The European Union supports multilingualism and promotes the learning of foreign languages since their knowledge enhances understanding among peoples and increases employability. To increase the efficiency and effectiveness of foreign language education in schools, Content and Language Integrated Learning (CLIL) has been promoted in Europe; this has influenced ways in which Latvia nowadays approaches bilingual education. A qualitative case study was undertaken to explore the implementation of CLIL at schools in Latvia, CLIL being seen as an element of bilingual education. This article outlines the development of CLIL in Latvia, which is largely embedded in national level policies which have a substantial effect on the development of bilingual education and CLIL. It also clarifies the aims of this educational approach in the context of the present education challenges and assesses its potential in Latvia. It can be observed that education policies in Latvia not only aim at strengthening the ethnic minority learners’ knowledge of Latvian, but also at changing from the focus on second and foreign language learning outcomes to the emphasis on an integrated view on the development of language and non-linguistic subject content.

Cognitive development goes hand in hand with linguistic development, and language emerges as a tool through which a learner comes to understand the world. In the first language these processes are paired naturally, though for second language learners like the majority of learners of English in India, traditional methods for teaching second/foreign languages often dissociate language learning from cognitive or academic development. By contrast, an integrated approach brings these domains together in instruction. Integration of language and content, commonly known as CLIL, therefore emerges as significant for effective education. However, though the West Bengal Elementary Teacher Education Curriculum Framework encourages? CLIL, there seems to be a significant knowledge gap among practising secondary and higher secondary teachers regarding language and content integrated teaching and learning. The present study seeks to explore the knowledge and attitude of teachers of West Bengal regarding the CLIL methodology.

Debate on the medium of instruction in the primary education in India has a long history. Initially it was between classical Indian languages and foreign language, English. Colonial rulers promoted English education with adequate fund and trained teachers with modern education background. In the advent of independence movement, the medium of instruction became a political issue. The issue of what should be the medium of instruction for mass education has received the attention in all the education commissions from 1853 onwards. Independent India delineated this issue within the context of national integration and brought out three tier language formula in 1968. Only a few Indian States implemented it, while majority ignored this policy proposal. Meanwhile, the demand for English as medium of instruction strengthened among the urban middle class, making way out for modern Indian languages also from the classrooms. The present paper is an enquiry into the strategy and the methodology delineated to handle the linguistic diversity of the nation as well as the socio-economic mobility of the people through classrooms by Indian State using policy history framework.

The popularity of online social networking sites (SNS) is constantly growing. New social networking practices are being used in areas such as knowledge sharing, development of ideas, creative production, communication etc. especially by adolescents and young adults. These groups can be called the IGENERATION as majority of their daily activities including staying connected, doing project work/assignments as well as information gathering about the happening around them, they use internet as opposed to the older generations who used resources like newspaper, library or television to stay update. The purpose of the study was to examine the usage pattern of social networking sites among the youth of today’s generation. Descriptive research design was used in order to understand the usage pattern of SNS amongst youth and its impact on their performance and psychological well being. Survey was conducted using a self-made questionnaire to study the ‘usage pattern of social networking sites amongst the youth and its impact on their performance and psychological well-being’ in Dehradun, capital of Uttarakhand. Stratified random sampling technique was used for the study. The sample includes different age groups, gender, and regional background. Results indicated that the students have access to internet, 73% are members of any one of the social networking sites, Facebook being very popular followed by Google +.Majority of the students used social networking sites mainly for social purposes rather than for educational purposes. It was also reported that SNSs did not affect performance and study habits though it affected language to a certain extent.

This paper analyzes 52 preservice elementary education majors’ mathematical autobiographies. Participants wrote about their previous experiences with mathematics. Three themes emerged:

• My previous teachers have played a significant role in the formation of my mathematical identity.
• I want to help my future students understand, enjoy, and appreciate mathematics. And
• Mathematics has its ups and downs. Although directed to define mathematics, many participants did not do so. The remaining participants described mathematics as needed for everyday life, as problem solving, or as a study.

With a global shift towards knowledge-based economy,universities are required to produce knowledge and cutting-edge technologies to support their respective country’s economy. In response, many countries around the world seek to build their own world-class universities. Altbach (2010, p.1) argues that world-class universities‘demonstrate world class thinking and policy development in the sense that they employ state of the art solutions to pressing challenges of the twenty first century’.However, world-class universities are found only in a few wealthy Western countries. For instance, if one takes a quick glance at Global University Rankings (GUR), nearly every top university is situated in a high-income country. There are exceptions, such as the Indian Institutes of Technology (IIT), which are known to produce the world’s most creative engineers. The GUR of IIT steadily rose over the past few years, drawing much attention from the industry for its unprecedented success. This research aims to trace the successful path of IIT to identify its success factors which may serve as reference points for other developing systems that aim to build world-class universities of their own. The study takes the two most prominent IIT, namely IIT Delhi and IIT Bombay.It also hypothesises and investigates whether the considerable amount of international co-operation activities IIT engaged in at the establishments have played a significant role in its success. The findings of the study showed that IIT’s limited financial resources were complemented by a highly concentrated pool of talented and motivated students,as well as professors who have abundant experiences in top-tier research and technical firms aboard. Another major factor was the government’s dedication. The government focused on creating a favourable environment for the institution and also prioritised IIT in its allocation of financial resources. Meanwhile, the study was unsuccessful in illustrating the role of international cooperation as the two sets of the collected data were contradictive.

This study examines the achievement in mathematics of ninth class government school students in relation to their parental involvement. The findings were based on the responses of 453 government school adolescents (223 males and 230 females) selected from ten government schools of Chandigarh. Parental Involvement Scale and Mathematics Achievement test developed and standardized by the investigator were used for data collection. Results show that achievement in mathematics of adolescents studying in government schools is significantly and positively related with general welfare, monitoring, leisure time activities, and academic growth dimensions as well as parental involvement (total), except psychological autonomy dimension of parental involvement. The study concluded that there is significant difference in achievement in mathematics of ninth class government school students in relation to their parental involvement.

This investigation explored teacher absenteeism in public secondary schools in Delta State, Nigeria. Three research questions were answered. The study is a survey, ex-post-facto in nature. The sample of the study comprised sixty teachers and twenty principals, selected through simple random technique from the entire population of public secondary schools in Ethiope East and Ethiope West local government areas of Delta Central senatorial districts of the state. Data collected through questionnaires were analyzed using descriptive statistics. The findings revealed that demographic variables such as age, gender, marital status, qualification and experience were responsible for teacher absenteeism. Teacher related and school related variable were identified as possible causes of teacher absenteeism among public secondary schools in the two local government areas of Delta State. The study recommended that principals should improve in their leadership and implement school attendance policies to help check mate and reduce absenteeism among teachers.

In this paper the authors propose ways of implementing peace education andintegrating it in the routine curriculum. Unlike the teaching of academic and vocational skills, which are based on the transmission of knowledge and skills alone, peace education is based on understanding of human motives and, above all, on example.The key individuals in the effort of peace education are teachers in primary, secondary and higher education, and the point at which peace education has to start is in the training of future teachers. Peace education has to communicate both values supportive of peace and non-violence, and the reasoning and interpersonal skills required for non-violent conflict resolution. Rather than introducing formal instruction in”peace science”, teachers may find it more effective to introduce the subject informally with examples that illustrate the value of non-violence, and examples of the ways in which violent conflict can be avoided or resolved. Herein, it is emphasized that peace education can be introduced effectively by merging it with the existing education system. The current paper outlines the concept for introducing peace education and provides an implementation strategy, contributes unique methods, and offers novel suggestions regarding its why, where and how.

The performance of senior secondary school students in chemistry has been very poor over the years in Nigeria. Teachers’ use of inappropriate instructional strategies and students varied abilities has been identified responsible for this problem. This study examined the impact of Class-Wide Peer-Tutoring Strategy on secondary school slow learners’ performance in redox reactions in Funtua Education Zone, Katsina State, Nigeria. Quasi– experimental design was adopted for the study. The study involved a population of 977 SS2 Students. A of sample of 108 slow learners drawn from two secondary schools were used. Three research hypotheses guided the study. Treatment involved teaching experimental group by trained peer tutors using CWPT while the control group was taught by the teacher using lecture method. Redox Performance Test (REPT) duly validated by experts with a reliability coefficient of 0.85 obtained using test retest method was used for data collection. Hypotheses were tested using t-test at 0.05 levels of significance. Results revealed that slow learners taught by peer tutors using CWPT performed significantly better than those taught by the teachers using lecture method. The study recommended that chemistry teachers should be train through workshops, seminars and conferences on the use of class-wide peer-tutoring strategy in teaching and learning of chemistry.