The Unified-District Information System of Education report of Bihar (U-DISE, 2014-15) revealed that about 17.45 per cent children of class V could not transit to class VI in elementary schools. It seems that the goal of universal elementary education may not be realised in the near future if transition rates are not further significantly enhanced. The study was designed to explore contextual reasons of low transition rate from primary to upper primary schools in Bihar with the help of a set of tools. The study was conducted on the government schools (135) randomly selected from three districts (9 blocks and 27 CRCs). 270 teachers, 174 VSS members, 98 Parents, 57 Non-transited children, 27 CRCCs and 9 BRCCs participated in the study. Altogether 1293 cases of the left study category and 411 cases of the left school children were recorded across district. The emerging trend pointed out that domestic work (30 per cent) and wage earning (25 per cent) were prominent reasons across district. Early marriage (11 per cent) and geographical barrier (10 per cent) were other reasons that could not be underestimated. About 47 per cent teachers admitted that schools had no child-friendly set-up leading to low transition in class VI. 43 per cent teachers admitted the fact that their schools were not conducive to transiting all children to class VI. The study discussed the role of VSS members, parents and cluster-resource centre coordinators (CRCCs) in low transition rate and also suggested some measures of improving transition rate.

Facilitating mathematical discussions has consistently been identified as beneficial to students’ mathematical learning, with teachers’ use of questioning a primary identifier of appropriate facilitation. Although many teachers report familiarity with appropriate questioning techniques, we hypothesized that some teachers may not work in contexts where they can implement what they understand as best practices in their classroom. To explore this potential interaction, two primary teachers with similar dispositions towards mathematics pedagogy, but dissimilar institutional obligations were observed over a 10-week period. The types and frequencies of teachers’ questioning and their students’ responses during whole class mathematical discussions were observed. Despite both teachers holding similar conceptions of and dispositions towards facilitating mathematical discussion, the effectiveness of teachers’ various prompts in eliciting students’ mathematical descriptions was substantially different. Findings suggest that differences in the respective teachers’ institutional obligations may have affected the effectiveness of one teacher’s probing questions.

Ancient India thus remains a flexible and still fully unexplored terrain that cannot be simplistically branded as rigid and casteist or apathetic to women when it comes to equality in education and inclusion in society. Again various evidence shows that it would be wrong to assume that ancient Indic traditions were outright supporter of women’s education and holistic inclusion. The culture in ancient India and the evolving trends were volatile and chequered and calls for more intensive and extensive studies. This paper aims at exploring the ambiguous developments related to the education of the so called lower castes and how the age old theory of a rigid caste system and rigid norms against inclusion of women in India, that gave rise to social exclusion is practically not absolute and remains a grey zone to be brought under the scanner. In fact this paper attempts to bring to the forefront the instances that reveal that ancient India was more inclusive in philosophy and practice than its western counterparts.

Present study explores the aptitude among higher secondary students. It is aimed to find out the effect of stream selection in terms of aptitude. A sample of 100 students has been taken from a government senior secondary school of Agra, Uttar Pradesh-India. Data is collected by administering Differential Aptitude Test (DAT). Result showed that there is found significant effect of aptitude in the stream selection process of the students and for mathematics numerical reasoning, clerical speed and accuracy, mechanical and verbal reasoning constitute the significant role for mathematics as careers option at higher secondary level.

In order to capitalize on the potential of digital technology as a learning tool, there is an urgent need of the professional development of teachers. It allows teachers to construct professional knowledge about pedagogy, content and technology as well as strategies for managing the changing classroom environments. Teachers have to develop competence in teaching in the digital world order and redefine their role in technology based learning. The term “information explosion” really means an explosion of knowledge. New frontiers of knowledge are opening day-by-day and the horizon of human knowledge and understanding is expanding very fast. In the present days all above mentioned knowledge information and skill is imparted by the education institutions. Online education originally began through various companies and their training courses. When a new employee was hired online training courses were used to prepare the employee.

This study investigated the assessment of students’ performance in Senior School Certificate (SSC) multiple-choice test in biology. The survey research design was employed for the study. Sample for the study consisted of 1450 Senior Secondary Three (SSIII) students drawn from 20 randomly selected secondary schools in Ekiti State, Nigeria. The instruments used for the study were 2008 SSC National Examination Council (NECO) multiple choice Biology test paper. Findings from the study showed that significant different existed between students’ performance in NECO SSCE multiple choice test in biology on the basis of senatorial districts(F = 55.556, P<0.05), school location (t = 6.89, P<0.05),; gender(t = 5.03, P<0.05), and school type (F = 75.126, P<0.05). Based on the findings of this study, it was recommended that Government and other stakeholders in education should equip rural schools with facilities that are available in urban schools to improve students’ performance in Biology in rural schools.

The paper has analyzed the effect of online learning and traditional mode of learning on students’ engagement in learning. A sample of 50 students studying psychology in their B.A course was selected randomly from one college in Chandigarh. An online learning course in selected topics of psychology was developed. The experimental group of the study was exposed through online learning mode for 15 days. Likewise, control group was taught the same content by traditional learning for 15 days as well. Both the groups were controlled on same instructional design model such as ADDIE (analysis, design, development, implementation and evaluation), same number of participants, same content was employed for teaching and they were both matched on pre-test of engagement in learning. The students’ post-test scores on engagement in learning was analyzed using t-test to determine if there were significant differences between the two groups. Results indicated significant differences between online learning and traditional learning on students’ engagement in learning as students taught by online learning were more engaged in learning than students who were taught by traditional learning. It indicates that learning through online does enhance students’ engagement in learning.

Education in general has always been seen as a vehicle of social transformation and socio-politico-cultural-economic dynamics. Powerful, knowledge society of India need good quality education in 21st century. It has been said politics without principles, business without morality, education without character are equally dangerous for our country. Today the whole world is passing through corporate chaos such as Satyam Infotech, 2G spectrum allocation scam, Vyapam scam, Coal-gate and institutional conundrum such as suicide of students, sexual harassment of teachers and students, exploitation of employees etc are to name a few. It is often reported that a few unprincipled people are always behind such scams and incidents. It is in this context ethical issues in school educational management has been conceived so as to give respite to present debacles. According to [8] ethics in teaching of higher education cover: content and pedagogical competency, fair assessment, respect to stakeholders, professional conduct, student development, reasonable pay, perks and leaves, avoidance of dual relationships, counselling to students and parents and involvement in community development.The paper highlights the urgency of ethical practices in school education and offers pragmatic solutions such as : Emphasis on vision & mission of school, do’s and don’t do’s for educational managers, use of affirmative language, ethical documentation & dissemination. Institution of IQAC & ethics committee in school, enforcing POCSO act 2012, following “W-A-T-C-H” Model, Ethical performance appraisal / promotion and reward and conflicts management etc. By managing man ethically (method) money, materials’, machines and market can be conquered with the help of quality education.

Academic achievement of the pupil is the prime concern of educational process. The problem solving ability has been playing a significant role in determining student’s academic achievement. Keeping this in view, the present study was designed to examine empirically the effect of problem solving ability on the academic achievement of rural and urban school students. The research was conducted on 250 school students (118 rural & 132 urban) studying in 10th class CBSE affiliated private schools that were randomly selected from Rohtak district of Haryana State. Descriptive survey method was used to elicit opinion of rural & urban school students about their problem solving ability and their academic achievement at school. The problem solving ability of sample was assessed by using Dubey’s Problem Solving Ability Test (2006) & for academic achievement of students, the school records i.e. marks obtained by the students in previous (IXth) class was considered. The data was analyzed statistically by using ANOVA supplemented by t-test. The findings of the study revealed that problem solving ability had significant effect on the academic achievement of the students whereas significant difference was observed in the academic achievement of students studied in urban and rural schools. However, the significant interaction effects of locality and problem solving ability on the academic achievement of the students had been found.

Jammu and Kashmir, the northern-most border state of India, is one the educationally backward states of the country. For educational upliftment of the children, several centrally sponsored schemes have been started in the state including Sarva Shiksha Abhiyaan (SSA) and Rashtriya Madhiyamik Shiksha Abhiyaan (RMSA), covering elementary and secondary education, respectively. The present paper seeks to understand the role of Jammu and Kashmir government in providing secondary education in the border district of Poonch which is situated in Jammu province close to the Line of Control (LoC) with Pakistan, through the Rashtriya Madhiyamik Shiksha Abhiyaan (RMSA) scheme. The paper would also analyze the challenges in its implementation and also suggest some measures for improving educational levels in Poonch.