India is undergoing paradigm shift in Higher Education in an incredible proportion. Time has come for review of our system of education at higher level in the wake of quality aspects which are largely criticized by the competent boards and authorities. It is predominantly essential to give a strong foundation to the Teachers at various levels irrespective of the discipline. This article is aimed at introducing Teacher Training courses at tertiary education level to produce the skilled educators for inculcating higher education with a logical system and meaningful order. The need for quality faculty in the maintenance of educational standards need not be overemphasized.

Today’s teachers need to update their knowledge and skills as the school curriculum and technologies are changing rapidly. Shift from Blackboard to Smart classrooms had changed the facet of the modern classrooms. Information Communication technologies (ICTs) can substantially support the education system if a teacher is enough competent to use the tools. For this the curriculum of teacher education system should also contribute for preparing prospective teachers. This research has been done to identify the gaps in the curriculum of teacher education system in context of ICT in perspective of the National Policies and Documents. The researcher has content analyzed the curriculum of 5 major universities in Delhi and National Capital Region (NCR) and tried to give the suggestions for inserting component of ICT while preparing new curriculum for B.Ed. course.

Peace, as an integrative perspective for the school curriculum, is an idea whose time has come. Education for peace, as distinguished from peace education, acknowledges the goal of promoting a culture of peace as the purpose of shaping the enterprise of education. If implemented with vigor and vision, education for peace can make learning a joyful and meaningful experience. Peace studies aim for a critical analysis of war, armed conflict, and political violence as deeply-rooted phenomena that affect the daily lives of millions of people around the world. The purpose of this analysis is not merely to improve our intellectual understanding of the sources or causes of these phenomena, but also to provide us with an informed basis for effective action to end or resolve them. Peace studies involve a dynamic relationship between theory and practice, and between peace research, peace education, and peace activism. Education for peace seeks to nurture ethical development, including the values, attitudes, and skills required for living in harmony with oneself and with others, including nature. This paper aims at an understanding of ways and means to incorporate peace feeling at all levels of schooling. It is also indicated that how peace can be implanted in the mind of a sensitive child of the twenty-first century at the school and home. The various implications of peace will also be discussed. Highlights will also suggest how peace as a way of life can be inculcated in the classroom and in various extracurricular activities of the school and in daily life situations.

Most Searchable Keywords For This Article:

the role of education in peaceful living; the constructive role of education in peaceful living; constructive role of education in peaceful living; constructive role of education in moving towards peaceful living ppt; constructive role of education towards peaceful living; what is the role of education for peaceful living; constructive role of education in moving towards peaceful living; highlight the constructive role of education towards peaceful living, constructive role of education in moving towards peaceful living, role of teacher in promoting peace education, education for peace essay, education for peace, constructive role of education and critical pedagogy in moving towards peaceful living, role of social agencies in promoting peace education, importance of peace education, role of school in promoting peace education

The study was undertaken to studyacademic achievement of Secondary schools students in relation to their learning styles. The present study was conducted by employing descriptive survey method to compare learning styles and academic achievement of secondary school students in Smart Schools and govt. Schools. A sample of 200 students of class IX wasrandomly selected from four government and Smart schools of Chandigarh. Styles of Learning and thinking (SOL at) by Venkataraman (1994) were used to collect the data. Academic achievement was measured by taking scores of previous year. Statistical techniques are used in this study- Mean, Standard Deviation and t-Ratio. The findings of the study revealed no significant difference in learning and thinking styles of Smart schools and govt. Schools students.The academic achievement of secondary school students in Smart schools and govt. Schools differed partially in relation to learning and thinking styles.

Today more and more emphasis is being placed on teamwork. Many organizations have started adopting team based projects. The education institutes have also started incorporating team based activities in their course curriculum. However, students prefer to work alone due to the complexities in working in teams. Due to the gap in industrial expectations and students perception towards teamwork, different researches have been done in the past. The present research has been conducted to develop a better understanding of students attitudes towards team based activities and different factors influencing and determining the same. The main intent of the investigation was to compare attitudes of students from different academic disciplines. It is a cross sectional descriptive research undertaken to explore any variations in the attitudes of students from three main streams, namely; Commerce, Science and Management. Thus, the sample of 152 respondents was taken by way of judgment sampling, which consisted of respondents from MBA, B.Com and B.Tech courses. The results indicated that no significant difference exists in the attitudes of students with variation in the Age profile, Educational Qualification, Family type and gender of the respondent. However, a difference does lie in the attitudes due to the change in Course stream of respondents. A possible reason could be due to the types of skill focused by the disciplines while imparting education. It is highly recommended for educational institutes to incorporate Team based activities in their curriculum, keep in constant touch with industry experts and assess continuously on soft skill as main parameter.

Present study intends to study the level of job stress among the secondary school teachers in hoshiarpur district. 2×2 factorial design has been employed on the scores of various dimensions of job stress between male and female government and private school teachers. In total the sample comprised of 200 teachers from schools situated in urban and rural settings of the district. The findings of the study revealed that (a) secondary schools teachers serving in government and private schools exhibit similar job stress, (b) male teachers working in secondary schools felt more job stress than female teachers; (c) males are not able to develop good interpersonal relationships; and (d) females were found working without any motive resulting in experiencing more job stress.

As a History it is important to know that Bombay University was the first to start the M.Ed. course in 1936. Also the Bombay University was the first to introduce Ph.D. in Education in 1941 and it awarded the first Ph.D. degree in Education in 1943. The Lucknow University was the next to award Ph.D. degree in Education in 1949. Jangira and Sharma (1974) reported that the first Experimental study was conducted by Javli in 1949. Most of the Experimental studies were conducted in areas, like, Microteaching, Programmed Learning, Models of Teaching, etc. On the basis of findings of Experimental studies conducted in various Universities, it was decided to make Microteaching and Models of Teaching as part of B.Ed. curriculum. Till 2009 researchers were allowed to pursue their research to get Ph.D. degree in Education without undergoing any pre- Ph.D. course in Research Methodology. But looking to the quality of research in Education and other subjects, University Grants Commission, New Delhi made pre- Ph.D. course in Research Methodology compulsory. Now it is hoped that the quality of Research in Education and other subjects will improve. I personally feel that the quality of Research in Education on the whole is on the decline. Further even the quality of pre-Ph.D. course as well as teaching is of poor quality.

In this paper, we critically examine the hypothesis that higher education in Korea still operates under the context of colonial dependency and has become corporatized, driven by the ideologies of neoliberalism and market capitalism. In doing so, we discuss the academic dependency and corporatization of Korean colleges by pinpointing three events: first, the recent attempt by Korean colleges to adopt the American journal accreditation system; second, the annexation of the universities to Chabeol to make universities more competitive and efficient; and third, Korean college policies for expanding English mediated courses in their curricula. We argue that these changes impacting the atmospheres of higher education and academia in k orea are not legitimate because such changes confuse the real purposes of higher education, which should not be determined only by the logic of competition or scientific development. These changes also disregard the rights of students and lecturers to think, communicate, and perform research using their own mother tongues. We suggest alternative attitudes and strategies for Korean academia to revive academic independence.

The study focused on exploring predictors of attitude of college students towards use of computers. t he data were collected from 300 government and private degree college students of s angrur district of p unjab. t he results of correlation analysis revealed negative and significant relationship of attitude of college students towards use of computers with computer related anxiety. t he results revealed significant and positive relationship of attitude of college students towards use of computers with computer related self-efficacy. Further, negative and significant relationship between computer related anxiety and computer related self-efficacy among college students was reported. Computer related anxiety emerged as the most significant predictor of attitude of college students towards use of computers. t hese results of the study have implications for counsellors, teachers and parents.

Cooperative learning strategies have occupied a prominent place among language learning methodologies. t his study quantitatively validates the effect of the Cooperative Learning approach-Cooperative Integrated Reading Composition (CIRC) on the Writing Composition achievement in English among seventh graders. Cooperative Learning was compared with conventional teaching-learning classroom structure using an experimental design. 140 students of seventh class were randomly selected out of which 70 students formed Experimental Group (E) and 70 students formed Control Group (C). Writing Composition achievement test in English and Instructional Material were developed by the investigators themselves. Whole teaching-learning process was carried out for eight weeks only. at the end of the experiment, Writing Composition achievement test in English was given to the subjects. Data were analyzed by using the t-test. the findings revealed that Experimental Group outscored significantly Control Group on post-test showing the obvious supremacy of Co-operative Learning technique (CIRC) over Conventional Method of teaching. It was concluded that co-operative learning is an effective approach which needs to be incorporated in teaching Writing Composition to improve writing skill.