We exist in a technology era where everything is controlled via electronic devices and education is also highly impacted from ICT (Information and Communication Technology) tools (Bates, 2000). The present study is an attempt to highlight the training need analysis approach and its applicability. Further, it focuses on the application of information and communication technology tools to analyze the data patterns during training need. ADDIE (Analysis, Design, Development, Implementation, Evaluation) approach has been chosen to explore the correlation between techniques/ approaches of training need analysis and evaluation of training program for n=100. The respondents have been surveyed to express their views on five levels of ADDIE Model. Further, an association has been explored between the demographics of trainers and design & development process of the training programs.

Social Networking Websites such as Youtube, Twitter and Facebook are an important part of college students’ lives. The purpose of this study is to examine how incorporating social media into teaching process can contribute to students’ learning, engagement, and their academic performance. Primary Data is collected through an online pre-test and post-test survey administered to a sample of 90 Daulat Ram College students (45 in the experimental group and 45 in the control group). With the experimental group, social media is used for various types of academic and co-curricular discussions. Engagement was measured using a 24-item scale based on the National Survey of Student Engagement. The two group’s differences in engagement and marks are analyzed using fixed effects analysis of variance (ANOVA) model (using statistical software SPSS).

This study addresses the following Research Hypothesis

H1: Encouraging the use of Social media for educationally relevant purposes has positive impact on marks of students (Academic Performance)?

H2: Encouraging the use of social media for educationally relevant purposes has positive impact on students’ engagement?

This paper investigates the acceptability of social media for collaborative learning and the possibility of using it as an effective teaching tool.

The importance of soft skills is described for achieving teaching and learning outcomes by educational instructors. The introductory discussion briefly explores the variety of attributes that different scholars classify as soft skills. The emphasis here is on the intangible human qualities that create outstanding learning opportunities, rather than viewings soft skills as simply teaching process in contrast to hard skills of knowledge and performance. Two examples of teaching scholars are considered in elaborating how they achieve high quality learning outcomes: Four principles from Wlodowski and Ginsberg in delivering intensive block courses are outlined. Five principles from Bain’s research into ‘What the Best Teachers Do’ are also described. In each case these teaching exemplars show the importance of soft skills in the craft of teaching. In the last part of the discussion the soft skill of respect is put forward as a fundamentally important, but often undertheorised and underutilised, pedagogical self-discipline and resource for excellent teaching.

Faculty development is the key thrust area at all levels of education. “A good teacher is teacher until he is a learner.” This famous saying is giving the impression that continuous development of knowledge, skills and personality are essential for a successful teacher. School of Education (SOE), Indira Gandhi National Open University (IGNOU) has made an effort to provide training for continuous professional development to Teachers of Kendriya Vidhyalaya Sangathan (KVS) and developed six-months Certificate Programme for Professional Development of Primary Teachers (CPPDPT).

The present study was carried out on learners of CPPDPT Programme i.e. teachers of KVS regarding their readiness, perception about continuous professional development through open and distance learning (ODL), who are enrolled in CPPDPT.

A self made rating scale was administered on 198 teachers (i.e. participants in CPPDPT Programme) at five (05) programme study centers under Three (03) regions i.e. Regional Center Delhi-2, Regional Center, Noida and Regional Center, Ranchi. Interview of 18 Academic Counsellors (ACs) and 05 Programme Study Center In-charges (PICs) was also conducted. Quantitative as well as Qualitative data was collected and analyzed.

Results have indicated that there is positivity in perception towards continuous professional development but there are genuine concerns about operational issues through ODL mode.

This study examined the effect of process–based Instruction on secondary school students’ academic performance and science-skills acquisition in Faskari Education Zone, Katsina State, Nigeria. The study employed quasiexperimental design using a sample of 103 students drawn from a population of 984 in the study area. Two instruments namely Identification of Cations Performance Test (ICPT) and Test of Science Process Skills (TOSPS) duly Validated by expert with a reliability coefficient of 0.69 and 0.75 respectively were used for data collection. Research hypotheses were tested using t-test statistics at 0.05 levels of significance. One of the finding from the study indicates that there is significance difference in the acquisition of Science- Skills between students taught identification of cations using Process–Based instruction and those taught the same concept using lecture method. Based on the research findings, it was recommended among others that periodic workshops, seminars and conferences should be organised for teachers on the selection and implementation of appropriate strategy for teaching chemistry concepts.

Adult learning for skill acquisition, employability, professional development and self-sustenance are key issues in the current globalised and dynamic knowledge economy. Smooth and successful transition from school to work for young adults means that there is an appreciable match between skills acquired in the school and skills required in the labour market. Continuous adult learning, soft and transversal skills development are necessary for this transition. With background lessons from the winter school, this paper focuses on comparative approach to different types of soft skills in the circuit of formal, non-formal and informal models of adult learning. Various areas in the circuit, different positions and definitions are examined within the context of adult education professionalization. The paper concludes with implications for future practices in adult education profession, and especially for soft skills development among entry-level young adults in the labour market.

Education is always considered as a medium of social transformation. Education transmits the cultural and social identity of an individual or group of individuals from one generation to another generation. In broad sense education is the sum total of knowledge of society. During the present era the formal education has a crucial role to be played in transforming the existing knowledge and exploring the new knowledge in the human society. The formal system which is also called school system is highly responsible in this context. Now the question is if the demographic distribution of a particular region is highly uneven and each demographic group wants to sponsor their own language as medium of instruction, what would be the best solution. How does the governing system accommodate it? This paper highlights the same scenario in the school system of Assam, which is culturally and demographically diverse state of North East India. As Assam is a Tribal dominated state, the new generation of tribal segments is mostly the first generation learners. The greater Assamese society covers the sub communities like Tie- Ahom, Tie- Phake, Bodo, Missing, Karbi, Rabha, Tiwa, Konch, Sonowal, Kachari, Kalita, Dimasa, Tea Tribes, Gorkhas, Maran, Mattak, Khamti, Koibatra, Bengali and many more. Most of these communities have their own language or dialect and cultural traditions. Now the critical aspect is whether these communities get educated through Assamese language as medium of instruction or their own language as medium of instruction. This brings the dilemma between self identity and unification. Again the growth of English medium schools in Assam has shown another dimension of the aspect.

The study identified reasons for poor performance (about 40%) in Hindi language of class VI students in Kasturba Gandhi Balika Vidyalaya (KGBV) of Bihar and also noticed loss in transition (about 6 to 24 %) at the upper primary level despite residential facilities being provided to them. There existed acute shortage of teachers (46%) as well as wardens (46%) in KGBV, resulting in poor management of residential facilities. Additionally, non-availability of language teacher for teaching Hindi and their limited understanding of pedagogical processes left the teaching-learning transaction unattended. Their insufficient training to language at the time of induction showed a gap in inputs concerning what the students desired and what the teachers had. In some KGBVs (e.g. Kishanganj) there existed minimal activities to overcome learning deficiencies in Hindi. They had virtually no idea about how to evaluate students and formulate plan for improving Hindi language. Non-literate mothers had strong desire to educate their daughter (40 per cent achievement in Hindi language). Attitudinal problem of the school teachers and headmasters were prominently observed. They attributed to the KGBV stakeholders for the managerial activities. The study suggested deployment of teachers and their intensive training for improving Hindi language among the students of KGBV.

CLIL in Italy has been compulsory by law since 2003 (Moratti’s Law) for the last year of all secondary schools. Subject-matter teachers were chosen to be the CLIL teachers, and only in 2012 did methodological and linguistic training begin (provided by universities all over the country). This study explores the profile of content teachers attending CLIL training not in terms of their linguistic competence but in terms of their relationship with English as an additional language. To do so, 115 trainees were asked to fill in a questionnaire composed of 10 open-ended questions and 2 close-ended ones. This questionnaire had both a research and training goal, since it was submitted at the beginning of the training course to investigate content teachers’ perceived linguistic profiles, which served as a psychological and pedagogical starting point for the course. Results show that content teachers have a specific linguistic identity and have had similar past experiences with the English language. These results could have repercussions and be exported to other training programmes, especially in terms of shifting teachers’ personae from subject-matter to fully-fledged CLIL teachers.

This paper describes a successful experience of flipped classroom conducted at the University of Salento, Italy, with students of English of the Courses of Study in Science of Primary Education, for the past three years. The initiative arises from the realisation that the traditional lecture does not work anymore with the new generations of students who need different stimuli in order to get the appropriate skills and competences required for their future profession. In a traditional lecture, students just take notes and try to memorise notions so as to pass the final exams and, after that, they tend to forget most of what they studied during the course. Moreover, in spite of the awareness of the importance of speaking English today, and in spite of various reforms aimed at achieving better competence, Italian students graduating from secondary schools, generally enter University with a low-level competence in the language. The pedagogical model of the flipped classroom applied to CLIL, along with strategies of non-formal education, involving team-work and problemsolving, based on the principle of learning by doing, were used to introduce theoretical topics and to perform a number of activities aimed at inclusion and intercultural education. Through active participation in discussion, different tasks assigned which required critical thinking, creativity and the use of communication technologies in creating several products, the students were able to master the theoretical topics planned for the course as well as the teaching approaches, methodologies and strategies to put them into practice in their future jobs.