, also governance and administration.

The entire education system has transformed into an innovative learning system. However, keeping in mind the practical aspects of teaching through ICT, especially in schools of rural and remote areas, it is assumed that the desired goals would be achieved once the computer technology, local area networks, and the information management system are developed. As a result, there are clear and detailed planning, design and well-built technical support system, yet the desired outcomes have not been achieved.

Cultural integration in education refers to education and instruction designed for the cultures of several different races in an educational system. This approach to teaching and learning is based upon consensus building, respect, and fostering cultural pluralism within racial societies.

INTEGRATING ICT WITH PEDAGOGY

The major reasons behind the failure are not integrating the purpose, functions, and procedure of the functional system adequately. That is why ICT fails to function in assisting; spreading information and knowledge, hence, the applications and effects of ICT are not obtained. In the paper there are so many techniques and so many tools are defined to use ICT very effective way. There are countries which incited one step towards to ICT learning. They are allowed you to do online course for the learner and experience about ICT in different sectors. PRAGATIis  a very elegant example of use of ICT technology. PRAGATI is a unique integrating and interactive platform. The platform is aimed at addressing common man’s grievances, and simultaneously monitoring and reviewing important programmes and projects Of the Government of India as well as projects flagged by State Governments

OBJECTIVES

 The main aim to use ICT technology is to serve better education to whole world, providing high quality education with world class facilities to the youth of India and the earth, so that they can compete with the students all over the world.

 − To enhance the efficiency of teachers developing expression power and improve the learning experience

. − To implement the lifelong learning.

− The proper understanding and application of the concepts.

− Elaboration reasoning and critical thinking abilities, also develop proper study habits. − To increase judgment and decision making ability.

 − To encourage for risk taking, scientific temper, etc.

 − To keep up with rapid changes

. − To encourage equal opportunities to achieve better education.

 − To automatically and dynamically adjust the learning delivery.

 − Enable the learners to perform a complete self-assessment that will help them identify their strengths and weaknesses.

 − To understand learners’ grasping power, help with changing the complexity, efficiency, idea, speed, and other characteristics of the course to suit the learner.

MAJOR CHALLENGES OF ICT

There are multiple issues and challenges confronting the implementation of ICT education in schools and educational institutions and the problems are much more magnified in case of schools located rural and remote area when the access to electricity and internet are next to impossible. The biggest challenge is the need for constant renewal in terms of content. The policy makers, educators, administrators and students in higher education are facing certain challenges like, Environmental challenges, Educational challenges and Cultural challenges.

Environmental challenges :There is restriction on infrastructure area for the complete ICTs integration in education. So it becomes very significant for policy makers and planners before any development of ICT in education. Few things which we have to keep in mind when we implement ICT in education like proper classrooms and buildings need to be available for the latest technology as well as availability of telephony and electricity

Educational challenges: It is one of the biggest challenges to develop ICT in education because of balancing educational goals with financial realities. In education, ICTs need huge amount of investments. Additional effort and time required to train teaching manpower, motivate educators and integrate ICT as a tool into their curriculum. In short, development of ICT in education requires to establishment facilities with appropriate infrastructure and adaptation of the latest technologies

Cultural challenges: English is the foremost language of the internet. Miscellanies of culture in different area of the world are also challenges to introducing ICT in education. Almost 80% of online content, educational software are in English. English is not the first language in most of the countries. So it denotes a serious obstacle to integrating ICTs use in education system. For example, in India and Pakistan, almost all the websites are in English. Thus, some people may not access the information due to lack of in English efficiency.

SIGNIFICANCE OF ICT :

Information and Communication Technology (ICT) can allow educators and learners to make important contributions in learning and achieving specific goals. There, needs to define some approaches to use ICT in the formal education sector to be revised and examined. Documentation, research techniques should be applied. Relationships between ICT, curriculum development, pedagogy and practice in classroom setting are considered. The term 'ICT', in curriculum is discussed. A framework for the investigation of contemporary understandings of ICT in pedagogical practice is presented. Three dimensions of ICT curriculum: I) proposed; 2) implemented and 3) achieved are employed in this framework. The structural approaches that can be applied for the examination of ICT in each of these three dimensions are discussed. This study will provide a ;

 E-learning and access to  e-libraries.

− Access to varieties of learning resources.

− Access to online courses of any university.

− Propinquity to information

− Collaborative learning.

− Educational data storage.

− Learning at any time and any place.

− Distance learning.

− Reduces time on many routine tasks.

− Access to the sources and resources of information.

− Touch with any legend researcher.

− Multimedia approach to education.

− Teaching of different subjects made interesting.

− Access e-mail, chat, forum and blogs multiple communication channels.

− Easy, understandable and interesting learning.

ICT IN 21ST CENTURY’S

For improving student learning outcome, we need to improve educational quality. Thus, students can be able to procure the skill which is needed for 21st century learning. Communication and Collaboration, digital literacy, citizenship, critical thinking and problem solving, creativity and being productive users of technology are important for 21st century skills. There are three skills of life and career in 21st Century. 1] Leadership & responsibility 2] Productivity & accountability and 3] Social & cross-cultural skills[1]. In learning environment, 21st century support to the professional learning. So the educators can easily collaborate and share their best practices. It enables students to learn with relevant contexts. It allows teachers for accessing quality teaching and learning tools, technologies and resources. It supports to expand face-to-face and online learning for cross cultures. In 21st century, mainly six key components are defines for learning

1] Emphasize core subjects

 2] Emphasize learning skills

 3] ICT tools to develop teaching and learning skills

4] Teach and learn in a 21st century context

5] Teaching and learning 21st century content and

 6] Use of 21st century assessments that measure 21st century skills

CULTURAL INTEGRATION

Culturally relevant or responsive teaching is a pedagogy    grounded in teachers' displaying cultural competence: skill at teaching in a cross-cultural or multicultural setting. Teachers using this method encourage each student to relate course content to his or her cultural context.

While the term often deals specifically with instruction of African American students in the United States, it has been proven to be an effective form of pedagogy for students of all racial and ethnic backgrounds. For instance, in Canada, research reflects the need to bridge the gap between traditional Aboriginal education and Western education systems by including spirituality in Aboriginal educational practices. By making education culturally relevant, it is thought to improve academic achievement. Although the majority of this practice is undertaken in a primary or secondary school setting, Baumgartner and Johnson-Bailey (2008), have experienced the implementation and discussions of culturally relevant teaching within a higher education environment.

CHARACTERISTICS

·      Validating and Affirming: Culturally responsive teaching is validating and affirming because it acknowledges the strengths of students’ diverse heritages

·      Comprehensive: Culturally responsive teaching is comprehensive because it uses "cultural resources to teach knowledge, skills, values, and attitudes.

·      Multidimensional: Culturally responsive teaching encompasses many areas and applies multicultural theory to the classroom environment, teaching methods, and evaluation.

·      Liberating: Culturally responsive teachers liberate students.

·      Empowering: Culturally responsive teaching empower students, giving them opportunities to excel in the classroom and beyond. "Empowerment translates into academic competence, personal confidence, courage, and the will to act."

·      Transformative: Culturally responsive teaching is transformative because educators and their students must often defy educational traditions and the status quo.

PRINCIPLES

·       Identity Development: Good teaching comes from those who are true to their identity (including genetic, socioeconomic, educational and cultural influences) and integrity (self-acceptance). Teachers who are comfortable with themselves and teach within their identity and integrity are able to make student connections and bring subjects alive. It is critical for the student-teacher connection when implementing Culturally Relevant Pedagogy.

·       Equity and Excellence: Within this principle the following concepts are addressed: "dispositions, incorporation of multicultural curriculum content, equal access, and high expectations." The integration of excellence and equity in CRP is predicated upon establishing a curriculum that is inclusive of students cultural experiences, and setting high expectations for the students to reach.

·       Developmental Appropriateness: Several concepts collectively define Developmental Appropriateness within the context of CRP. These concepts include, "...learning styles, teaching styles, and cultural variation in psychological needs (motivation, morale, engagement, collaboration)." The goal is to assess students cognitive development progress and incorporate learning activities within the lesson plan that are challenging and culturally relevant.

·       Teaching the Whole Child: Similar to 'Developmental Appropriateness', 'Teaching the Whole Child' is a theme that includes the concepts of "skill development in a cultural context, home-school-community collaboration, learning outcomes, supportive learning community and empowerment. When teaching a child wholly, educators must be cognizant of the socio-cultural influences that have attributed to the learning progress of that child even before they enter the classroom. These outside influences must naturally be accounted for when designing a culturally relevant curriculum.

·       Student Teacher Relationships: The theme of Student-Teacher Relationship within the context of CRP aligns itself closely with the concepts of "caring, relationships, interaction, and classroom atmosphere." Educators must combine the willingness to bond with their students with the desire to grow that relationship into one vested in personal care and professional vigilance. Students must feel that the teacher has their best interest at heart to succeed in implementing CRP.

·       Manage Student Emotions: When teaching adult learners it is also important to exhibit Culturally Relevant Pedagogies. Educators must be prepared to manage students that may have strong emotional experiences to culturally diverse readings Positive emotions may enhance the learning experience, whereas negative emotions may cause discourse and prevent students from engaging Educators should explore strong emotions, particularly in adult learners, and use it as a cultural teachable moment.

CHALLENGES

Not all educators favor culturally relevant teaching. Indeed, there are many practical challenges to implementing culturally relevant pedagogy including a lack of enforcement of culturally relevant teaching methods, and the tendency to view students as individual units only, rather than seeing them as linked inseparably with their cultural groups. In culturally relevant pedagogy, new teachers must be taught how to adapt their curriculum, methodology, teaching methods, and instructional materials to connect with students’ values and cultural norms. Therefore, another challenge for educators is to prepare reflective practitioners who can connect with diverse students and their families. Even though some schools of education acknowledge credibility in training culturally relevant educators, many wrestle with how fit such training into their program and "grudgingly add a diversity course to their curriculum."One contributor to this reluctance comes from the education professors’ discomfort with or fear of addressing issues such as racism in their courses."The student population of America's classrooms has changed. Currently, 43% of students in our nation's schools come from racially and ethnically diverse backgrounds. Latinos account for 20% of the school population and Blacks 17%. Nationally, white students now represent 57% of public school enrollment, down from 61% in the 1993-94 school years. Given these demographics, Kenneth Fasching-Varner and Vanessa Dodo-Seriki have suggested that disconnects in teacher and student identity lead to "Free and Reduced Pedagogy," or a non-student first approach that reduces students to cultural differences, discrediting students based on their identities and differences in identities between teachers and students.^] In the largest school districts, half or more of the students are non-white. Demographic projections predict that cultural and ethnic diversity will increase. Students of color will become the majority in the United States by 2023.

CONCLUSION

The modern science, engineering and technology are based on Information and Communication Technology. ICT is a developmental tool and this technology can be helpful in meeting the governance, employment, education, health and commercial needs of the nation. To integrate ICT into the curriculum, institutions should provide suitable support to the teachers in terms of finance, infrastructure and e-resources. The success of ICT in rural areas will require many changes to the current landscapes, for example increased availability of education, training, infrastructure, and affordable ICT capital.

REFERENCE

International Journal of Computer & Mathematical Sciences IJCMS ISSN 2347 – 8527 , Priyanka Patel, Nehal Patel., Volume 6, Issue 5 May 2017

http://ictliteracy.info/rf.pdf/UsingICTQuality.pdf

[1] Abtahi, M. S., &Hamidi, N. (2011). THE IMPORTANCE OF ICT IN EDUCATIONAL SYSTEM AND CURRICULUM. In INTED2011 Proceedings (pp. 2853-2865). IATED.

[2] Daniel, J. S. (2001). Using ICT for quality teaching, learning and effective management. UNESCO Asia and Pacific Regional Bureau for Education.

[3] Mbodila, Munienge, Telisa Jones, and KikungaMuhandji. "Integration of ICT in education: Key challenges." International Journal of Emerging Technology and Advanced Engineering 3.11 (2013): 515-520.

[4] Raju, S. V., Raju, M. B., Abbaiah, G., &Gudavalli, M. (2016, February). Role of ICT in Outcome Based Education. In Advanced Computing (IACC), 2016 IEEE 6th International Conference on (pp. 815-819). IEEE.

[5] Bottino, R. M. (2004). The evolution of ICT‐based learning environments: which perspectives for the school of the future?. British Journal of Educational Technology, 35(5), 553-567.

[6] Heap, N. W., Kear, K. L., & Bissell, C. C. (2004). An overview of ICT-based assessment for engineering education. European Journal of Engineering Education, 29(2), 241-250.

[7] Stoner-Weiss, K. (1999). Central weakness and provincial autonomy: Observations on the devolution process in Russia. Post-Soviet Affairs, 15(1), 87-106.

[8] http://www.ksbe.edu/_assets/spi/pdfs/21_century_skills_full.pdf

Critical pedagogy

Critical Pedagogy

Critical pedagogy is an educational approach proposed by Paulo Friere for developing critical consciousness or critical awareness in the learner.  Critical consciousness is ability to critically perceive the causes of social, political and economic oppression and to take action against the oppressive elements of society.
          Critical pedagogy enables student to question and challenge domination, the beliefs and practices that dominate.
          Critical pedagogy is defined as an education methodology that seeks to increase student awareness of the hidden curriculum’s inequalities and multiple form of oppression that exist in the society, and encourage them to take step towards creating a more democratic and equitable society.
                   The aim of Freir’s critical pedagogy is to restore to marginalized groups their stolen ‘voice’, to enable them recognize identify, and give their name the things in the world.
Characteristics of critical pedagogy
1. Critical pedagogy is based on the presumption that all education is pedagogy
2. It provides the learner with tools to better themselves and define the world .
3. Its approach is issue based or problem based .
4. It provides the learner with the tools to analyze critically how and on whose benefit the knowledge is constructed .
5. Critical pedagogy transforms the learner from objects to subjects.
6. It aims to create a more egalitarian and just society.
7. It transforms the learner from the role of passive listener to active participants.
8. Critical pedagogy argues for an approach to education that is rooted in the experiences of marginalized peoples.
9. It is focused on dialogue instead of a one-way transmission of knowledge.
10. It envisages a transformed world, i.e., a more democratic, more just and more egalitarian world.
11. Critical pedagogy needs to create new forms of knowledge through its emphasis on breaking down disciplinary boundaries and creating new spaces where knowledge can be produced

Banking system of education

     The term ‘banking system education’ is a phrase used ironically by Paulo Freire to describe the prevailing system of education,  He called the traditional system of education as ‘banking education‘ because in this system teachers make deposits of information and knowledge into the empty accounts of students, in a similar manner one operates a bank account.  The traditional education, as conceived by Friere, is an act of depositing, in which the students are the depositories and the teacher is the depositor.  In this system of education, the teacher lectures, and the students receive, memorize, and repeat.

Characteristics of Banking Education
1.  The teacher teaches and the students are taught.
2.  The teacher knows everything and the students know nothing.
3.  The teacher thinks and the students are thought about.
4.  The teacher talks and the students listen-meekly.
5.  The teacher disciplines and the students are disciplines.
6.  The teacher chooses and enforces his choice, and the students comply.
7.  The teacher chooses the program content, and the students adapt to it.
8.  The teacher chooses the program content, and the students adapt to it.
9.  The teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students.
10.  The teacher is the subject of the learning process, while the pupils are mere objects.

NEW TRENDS IN EXAMINATION

OPEN BOOK EXAMINATION
Open-book examinations are similar to traditional examinations. The major difference is that in open-book examinations, students are allowed to bring their textbooks, notes or other reference materials into the examination situations. Teachers may also assign a standard set of teaching materials or a standard set of examination questions to their students before the examination, so that students can prepare in advance with the assigned resources.They test your ability to find and apply information and knowledge, so are often used in subjects requiring direct reference to written materials, like law statutes, statistics or acts of parliament.
Two types of open book examinations
One may think of two kinds of open book examinations, say the restricted type and the unrestricted type.
In the restricted type of open book examinations, students are permitted to bring into the examination room one or more specific documents approved by the course instructor.
In the restricted open book examination, students may be permitted to consult printed documents such as the logarthmic tables, dictionaries, or complete works of Shakespeare, but no handwritten material or printed documents which have not had prior approval. One may also need to make sure that the printed documents that students bring do not contain any scribbles on the margin.
In the Unrestricted type,students are free to bring whatever they like.They may bring any books(with or without scribbles on the margin),lecture handouts of the course instructor,or their own handwritten notes.

What kinds of material can be used?
The materials you can take into an open-book exam can vary. Some restrict the type of materials, e.g. formula sheets, tables or a limited number of texts, while others may be totally unrestricted (any quantity of any material).
Materials might be your notesreadings, reference materials or textbooks equipment like calculators, drafting tools etc.
Materials used in take-home exams are usually unrestricted. Check your course guide or with your lecturer to find out what you can use. The main restriction for take-home exams is that they must be your work—you must attempt them by yourself without any help from others.
Why are some exams open book?
Open-book exams test for more than just rote-learning. At university, simply memorising and repeating information is not enough to get you a good mark. Higher education is supposed to equip you with intellectual abilities and skills. Open-book exams test your ability to quickly find relevant information and then to understand, analyse, apply knowledge and think critically.
- Most people find open book tests less stressful than closed book tests.
- Open book questions will emphasize problem solving,creativity,or deep knowledge rather than a simple recall or facts.
- Open book exams reflect real life more accurately than closed book exams.
- This type of exam emphasize deep knowledge and mimic reality more closely than closed book exams.
What kinds of questions will an open-book exam have?
Open-book exams don't test your memory; they test your ability to find and use information for problem solving, and to deliver well-structured and well-presented arguments and solutions.
Open-book exam questions usually require you to apply knowledge, and they may be essay-style questions or involve problem solving or delivering solutions. The style of question depends on the faculty or school setting the exam. For example, in Law, the questions may set up a hypothetical fact situation that you will need to discuss.
How to design a good Open-book Examination Assessment?
Set questions that require students to do things with the information available to them, rather than to merely locate the correct information and then summarize or rewrite it
Make the actual questions straightforward and clear to understand. Students usually read the questions quickly because they often want to save their time searching answers from textbooks and notes
Arrange a bigger venue to hold the examinations because students may need larger desks for examinations
Make sure there is enough time for students taking the examination. The length of open-book examination is usually longer than the traditional examination because students need extra time for searching information and data from their notes and textbooks.
Set up the appropriate marking criteria for open-book examinations as the aspects to be assessed in open-book examinations may be different from those in traditional examinations. For example, the assessment criteria may have to weigh more on the application of knowledge, comprehension skills and critical thinking skills, rather than recalling knowledge from textbooks and notes.
Misconceptions about open book exams
1) Open-book exams are a breeze
Open-book exams are not an easy option. Answering the questions well requires more than just copying information straight from texts. For example, having access to a textbook can stop you from giving a wrong answer if you can't remember a fact or formula, but just getting that fact correct won't get you good marks. In open-book exams, it's how you locate, apply and use the information that is important.
2) You don't have to study
Probably the biggest misconception about open-book exams is that there is no need to study. You should study just as you would for any other exam. Having books and notes to refer to might mean you don't have to memorise as much information, but you still need to be able to apply it effectively.
This means you must fully understand and be familiar with the content and materials of your course so you can find and use the appropriate information. In open-book exams, you need to quickly find the relevant information in the resources you have. If you don't study, you won't know where to find the information.
3) You can just copy straight from the book!
You can't copy chunks of text directly from textbooks or notes. This is plagiarism. In open-book exams, the resource materials are made available to you, so you are expected to do more than just reproduce them. You must be able to find, interpret and apply the information in your sources to the exam questions. You usually need to reference as well, just as you would for any other assignment.
4) The more materials the better!
Don't get carried away and overload with materials and resources in the exam—only take what you need. Stacks of books won't necessarily guarantee your performance, and you won't have time for extensive reading. Too many materials can end up distracting you and crowding up your workspace. Carefully select your materials and organise them for quick reference.
Advantages of open book examination
Less demanding on memory
Examination becomes a learning process
Verifies ability to retrieve information.
Enhance the comprehension and synthesizing skills.
It reduces examination anxiety.
Permits higher order questions.
Disadvantages of open book examination
Difficult to ensure equitable resourses for all students.
Libraries usually possess few copies of the same book.
More space is needed during examinations.
Students are unfamiliar with the exam.
Clear procedures and rules are still evolving.

ICT Workshop Report

ICT Workshop Report

As a part of M. Ed. Curriculum the first year M. Ed.students of NSS Training College Ottapalam conducted a 5 day ICT workshop on 19/8/2019 (Monday). The workshop was inaugurated by Sri Rajiv Warrier and coordinated by Dr. K Sajan (Ass. Prof. N. S.S T.c). Students actively participate in the workshop.

The workshop was started in the afternoon section under the supervision of Sajan sir. Sajan Sir demonstrated and explained about each work. He assigned a task to create a blog for education and to upload documents like Word, Excel, PowerPoint voice note, video, pictures, etc.. Of already assigned topics. Sajan sir individually helped each and every student. After 5 days on   26/ 8 /2019 (Monday), 4:45 p.m. workshop was finished. Students created there on blogs and uploaded documents successfully. From this workshop, we got good guidelines about making Blogs, A. P. A format of research paper and some other applications like Tumblr, Edmodo, Linked-In, Slide Share, Any desk, etc.. Thank you so much Sajan sir for spending your valuable time with us. Sajan Sir evaluated the workshop and two students Akhil Raj and Kavitha gives feedback about the workshop and about its effectiveness.

Multiple Choice Questions

MARK LIST

Mixed Methods Research

Mixed methods research is a a growing area of methodological choice for many academics and researchers from across a variety of discipline areas. With the development and perceived the legitimacy of both quantitative and qualitative research in the social and human sciences, mixed methods research, employing the combination of both quantitative and qualitative research has gained popularity. This popularity is because research methodology continues to evolve and develop and mixed methods research is another step forward, utilizing the strengths of both qualitative and quantitative methods.

Mixed methods research is basically defined as the class of research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts or language into a single study. Philosophically, it is the “third wave” or third research movement, a movement that moves past the paradigm wars by offering a logical and practical alternative. It is an expansive and creative form of research, not a limiting form of research. It is inclusive, pluralistic and complementary. Mixed methods research focuses on collecting, analyzing and mixing both quantitative and qualitative data in a single study or series of studies. Its central premise is that the use of quantitative and qualitative approaches in combination provides a better understanding of research problems than either approach alone. This better understanding results because mixed methods offer strengths that offset the weaknesses of separately applied quantitative and qualitative research methods. It also encourages the collection of more comprehensive evidence for study problems; helps answer questions that quantitative or qualitative methods alone cannot answer. Mixed methods research is important today because of the complexity of problems that need to be addressed, the rise of interest in qualitative research and the practical need to gather multiple forms of data for diverse audiences.

Johnson, Onwuegbuzie, and Turner define mixed methods research “is the type of research in which a researcher or a team of researchers combines elements of quantitative and qualitative approaches (e.g. use of qualitative and quantitative viewpoints, data collection, analysis, and inference techniques) for the purpose of breadth and depth of understanding and corroboration”. Also, the Journal of Mixed Methods, in its call for paper, mixed-methods defined mixed methods research as “research in which investigator collects, analyses, mixes and draws inferences from both qualitative and quantitative data in a single study or a program of inquiry”.

Qualitative and Quantitative Data

As per the definition, mixed methods research involves both collecting and analyzing quantitative and qualitative data. Quantitative data includes closed-ended information such as that found on attitude, behavior, or performance instruments. Sometimes quantitative information is found in documents such as census records or attendance records. The analysis consists of statistically analyzing scores collected on instruments, checklists or public documents to answer research questions or to test hypotheses.

In contrast, qualitative data consists of open-ended information that the researcher gathers through interviews with participants. The general, open-ended questions asked during these interviews allow the participants to supply answers in their own words. Also, qualitative data may be collected by observing participants or sites of research, gathering documents from a private or public source, etc. The analysis of the qualitative data (word or text or images) typically follows the path of aggregating the words or images into categories of information and presenting the diversity of ideas gathered during data collection.

Mixing of Data

The mixing of data is a unique aspect of the definition of the mixed methods research. By mixing the datasets, the researcher provides a better understanding of the problem than if either data set had been used alone. There are three ways in which the mixing occurs: merging or converging the two data sets by actually bringing them together, connecting the two datasets by having built on the other, or embedding one dataset within the other so that one type of data provides a supportive role for the other dataset. In short, it is not enough to simply collect and analyze qualitative and quantitative data; they need to be mixed in some way so that together they form a more complete picture then they do when standing alone.

Table 1 Characteristics of Quantitative, Mixed and Qualitative methods

Characteristics	Quantitative Methods	Mixed Methods	Qualitative Methods
Degree Of Predetermined Nature	Predetermined	Both Predetermined And Emerging Methods	Emerging Methods
Questions	Instrument Based	Both Open- And Closed -Ended	Open-Ended
Data Types	Performance, Attitude, Observational, And Census	Multiple Forms Of Data Drawing On All Possibilities	Interview, Observation, Document, And Audiovisual
Analysis	Statistical Analysis	Statistical And Text Analysis	Text And Image Analysis
Interpretation	Statistical Interpretation	Across Databases Interpretation	Themes, Patterns Interpretation
May Employ These Strategies Of Inquiry	Surveys, Experiments	Sequential, Convergent, And Embedded	Phenomenology, Grounded Theory, Ethnography, Ease Studies, Narrative

Basic Characteristics

• Design can be based on either or both perspectives.
• Research problems can become research questions and/or hypotheses based on prior literature, knowledge, experience, or the research process.
• Sample sizes vary based on methods used.
• Data collection can involve any technique available to researchers.
• Interpretation is continual and can influence stages in the research process(‘Mixed Methods Research Designs | Research Rundowns’, n.d.).

Mixed Methods Research Process Model

The mixed methods research process model comprises eight distinct steps:

• Interpretation of data;
• Analysis of data;
• Collection of data;
• Selection of mixed-method or mixed-model research design;
• Determining the research question;
• Determining whether a mixed the research procedure is appropriate;
• Legitimization of data; and
• Drawing conclusions and writing the final report(kudrat, 2015).

Figure1. Mixed Methods Research Design

Why Use Mixed Methods?

The simple answer is to overcome the limitations of a single design. A detailed answer involves:

·         To explain and interpret.

·         To explore a phenomenon.

·         To develop and test a new instrument.

·         To serve a theoretical perspective.

·         To complement the strengths of a single design.

·         To overcome the weaknesses of a single design.

·         To address a question at different levels.

·         To address a theoretical perspective at different levels.

What are some strengths?

• Can be easy to describe and to report.
• Can be useful when unexpected results arise from a prior study.
• Can help generalize, to a degree, qualitative data.
• Helpful in designing and validating an instrument.
• Can position research in a transformative framework.

What are some weaknesses?

• Time required.
• Resolving discrepancies between different types of data.
• Some designs generate unequally evidence.
• Can be difficult to decide when to proceed in sequential designs.
• Little guidance on transformative methods.

TYPES

Sequential explanatory design. This design involves the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. The priority is given to the quantitative data, and the findings are integrated during the interpretation phase of the study.

Example: The researcher collects data about people’s risk and benefit perceptions of red meat using a survey and follows up with interviews with a few individuals who participated in the survey to learn in more detail about their survey responses (e.g., to understand the thought process of people with low-risk perceptions (‘Mixed methods research’, n.d.).

sequential exploratory design. In this design, qualitative data collection and analysis are followed by quantitative data collection and analysis. The priority is given to the qualitative aspect of the study, and the findings are integrated during the interpretation phase of the study

Example: The researcher explores people's beliefs and knowledge regarding nutritional information by starting with in-store interviews and then uses an analysis of the information to develop a survey instrument that is administered later to a sample from a population.

Concurrent triangulation. In this design only one data collection phase is used, during which quantitative and qualitative data collection and analysis are conducted separately yet concurrently. The findings are integrated during the interpretation phase of the study. Usually, equal priority is given to both types of research.

Example:The  researcher uses a survey to assess people’s self-reported food safety practices and also observes those practices in their natural environment. By comparing the two types of data, the researcher can see if there is a match between what people think they are doing and what they are actually doing in terms of food safety practices.

Concurrent nested. In this design only one data collection phase is used, during which a predominant method (quantitative or qualitative) nests or embeds the other less priority method (qualitative or quantitative, respectively). This nesting may mean that the embedded method addresses a different question than the dominant method or seeks information from different levels. The data collected from the two methods are mixed during the analysis phase of the project.

Example:The researcher collects data to assess people’s knowledge and risk perceptions about genetically modified food by using a survey instrument that mixes qualitative (open-ended) and quantitative (closed-ended) questions, and both forms of data are integrated and analyzed.

Conclusion

Mixed methods research actually has a long history in research practice. It is now time that all researchers and research methodologists formally recognize the third research paradigm and begin systematically writing about it and using it. Generally, contingency theory is recommended for research approach selection, which accepts that quantitative, qualitative and mixed research are all superior under different circumstances and it is the researcher’s task to examine the specific contingencies and make the decision about which research approach or combination of approaches, should be used in a specific study. As noted by Sechrest and Sidana, growth in the mixed method movements has the potential to reduce some of the problems associated with singular methods. By narrowing the divide between quantitative and qualitative researches, mixed-method research has a great potential to promote shared responsibility in the quest for attaining accountability for educational quality. The time has come for mixed methods research.

Reference

·         kudrat. (2015, February 14). Mixed Methods Research. Retrieved 25 August 2019, from Academike website: https://www.lawctopus.com/academike/mixed-methods-research/

·         Mixed methods research. (n.d.). Retrieved 25 August 2019, from http://resourcecentre.foodrisc.org/mixed-methods-research_185.html

·         Mixed Methods Research Designs | Research Rundowns. (n.d.). Retrieved 25 August 2019, from https://researchrundowns.com/mixed/mixed-methods-research-designs/

Click here to open the original filemixed research

https://www.tumblr.com/blog/athiraeduworld

Mixed method research from AthiraSankarM