ISSN : 2395

ISSN : 2395 – 728X

Shiksha Shodh Manthan A Half Yearly International Refereed Journal of Education


Running By- Addhyan Mantra Educational Society

Vol.3, No.1, April 2017

ISSN : 2395 – 728X


Chief Patron Dr. Surender S. Dahiya Director, SCERT, Chandigarh

Chief Editor

Sundeep Kumar Shrivas SRF, Dept. of Education University of Lucknow, Lucknow (U.P.)

Executive Chief Editor

Jitendra Singh Goyal

Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Refereed Board Prof. Nidhi Bala Head , Dept. of Education, University of Lucknow, Lucknow (U.P.)

Prof. Madhu Gupta Professor, Dept. of Education, M.D. University Rohtak (Haryana)

Prof. Rajani Ranjan Singh Head, Dept. of Special Education, Dr. S. M. National Rehabilitation University

Prof. Md. Faiz Ahmad MANUU College of Teacher Education, Chandanpatti Laheriasarai, Darbhanga

Advisory Board

Prof. Sukhdev Thorat Chairman, ICSSR, New Delhi

Prof. S.P. Gupta Professor, Education Department, UPRTOU, Allahabad (U.P.)

Prof. Pooran Singh Professor, Department of Education, Kurukshetra University (Haryana)

Prof. Arbind Kr. Jha Dean, School of Education MGIHU, Wardha (Maharashtra)

Dr. Arun Kumar Associate Prof., Dept. of Education, University of Lucknow, Lucknow

Dr. Munesh Kumar Head, Dept. of Education, CSJMU, Kanpur (U.P.)

Dr. Uday Singh Associate Prof., Dept. of Education, DDUGU, Gorakhpur, (U.P.)

Dr. Dori Lal Chaudhry Asst. Prof. Dept. of TT & NFE (IASE), Jamia Millia Islamia, New Delhi

Mr. Sudhir Kumar Asst. Prof., Faculty of Education, M.P.G.P.G. College, Hardoi (U.P.)

Editorial Board

Surya Narayan Gupta,

Assistant Chief Editor Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Monika Gupta,


Dr. Amit Kumar,

Assistant Chief Editor Ph.D. in Education, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Vivek Gupta,


Shivani Mishra,

Assistant Editor Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P)

Sadia Iqbal,

Assistant Editor Ph.D. in Education, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Arti Singh,

Assistant Editor SRF, Dept. of Education, University of Lucknow, Lucknow (U.P)

Martin Victor Ndedya,

Assistant Editor

Teacher Educator, Morogoro Teachers College, Tanzania

Shilpa Kashyap,

Assistant Editor Research Scholar, Dept. of Education, University of Lucknow, Lucknow (U.P.)

Suneeta Chaudhri,

Assistant Editor Assistant Editor JRF, Dept. of Education, MJPRU, Bareilly (U.P.)

Ajay Kumar,

Assistant Editor Research Scholar, Dept. of Education University of Lucknow, Lucknow (U.P.)

Ashish Kumar Sharma,

Assistant Editor Research Scholar, Dept. of Education University of Lucknow, Lucknow (U.P.)

Devyani Awasthi,

Assistant Editor

Junior Research Fellow, Dept. of Education University of Lucknow, Lucknow (U.P.)

ISSN : 2395 – 728X


Shiksha Sodha Manthan provides a platform to researchers and

professionals of humanities, educational administrators and others to share

their experiences and research work. It is reflection of genuine and sincere

efforts of researchers and educators.

This is a bilingual journal and published in April and October month every

year. We send the complimentary copy of the journal free of cost to the

interested persons and institutions.

For the publication of paper and get a copy of journal, contact on following

address-

Adhayan Mantra Edcational Society

1/66, Khera Muhaal, Lakhna Post& Lakhna, Etawah (U.P.)-206127

&

MS-75, Sec-D, Aliganj, Lucknow(U.P.)-226024

E-mail : [email protected]

Authors are solely responsible for any copyright clearance and opinion

expressed in their papers published in the journal. It is not related to

decisions and views of editorial board.

The acceptance and selection of the papers and articles rest on the editorial

board and it depends entirely on their standard and relevance. The articles

and papers accepted for the publication may be modified to meet the

journal’s standard. Authors may be also be requested to revise their

manuscripts before the publication.

Vol.3, No.1, April 2017 ISSN : 2395 – 728X


Blended Learning : A Case For Multisource Learning

Anurag Sharma

[email protected]

1

Attitude of Students towards Educational Media at Secondary School Stage Shabia Subuhi & Dr. Adnan Khan Lodi

[email protected]

10

Preparing mainstream schools and teachers for inclusive education

Shailza sharma

[email protected]

19

Global Trends and Learning Styles in Indian Higher Education

Vimal Singh & Dr. Shraddha Padmaja Awasthi [email protected]

26

Social Maturity of Graduate and Post Graduate History Students

Dr. C. Thanavathi

[email protected]

34

Educational Status of Muslim Women in India

Dr. Anil Kumar Panda & Arshi Ayub Ansari [email protected]

40

Project Subah - An Initiative by UP Government to Address the Challenge

of Absenteeism and Drop Outs among Adolescent Girls

Dr. Deepa Awasthi

[email protected]

48

Gamification in Pedagogy of Commerce

Dr. Anviti Rawat

[email protected]

57

A study of effect of various aspects of environmental concerns present in science textbooks on students comprehension of those aspects Dr. Malini Awasthi & Prof. Reena Agarwal [email protected]

63

Smart classroom: Inclusion of technology into classrooms Surya Narayan Gupta & Prof. Akhilesh Chaube [email protected]

78

Index

mailto:[email protected]



Shiksha Shodh Manthan Vol.3, No.1, April 2017 ISSN : 2395 – 728X

A Half Yearly International Refereed Journal of Education

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Shiksha Shodh Manthan ISSN: 2395–728X Page 1 A Half Yearly International Refereed Journal of Education, Vol.3, No.1

Blended Learning: A Case for Multisource Learning

Anurag Sharma

Assistant Professor, Department of Education, S.D.P.G. College Ghaziabad

Abstract

In the present paper authoress explains that blended learning has the potential of offering

courses or training that, through the wise choice of the blend, can have result that are better that

the sum of the parts. This may require effort on the part of policy makers to work out modalities

for enhancing learning across the nations taking due care of socio-cultural factors and cost

aspects. The courses to designed would then enjoy creditability, interest of learners across the

borders.

Key Words: Blended, Learning, Knowable, Baffle.

Introduction:

In the present day scenario one thing has become constant that is 'change'. It has changed

the world dramatically. Ancient was changed to medieval, medieval to modern, modern to super

modern and now supersonic, digital etc. First wave change (Agricultural revolution) was

changed by second wave change (Industrial revolution) second wave change was replaced by

third wave change (ICT revolution). Are we still here or have we moved beyond? Everywhere

there is change - in society, life style of people, market structure etc. and education is not

something that is untouched. As we cross the halfway mark of the new millennium's first decade,

the nature of the Internet, and just as importantly, the people using the Internet, has begun to

change. These changes are sweeping across entire industries as a whole and are not unique to

education. Indeed, education in many ways has lagged behind some of these trends and is just

beginning to feel their wake. One trend that has captured the attention of numerous pundits is the

changing profile of Internet users themselves. Sometimes called "digital natives" and sometimes

called "n-gen," these new users approach work, learning and play in new ways. They absorb

information quickly, in images and video as well as text, from multiple sources simultaneously.

They operate at "twitch speed." expecting instant responses and feedback. They prefer random

"on-demand" access to media, expect to be in constant communication with their friends (who

may be next door or around the world), and they are as likely to create their own media (or

download someone else's) as to purchase a book or a CD. Education and its modes are also

changing, perhaps evolving in its own way to meet the challenges faced by it.

One more feature that is catching attention of people the world over is collaboration.

Today's approach is that cooperation instead of competition should be the driving force. It is now

widely accepted fact that together everyone achieves more. Thus organizations, states and even

nations tend to collaborate for mutual gain. Collaboration has been comprehensively defined as

the condition that occurs when two or more people or organizations join forces over a long

period of time to produce something neither can achieve alone. In the process, each participant

contributes something significant & different, derives something of personal and organizational

benefit & acknowledges the mutual dependence on the other required to achieve the mutually

desired results (Freeman, 1993). Collaboration can be characterized by ongoing & reflective


processes that support participants in increased self-knowledge & increased knowledge of others'

perspective & understandings. The authoress feel that if developing countries like India, Brazil,

China and South Africa collaborate in the field of education they would tend to be mutually

benefited. However there might be some considerations like social and cultural issues that need

to be given due importance for chalking out any programme for such collaborations.

Challenges Due to Multicultural Context:

It is well recognised that information technology has now come of age to be used

effectively in order to reach out to students anywhere and anytime thus virtually abolishing all

national and international boundaries. Technological developments in educational technology

have made it possible to reach out far and wide without distortion of signal and consequent loss

of message. There are, however, further challenges posed by the socio-cultural scenarios in

different countries, which manifest in terms of different learning styles, interactivity, mutual

respect, authority consciousness, hesitation, fear and gender sensitivity. Designing for effective

learning across national borders, requires prior knowledge of all of the above factors to select

appropriate teaching-learning activities. It is recommended to employ a design methodology,

such as preparing a problem statement and a design brief, employing appropriate teaching

methodology and audiovisual resources in relation to the multicultural environment. In some

cultures, wide consultations are the norm before taking any decision. In some African countries,

the Kgotla system of long and sustained meetings is held to thrash out any point and any new

development taking place. In India, the Panchayat system does the equivalent. Basically, these

are traditional forms of two-way communication. People brought up in such scenarios are usually

uncomfortable if any decision is taken without their involvement. In education, a teacher must

agree about an assignment being given to students and the date of submission must be agreed.

Lets take a simple example- In some societies, Saturdays are reserved for family matters,

funerals and other functions. In some cultures, Sundays are exclusive for prayers to the complete

exclusion of any educational engagement. Therefore, teachers cannot expect every student to

complete their homework on the weekends. Look at our situation, the students are supposed to

either do the homework on weekends or be prepared for a test on Mondays and these are referred

to as MONDAY TESTS.

With the development of teleconference technologies and their power to communicate

instantaneously and cheaply across national borders, the practice of teaching and learning

internationally through such media is growing. As individual instructors and educational

institutions begin to experiment with such distance teaching, they encounter technical,

pedagogical, and administrative problems. They also encounter some problems rather difficult-

to-define and, perhaps, misunderstandings between the people they teach and themselves that

appear to originate in differences in perspectives, differences in values, even differences in the

significance given to certain words.

Problems that are neither technical, nor administrative, nor pedagogical are much harder

to identify, let alone solve. These problems arise from the differences between the cultural

perspectives of the teacher and learners in the two or more countries involved in the distance

education project. These are likely to affect short-term success and to have more long-term


effects than will the technological, pedagogical, or administrative problems described earlier.

Even to identify these cultural issues, to recognize them for what they are, requires unusual

sensitivity on the part of instructors, administrators, and, indeed, national policy makers. These

considerations play an important role when we try to collaborate with other countries.

Higher education's tradition of exchanging ideas and people across borders has long

served to advance its contribution to society's cultural, social and economic goals. In recent

years, there has been an impressive expansion of cross-border higher education initiatives. This

expansion is characterized by two main trends. One is the growing imperative of higher

education institutions to internationalize - to integrate an international/ intercultural dimension

into teaching, research and community service - in order to enhance their academic excellence

and the relevance of their contribution to societies. Higher education institutions have long

experience in this area, and are rapidly expanding their cooperation with their counterparts

around the world.

The second trend is the growth of market-driven activities, fuelled by increased demand

for higher education worldwide, declining public funding in many national contexts, the

diversification of higher education providers, and new methods of delivery. Traditionally, books

and journals were the main sources of reference materials, but over the last decade, the Internet

and other sources of electronic information have played an increasingly important role. One

thing that should be the concern of the governments should be that it should monitor the access

to the technology that exists for traditionally disadvantaged populations and be prepared to work

proactively to ensure equality of access thereby overcoming the barriers of ethnic differences,

social and economic variations. We as developing nations have also to ensure that we are not

discriminated against by the so called developed and elite nations and together we can be

instruments in serving each other's interest.

In learning, contemporary trends are manifest in what is sometimes called "learner-

centered" or "student-centered" design. This is more than just adapting for different learning

styles; it is the placing of the control of learning itself into the hands of the learner. The changing

demographics of the student population and the more consumer/client-centered culture in today's

society have provided a climate where the use of student-centered learning is thriving. Learning

is characterized not only by greater autonomy for the learner, but also a greater emphasis on

active learning, with creation, communication and participation playing key roles, and on

changing roles for the teacher, indeed, even a collapse of the distinction between teacher and

student altogether.

Over the last two decades, the concepts of learner autonomy and independence have

gained momentum, the former becoming a 'buzz-word'. It is a truism that one of the most

important spin-offs of learning and teaching has been the premium placed on the role of the

leamer in the learning process. It goes without saying, of course, that this shift of locus of

responsibility from teachers to learners does not exist in a vacuum, but is the result of a

concatenation of changes to the curriculum itself towards a more learner-centred kind of

learning. What is more, this reshaping, so to speak, of teacher and leamer roles has been

conducive to a radical change in the age-old distribution of power and authority that used to

plague the traditional classroom. Cast in a new perspective and regarded as having the 'capacity


for detachment, critical reflection, decision-making, and independent action', learners,

autonomous learners, that is, are expected to assume greater responsibility for, and take charge

of, their own learning. However, learner autonomy does not mean that the teacher becomes

redundant, abdicating his / her control over what is transpiring in the learning process. Learner

autonomy is a perennial dynamic process amenable to 'educational interventions', rather than a

static product, a state, which is reached once and for all. In order to help learners to assume

greater control over their own learning it is important to help them to become aware of and

identify the strategies that they already use or could potentially use. At any rate, individual

learners differ in their learning habits, interests, needs, and motivation, and develop varying

degrees of independence throughout their lives. It is noteworthy that autonomy can be thought of

in terms of a departure from education as a social process, as well as in terms of redistribution of

power attending the construction of knowledge and the roles of the participants in the learning

process.

Addressing Issues:

The last few years have seen a wave of digital tools and content being designed to

facilitate the learning process. Tertiary education organisations are increasingly including these

components in the programmes of study they offer their students. In an overview of the

emergence of technology in student-centered learning environments the role of technology in

student-centered learning has recently extended to adapt to the evolving notions of partnership

among learners and knowledge. That is, due to the prevalence of constructivism in educational

research and practice, the learner has been seen as an important agent in learning processes, who

is responsible for the construction of his/her own unique knowledge and rapid developments in

technology promote the learner's access to resources that facilitate such construction. To

optimize the potential of both technology and learners, e learning is becoming popular now a

days. Collaborating nations can use Educational technology that has been developed in their

specific country, which can be adapted to suit the needs of learners in other countries. For

example technologies like EDUSAT can be employed to serve the interest of learners. One

single channel of EDUSAT opens up 24X 365= 8760 hours of transmission time and there are

numerous channels available. If all the collaborating nations utilize one channel for mutual

interaction and one channel is utilized in a way to provide all the collaborating countries

opportunities for interaction there are tremendous possibilities of enhancing learning. The system

would have to be worked out involving governments of all the collaborating nations.

It is also a fact that too often, education technologists rush to employ new technology just

for its own sake with little thought to effective or theoretically sound teaching practice. In order

to avoid the misuse of technology and to fully prepare educators to use it in ways that contribute

to, rather than detract from, positive teaching and learning experiences, new technologies must

be understood in the context of the increasingly diverse educational and societal framework in

which they are to be employed at the same time emphasizing learner profile specific to different

countries. There are issues about how we value the cultures of other countries and about the

extent to which we organize our technology, administration, and pedagogy so to be ready to

learn from those cultures.


It is possible to adopt the types of teaching methods and styles, which do not threaten the

socio-cultural backgrounds of the learners. Teaching methods vary all the way from teacher-

centering in which teachers remain at the centre stage to student-centring where students are

made to interact a great deal with others, staff members and the resources on their own. A typical

example of basic cultural barrier to interaction exists in some religious beliefs where students are

not supposed to ask questions or where female students are not supposed to unveil their face and

speak in front of others. The other extreme of cultural barrier is in "all of us being equal" in

communication and mutual respect. A teacher from a more advanced country may not talk to

his/her students as subordinates. Even the cleaners and workers in laboratories wish to be treated

equally as human beings even if they are not educated. Their culture makes them feel equal to

any other human being; they see any form of subordination as being scornful to them.

Through existing and new information technologies policies can be formulated that can

help in transforming the way people learn by enabling them to learn and work together and to

access, share, and generate information without regard to geography. Teachers can be enabled to

custom tailor lessons to accommodate their students' special needs and interests. Adult learners

will be able to access, at their convenience, the information they need to learn new skills or

improve current skills. Learners of all ages will be able to find and use information from distant

and distributed resources. People in remote or less well off areas will have access to the best

learning resources available. Sometimes, the literature on Internet can be accessed only after

payment. Recently when I was searching for some articles on online journals like JSTOR etc.

these could be accessed only after payment in dollars or pounds. Even though I am employed I

could not buy them. Thus I assert that the payment for academic literature be either done away

with or at least be subsidized for the learners. This should not be a problem in our country as we

have substantial funds from 3% cess. But if all the collaborating countries decide to pool in

resources I think there would not be any dearth of funds. All the leading journals can be made

available to learners across the nations at minimal or no cost.

Many educational institutions are now leaning towards offering the major courses to be

completed in the comfort of learners' own home. College degrees and graduate degrees are

available in almost any subject one could imagine with many benefits over the traditional

'classroom' approach, e-learning offers a vast array of topics too, from History to Zoology and

everything in between. Perhaps if learner is in full time employment and wants a change in

career. Not many of people can afford to just give up work and go back to college so online

education could be the perfect answer. Maybe if one is unemployed and can't find work suitable

for herself/ himself or the qualifications and experience she/he has. Online education can offer

her/him the opportunity to gain more qualifications without many expenses of traveling or

accommodation.

Technology can play a decisive role in enabling systemic educational reform and

transforming the educational process. Unfortunately, lack of vision, leadership and resources are

holding us back. Hundreds of universities and colleges worldwide now offer educational credit

for courses and modules. But when Students earn university credits from all around the globe,

who should set the standards? Who should award degrees and certify "graduates"? Will there be

a "Cyber University of the World"? Will thousands of "ordinary" teachers be replaced by a


handful of "Internet-superstar teachers"? - or perhaps by teams of multimedia experts? - or even

by educational software? Would such developments be wonderful new learning opportunities, or

instead be educational disasters? What policies, rules, practice should be adopted and who

should develop them. Serious thought is to be given and modalities have to be worked out

amongst collaborating nations so that learners across the developing countries like India, Brazil,

China and South Africa have trust in them.

Technology has succeeded first through computer-based learning, and then through web-

based learning into what has become the broader umbrella of e-learning. In spite of having many

advantages there are some major complications and barriers to success of e learning. E-leaming

promised to deliver faster learning more consistently to more people than traditional classroom

training could. Much of this may be a result of ineffective implementation, lack of interactivity

for the user and misunderstanding of how to best utilize e-leaming. Many institutions use e-

leaming as a quick fix to save money in their training budgets and inappropriately took a one-

size-fits-all approach to the use of e-leaming in training. Although touted in the early 2000s as

the replacement for traditional classroom training, online learning alone didn't work for

everyone, because it failed to address individual learning styles. Moreover, some content lends

itself to self-paced learning, some to online learning where you hear and see the data, and some

to face-to-face encounters. However, reliance on only e- learning may result in cheating students

of most of the support needed for excellence: laboratories, well-stocked libraries, interactive

seminars, and informal interaction on campus. To say it can all be done using one method or

another is unrealistic. The discrete distinction is hampering the utility of e-leaming.

Success in the knowledge-based society of the future will require a variety of critical

skills, including active, self-directed learning, the ability to access, analyse and manipulate

remote data, and the ability to communicate across regional, national and international

boundaries. In the job markets of the future, employers will demand workers who can learn new

skills to adapt to changing job requirements and new technologies, use knowledge and

information to make decisions, and work collaboratively in groups. Today, however, by offering

a blended learning approach, we may be able to address needs of various learning styles and

offer education options that fit learners' requirements and budgets.

Blended Learning:

A blend is an integrated strategy for delivering on promises about learning and

performance. Blending involves a planned combination of approaches, such as coaching by a

supervisor; participation in an online class; breakfast with colleagues; competency descriptions;

reading on the beach; reference to a manual; collegial relationships; and participation in

seminars, workshops, and online communities.

Blended learning is hot and understandably so, combining the best features of online

learning (e.g., 24 X 7 accessibility) with the best features of classroom instruction (e.g., live,

face-to-face interaction). No doubt it's here to stay. Options for blended learning go beyond the

classroom. They're formal and informal, technology- and people-based, independent and

convivial, and directive- and discovery-oriented. It becomes all the more effective when people

(learners, teachers, administrators) from more than two countries are involved. They get a chance


to interact with each other know and experience each other's cultures. This gives impetus to

feeling of brotherhood, international citizenship and empathy among the parties involved. If such

seminars, conferences are organized that give people from different countries to interact the

benefit is not only in terms of knowledge gain but also in terms of having a feel of each other's

culture. Like participants of this conference would have gained something they would not have

had they been only relying on Internet or e-leaming which leads to improved participants'

interaction and satisfaction.

The table below presents the possibilities of what can constitute a blended learning approach:

Live face-to-face (formal)

Instructor-led classroom

Workshops

Coaching/mentoring

On-the-job (OTJ) training

Live face-to-face (Informal)

Collegial connections

Work teams

Role modeling

Virtual collaborations/synchronous

Live e-learning classes

E-mentoring

Virtual collaboration / asynchoronous

Online bulletin boards

Online communities

Self paced learning

Web learning modules

Online resources links

Simulations

Scenarios

Video and audio CD/DVDs

Online self-assessments

Workbooks

Performance support

Help systems

Print job aids

Knowledge databases

Documentation

Performance / decision support tools.

Sources : Strategies for Building Blended Learning By Allison Rossett, Felicia Douglis, and

Rebecca V. Frazee.

Given the rapid changes that have come about in the funding of tertiary education,

placing significant pressure on one-to-one staff/student contact time, an increasing number of

schools and educators are being compelled to operate group projects. If, therefore, collaborative

learning is to become a standard studio teaching model it is imperative to establish not only best

practice teaching standards for the blended learning model, but also fair assessment criteria and

the optimisation of group dynamics for such a model.

As stated before, one obvious advantage of blended learning is its ability to maximize

effectiveness by matching the best medium for each learning object (course segment). Here are

some of the benefits of a few of the mediums that might be used:

Classroom: is good for workshops, coaching, exercises, feedback on activities and paper-based

tests.


Self-paced e-leaming: is good for simulations, online case studies, interactive learning modules,

e-mail, bulletin boards interactions, online assessments, and other forms of CBT (computer

based training).

Live e-Learning: is good for application exercises, online coaching, and interaction between

students, online feedback, assessment, chats and instant messaging. (Source: Blended Learning

by Ron Kurtus).

Blended learning by providing opportunities to learners to have a feel of each other's

culture, social practices values can also help in upward mobility of people from different nations

as they may have employability skills required in different and collaborating nations. They may

also be able to adjust better in these cultures as they are already acclimatized to them.

To summarize, the authoress believes that Blended Learning has the potential of offering

courses or training that, through the wise choice of the blend, can have results that are better that

the sum of the parts. This may require effort on the part of policy makers to work out modalities

for enhancing learning across the nations taking due care of socio cultural factors and cost

aspects. The courses so designed would then enjoy creditability, interest of learners across the

borders.

References:

American Federation of Teachers. (ND). Distance Education : Guidelines for Good Practice.

Retrieved from http:/www.aft.org/higher_ed/downloadable / distance. pdf.

Bersin & Associates (2003). Blended learning : What works? Retrieved from

http://www.bersin.com.

Cennamo, K. & Kalk, D. (2005). Real World Instructional Design. Belmont: CA,Thomson

Wadsworth.

Dean, P., Stahl, M., Sylwester, D., & Pear, J. (2001). Effectiveness of Combined Delivery

Modalities for Distance Learning and Resident Learning. Quarterly Review of Distance

Education, 2(3), 247-254.

Driscoll, M., & Carliner, S. (2005). Advanced Web-Based Training Strategies: Unlocking

Instructionally Sound Online Learning. San Francisco: John Wiley & Sons, Inc.

Driscolll, M. (2002). Blended Learning: Let's get beyond the hype. E-Learning, 3 (3), 54.

Duhaney, D.C. (2005). Technology and higher education: Challenges in the halls of academe.

International Journal of Intructional Media, 32(1), 7-15.

Irons, L.R., Keel, R., & Birelema, C.L. (2002). Blended learning and learner satisfaction: Keys

to user acceptance. USDLA Journal, 16(12).

McDonald, J., McPhail, J., Maguire, M., & Millett, B. (2004). A conceptual model and

evaluation process for educational technology learning resources: A legal case study.

Educational Media International, 41(4), 287-286.


Moore, M.G. (2005). Blended learning.The American Journal of Distance Education, 19 (3),

129-132.

Rovai, A.P. & Jordon, H.M. (2004). Blended learning and sense of community: A comparative

analysis with traditional and fully online graduate courses. The international review of

Research in Open and Distance Learning, 5(2). Retrieved from

http://www.irrodl.org/index.php/irrodl/article/view Article / 192/274.

Throne, K. (2003). Blended learning : How to integrate online and traditional learning. London:

Kogan Page.

How to cite reference of this paper-

Sharma, A. (2017). Blended learning: A case for multisource learning. Shiksha Shodh Manthan,

3(1), 1-9.


Attitude of Students towards Educational Media at Secondary School Stage

*Shabia Subuhi & **Dr. Adnan Khan Lodi

*Research Scholar, Department of Education, Integral University, Lucknow

**HOD, Department of Education, Integral University, Lucknow

Abstract

The role of educational media and its significance in this gigantic effort is obvious and this has

been realized and appreciated at least at the conceptual level and to a considerable extent at the

implementation level. But the effective use of educational media in a classroom depends upon the

attitudes of teachers as well as students or learners, who are to be benefitted, to apply

technology in schools’ daily pedagogical practices. The present study deals with the attitude of

students towards educational media for which 1200 students have been selected. A self made

standardized attitude scale has been prepared. The results show students studying in CBSE

board schools have more favourable attitude towards educational media and boys of CBSE

schools have most favourable attitude towards educational media at the secondary school stage.

Key Words: Attitude, Educational Media & secondary school stage.

Introduction:

Communication revolution has potentially revolutionised thought, feeling and behaviour

by enabling any man, woman or child anywhere in the world to exchange visual and aural

experiences with any man, woman or child any other place in the world. Communication means

not only giving information but also transformation. It is observed that instruction is being done

on traditional lines, mainly through words in formal education system. Words are very important

as a medium of communication, but words alone do not create proper images in the minds of the

students.

The roles of educational medias have more significance in India. Further, National

Curriculum Framework, 2005 asserts, “If ET (Educational Technology) is to become a means of

enhancing curricular reform, it must treat the majority of teachers and children not merely as

consumers but as active producers. There must be widespread consultation regarding use of

during development and implementation, ET facilities need to be used at all levels of schools-

cluster and block resource centers, district, state and national level institutions- in order to

provide hands-on experience in using ET. Such experience provided to children, teachers and

teacher educators, could include something as simple as the audience recording of an interview

with a village elder, to making a video film or a video game. Providing children more direct

access to multimedia development and Information Communication Technology (ICT), and

allowing them to mix and make their own productions and to present their own experiences,

could provide them with new opportunities to explore their own creative imagination.” This

endorses further efforts from all concerned to enable the teachers in developing multimedia

educational content and providing these to the end users through a proper video distribution

system.

An outstanding development in modern education is the increased use of supplementary

devices by which the teacher through the use of more than one sensory channel helps to classify,


establish and correlate accuracy, concepts, interpretations and appreciations, increases

knowledge, arouses interest, and evolves worthy emotions and enriches the imagination of

children. Technology is the main support for the students learning development nowadays. With

shifting from the teacher centered education to child centered education the roles, attitudes,

reflections of the students become more important concern to gauge the effectiveness of

educational media in teaching learning process. Within the today’s application it is important to

get the meaningful learning for the students’ learning cycle. It is not necessary to get information

directly from the instructors, what is important today is that experiencing reality, discovering

reality with technology guidance. Technology has main responsible process in instruction for

today’s educational world. With the development of high technology improvements, students get

main role in their learning process (Aytekin et al, 2004).

Needless to say the role of educational media and its significance in this gigantic effort is

obvious and this has been realized and appreciated at least at the conceptual level and to a

considerable extent at the implementation level. Education can thus reach a take off stage with

the help of modern technologies. This would provide individualized instruction to learners

conveniently suited to their needs and pace of learning.

Effects of instructional methods have been measured by assessing students’ attitude

towards the instruction (Barlett&Strough, 2003; Buzzel et al, 2002; Kim & Kem, 2005;

Richardson, 1997; Suussikind, 2005) Most of these studies reported that students attitude

towards instruction were becoming more favourable after they were exposed to new technology

based instructional material (Yamauchi, LG, 2008).

Studies showed that media or computer enabled education had influence on learners in a

positive way. Students can understand the more factual understanding through Educational

Media presentations rather than teacher in classrooms. And for smooth utilization of media in

classrooms a favourable attitude of students and learners is important.

Definition of Key Words:

Attitude: - Thurstone (1929) had defined attitude as the degree of positive or negative effect

associated with some psychological object. By a psychological object, he means any symbol,

phrase, slogan, person, institution, ideal or idea toward which people can differ with respect to

positive or negative effect. (Thurstone, 1946)

Educational Media: - Educational media refers to use of Overhead projectors, Computers or

educational Smartclasses that aim to teach school students directly or indirectly in classroom

whose primary purpose is to contribute to the education of its listeners or viewers rather than

entertain.

Secondary School Stage: - Class IX and X in a school is known as secondary school stage.

Objectives:

1) To study the level of attitude of students towards educational media at secondary school

stage.


2) To study the attitude of students towards educational media at secondary school stage in

relation to their:-

i) Board of the institution and

ii) Gender,

Hypotheses:

2.1 There is no significant difference in the attitude of students of CBSE and ICSE board

school towards educational media at secondary school stage.

2.2 There is no significant difference in the attitude of boys and girls towards educational

media at secondary school stage.

2.3 There is no significant difference in the attitude of boys and girls of CBSE and ICSE

board school towards educational media at secondary school stage.

Methodology:

Descriptive Survey method was adopted by the researcher to study the present problem.

Sample:

20 schools each of CBSE and ICSE Board schools were selected from the population

using Stratified Random Sampling technique making the sample of 40 schools. 15 boys and 15

girls from each school were then selected using stratified random sampling technique making the

sample of 1200 students for the present study. Following table shows the distribution of sample

of students in different groups.

Table No. 1

Sample of Students according to their Board of Institution and Gender selected for the

study

Board / Gender Boys Girls Total

CBSE 300 300 600

ICSE 300 300 600

Total 600 600 1200

Tools:

Self developed and standardized Attitude Towards Educational Media Scale (ATEMS)

for Students of Secondary School Stage was used by the researcher to study the present problem

which has 28 items based on five point scale. Out of 28 items, 23 items were positive and 5 items

were of negative in nature.

Data Analysis:

The analysis of the results has been discussed in two ways:-

I) By calculating Frequency and representing through Tables and Graphs.


II) By involving statistical techniques- Mean, Standard Deviation (SD) and applying

Two Way ANOVA and calculating F-value.

Result and Discussion:

1) Level of Attitude towards Educational Media among Secondary School Students at

Secondary School Stage

Table No. 2

Level of Attitude towards Educational Media among Secondary School Students at


S. No. Level of Attitude

towards Educational

Media

Frequency Percentage

1 Favourable 978 81.5

2 Neutral 190 15.83

3 Unfavourable 32 2.67

Total 1200 100

From the above Table No.2 it is clear that 81.5% students have favourable attitude towards

educational media at secondary school stage. It also states that only 2.67% students have

unfavourable attitude towards educational media while 15.83% students are neutral towards the

importance of educational media at secondary school stage.

2) Attitude of Students towards Educational Media in relation to their Board of the

Institution and Gender

I) The result of the present study were discussed below, frequency wise.

Table No. 3

Frequency of Responses and their Average Score given by Students of CBSE

And ICSE Board on Attitude towards Educational Media at Secondary School

Stage

Item

No.

Board Category Total

Favourable Neutral Unfavourable

1-28 CBSE 12693 (437.7) 2339 (80.6) 2368 (81.7) 17400 (600)

ICSE 12246 (422.3) 2606 (89.8) 2548 (87.9) 17400 (600)

Table No. 3 shows that the total number of responses given by Students of CBSE board in the

category of favourable, neutral and unfavourable for item no. 1-28 is 12693, 2339 and 2368

respectively along with their average score as 437.7, 80.6 and 81.7 respectively on attitude

towards educational media at secondary school stage. The total number of responses given by

Students of ICSE board in the category of favourable, neutral and unfavourable for item no. 1-28

is 12246, 2606 and 2548 respectively along with their average score as 422.3, 89.8 and 87.9

respectively on attitude towards educational media at secondary school stage.


Graph No.1

Response given by students of CBSE and ICSE board under different categories for

measurement of attitude towards educational media at secondary school stage

Graph No. 2

Response given by Boys and Girls of CBSE board under different categories for the


Graph No. 3

Response given by Boys and Girls of ICSE board under different categories for the


0

5000

10000

15000


12693

2339 2368

12246

2606 2548

CBSE Students

ICSE Students

0

2000

4000

6000

8000


6409

1139 1152

6284

1200 1216

CBSE Boys

CBSE Girls

0

2000

4000

6000

8000


5916

1338 1446

6330

1268 1102

ICSE Boys

ICSE Girls


Table No. 4

Frequency of Responses given by Boys and Girls on Attitude towards Educational Media at


Item No. Gender Category Total


1-25 BOYS 12325 (425) 2477 (85.4) 2598 (89.6) 17400 (600)

GIRLS 12614 (435) 2468 (85) 2318 (80) 17400 (600)

Table No. 4 shows that the total number of responses given by Boys in the category of

favourable, neutral and unfavourable for item no. 1-28 is 12325, 2477 and 2598 respectively

along with their average score as 425, 85.4 and 89.6 respectively on attitude towards educational

media at secondary school stage. The total number of responses given by Girls in the category of

favourable, neutral and unfavourable for item no. 1-28 is 12614, 2468 and 2318 respectively

along with their average score as 435, 85 and 80 respectively on attitude towards educational


Graph No. 4

Response given by Boys and Girls under different categories for measurement of attitude

towards educational media at secondary school stage

Graph No. 5

Response given by Boys of CBSE and ICSE board under different categories for the


0

5000

10000

15000


12325

2477 2598

12614

2468 2318

Boys

Girls

0

2000

4000

6000

8000


6409

1139 1152

5916

1338 1446

CBSE Boys

ICSE Boys


Graph No. 6

Response given by Girls of CBSE and ICSE board under different categories for the


II) The result of the present study were discussed below, hypotheses wise.

Table No. 5

Mean, SD of Attitude of Students towards Educational Media in relation to their

Board of Institution and Gender at Secondary School Stage

Board/Gender CBSE ICSE Total

Boys

N 300 300 600

Mean 113.05 108.95 111

SD 14.24 16.63 15.6

Girls

N 300 300 600

Mean 110.92 111.45 111.19

SD 15.57 15.54 15.55

Total

N 600 600 1200

Mean 111.99 110.2 111.1

SD 14.95 16.13 15.57

Table No. 6

Results of Two Way ANOVA for the Attitude of Students towards Educational Media in

relation to their Board of Institution and Gender at Secondary School Stage

Variables SS Df MS F-value

Board of the

Institution

955.87 1 955.87 3.97*

Gender 10.27 1 10.27 0.04

Board*Gender 1607.76 1 1607.76 6.68*

Error 287992.08 1196 240.8

Total 290565.98 1199

* Significant at 0.05 level of significance

0

2000

4000

6000

8000


6284

1200 1216

6330

1268 1102

CBSE Girls

ICSE Girls


Table No. 7

Bonferroni Correction to adjust for Multiple Comparisons

S.No. Comparisons t-value

1 Students of CBSE and ICSE board 2.00

2 Boys and Girls of both boards 0.21

3 Boys and Girls of CBSE board 1.08

4 Boys and Girls of ICSE board 1.98

5 Boys of CBSE and ICSE board 3.24*

6 Girls of CBSE and ICSE board 0.42

* Significant at 0.05 level of significance

1) Table No. 5 shows that the Mean and SD of CBSE and ICSE board Students is 111.99 and

110.20 respectively and 14.95 and 16.13 respectively. After applying ANOVA, F-value came

out to be 3.97 in Table No. 6 which is significant at 0.05 level of significance. This means

that attitude of CBSE board students is more favourable than ICSE board students towards

educational media at secondary school stage.

2) Table No. 5 shows that the Mean and SD of Boys and Girls is 111.19 and 111.00 respectively

and 15.60 and 15.55 respectively. After applying ANOVA, F-value came out to be 0.04 in

Table NO. 6 which is not significant at 0.05 level of significance. This means that there is no

significant difference in the attitude of boys and girls towards educational media of

secondary school stage.

3) Table No. 6 shows that F-value for Board * Gender came out to be 6.68 which is significant

at 0.05 level of significance. This means that there is significant difference in the attitude of

boys and girls of CBSE and ICSE board school towards educational media at secondary

school stage. Boys of CBSE board school have most favourable attitude towards educational


4) Table No. 7 shows t-value for different comparisons using Bonferroni correction formula.

The table shows that there is significant difference in the attitude of boys of CBSE and ICSE

board school. Boys of CBSE board school have most favourable attitude towards educational


Conclusion:

1) Most of the secondary school students have favourable attitude towards educational

media. Research supporting this is by Aytekin et al, 2004, according to whom high

percentages concentrated on that there are positive attitudes towards computer because of

being tool to organize life efficiently.


2) Attitude of CBSE board students is more favourable than attitude of ICSE board students

towards educational media at secondary school stage.

3) Attitude of Boys of CBSE board students is most favourable towards educational media

at secondary school stage. Contrary to this research conducted by Hamzah & Ahmad(

2016), female students have favourable attitude towards new instructional technology.

References:

Aytekin, et al (2004). Attitude of students towards computer. TOJET, 3(1), 11-21.

Best (1978). Research in Education. New Delhi: Prentice Hall of India Pvt. Ltd.

Freeman, F. S. (1965). Theory and practice of psychological testing. New Delhi: Oxford

University Press.

Hamzah and Ahmad (2016). The relationship between instructional media with students’

attitude on history subject. The International Journal of Social Sciences and Humanities

Invention. 3(6), 2302-2308.

Howell, Joseph H. & Dumivant, Stephen W. (2001). Technology for teacher- mastering new

media and portfolio development. New Delhi:Tata Mc Graw- Hill Publishing Company.

Mangal, S. K. (2010). Statistics in psychology and education. New Delhi: PHI Learning Pvt. Ltd.

NCERT (2005). National curriculum framework-2005. New Delhi.

Thurstone, L. L. (1946). Comment. American Journal of Sociology, 39-50.

Yamauchi, L.G. (2008). Effects of multimedia instructional material on students learning and

their perceptions of the instruction. Iowa State University, Iowa. Retrieved from

http://lib.dr.iastateedeu/rtd.


Subuhi, S. & Khan Lodi, A. (2017). Attitude of students towards educational media at secondary

school stage. Shiksha Shodh Manthan, 3(1), 10-18.


Preparing mainstream schools and teachers for inclusive education

Shailza sharma

PGT Biology, Jawahar Navodaya Vidyalaya, Maharajganj

Abstract

Education is the most vital instrument in developing society which is based on democratic

principles and gives equal opportunities to all its members i.e. an inclusive society. Education

provides opportunities for interaction among children of differential abilities, developing respect

and spirit of cooperation and appreciations of diversity, at the same time education empowers

the differentially abled children in required knowledge and skills. Hence both able and disabled

children learn together they will develop attitude of mutual cooperation and understanding. This

is the main assumption behind emergence of concept of inclusive education which have replaced

the concepts of integrated and special education over the years

The right of persons with disability bill-2016, also emphasis to provide inclusive

education to the children with disabilities in govt. funded and govt. recognised institutions.

Gov. acknowledge inclusive education but does not provide the working methodology for

its implementation. To meet the challenges of inclusive education a number of competencies are

required to be developed in teachers usually not practised in regular classroom. They must have

professional knowledge of basic concepts of special education, various disability conditions,

rights and policies related to disabled. He must have knowledge of applied behaviour analysis,

willingness for working in collaboration, ability to diagnose and continuously evaluating the

specific needs of disabled students to make right decisions. In addition a regular teacher

requires to be competent in employing differentiated instructions, activity based experiential

learning, peer tutoring, cooperative learning, individualised and adaptive instructions.

To develop these competences arrangement of a cascade training programme will be helpful in

which selected teachers from every inclusive school are trained as nodal resource person. These

nodal teachers will disseminate expertise among their colleagues in their respective schools.

Establishment of a resource library in participating school, which should have materials, cds of

method and approaches as well as good practices related to inclusive education will be a good

effort. Capacity building workshops, mobile exhibitions of photographs showing activities and

achievements of children special needs, setting up district/ zonal level centres for providing

required support, guidance as well as monitoring the performance of inclusive schools are few

steps that can be taken to make the education inclusive in real sense and to build an inclusive

society.

Intoduction:

An inclusive society is a “Society for all”, that recognises the dignity, value, importance

of each person and over-rides differences of gender, caste, class, race, ethnicity and differential

abilities. Therefore developing inclusive society is a multidimensional process that can play a

crucial role in promoting substantial sustainable human development. One key instrument in

achieving inclusive society can be education.


Our President Shri Pranab Mukherjee, during his address on the occasion of International

day for the disabled person on 3rd December, 2014 had said that education is one of the key

instrument for empowering persons with disabilities and in developing inclusive society.

Education provides opportunities for interaction among people of differential abilities,

developing respect, cooperation and appreciation of diversity. At the same time education can

empower the differentially abled children in required knowledge and skills.

When children with and without disabilities are educated together with appropriate

planning, support and commitment, they will develop attitude of mutual cooperation and

understanding (Duquette, 2015). Moreover in the society people of diversified abilities has to

live together and work together, hence it will be a wise practice that they learn together in the

same school and in the same class. Educating kids with and without disabilities side by side

helps everyone, students learn to appreciate the talents and gifts possessed by them and to respect

the diversity. More over to establish and maintain schools that educate all children together is

much more economical than to set up different schools specialized for different groups of

children. These assumptions are the forces behind the origin of the concept of “Inclusive

education” which has replaced the concept of integrated in special education over the years.

Inclusive education is defined as, all children irrespective of their strengths and

weaknesses will be a part of the mainstream education. It refers to an education system that

accommodates all the children regardless of their physical, intellectual, social, emotional,

linguistic or other conditions i.e. “zero rejection”. It is a Paradigm shift towards “changing the

environment to suit the child, not the child to suit the environment.

Sarva Shiksha Abhiyan framework clearly states that “SSA will ensure that every child

with special needs, irrespective of the kind, category and degree of disability is provided

education in an appropriate environment. SSA will adopt “zero rejection” policy so that no

children are left out of the education system. It will also support a wide range of approaches,

options and strategies for education of children with special needs”.

The draft of inclusive education scheme, MHRD (2003) states “inclusive education means all

learn, with or without disabilities being able to learn together in ordinary community schools

setting with appropriate network of support services.

PWD Act The right of person with disability Bill-2016, also emphasise to provide

inclusive education to the children with disabilities in govt.funded educational institutions as

well as government recognised institutions.

Government acknowledges inclusive education but does not provide the working

methodology for its implementation, for the development of individual plans for students with

disability. There are no provisions for periodic assessment of the needs of the disabled children

and constraints in the fulfilment of the needs. We need a gestalt efforts at policymaking level as

well as execution level to make the concept of inclusive education a fruitful exercise.

Here we will discuss about some practical efforts that should be taken to make inclusive

education a reality.

Preparing mainstream teachers for inclusive education:

The success or efforts towards creating inclusive society through inclusive education

largely depends on the willingness and competencies of the teachers as they are the key players.


This reform of ‘education for all’ has present significant challenges for regular school teachers.

To meet the challenges, the teachers are required to have a number of competencies usually not

practiced in a regular classrooms (Forlin, 2001). Teachers are now expected to play all the

functions as that of a special education teachers but they have not received an intensive training

in special education as possessed by special teachers.

Required teaching competencies for inclusive education:

Different surveys conducted by stakeholders, rearchers, NGOs, expert opinion and initiatives of

professional organisations such as Council for exceptional children (CEC) has identified wide

range of teacher competencies required for inclusive education, which are classified into six

categories(Forlin, 2010)

1 Professional knowledge-

Knowledge of basic concepts of special education, various disability conditions, policies,

rights, and programs related to inclusive education, role of parents administrators and other

professionals to facilitate inclusive education.

2. Classroom management-

A supportive educational environment has an important positive effect on learning of

differentially abled students. A teacher must have knowledge of applied behaviour analysis

(ABA), practices for effective management of teaching and learning, material arrangement and

sitting arrangement according to the need of learners.

3. Working in collaboration/ Teamwork-

Teamwork enables people with diverse expertise to produce Creative Solutions of

problems and would enhance the chances of the success of the instructional programme. Hence

teachers should be competent in seeking consultancy from parents and other school staff, para

professionals, counsellors and physiotherapists as well as NGO’s working in this field.

Researches show the benefits of co teaching to improve academic achievement of not only

differently abled students but also all the students.

4. Continuous observation and diagnosis and evaluation competency-

A regular teachers should be competent enough to observe, access and diagnose the

specific needs of students with special needs, in order to make right decisions. Knowledge about

using and interpreting standardized measurement instruments, gathering background information

about differentially abled students, portfolio assessment in order to assess student’s performance,

attitude towards their teachers and peers, self-concept and level of fulfilment of their needs is one

of the most vital skills for a regular teacher to have for the implementation of inclusive

education.

5. Knowledge and competencies in using instructional techniques-

A number of validated specific instructional techniques are available now, and a regular

classroom teacher would require to be competent in them. These techniques includes : peer

tottering that includes partnership of high achieving and low achieving students; co-operative

learning in which students work together to complete the tasks ; individualized and adaptive

instructions i.e. tailoring a unique programme by recognising student’s background knowledge,


learning capacity ;activity based and experiential learning for better retention, differentiated

instruction in which teacher teaches one main lesson to all students with variations for each

individual student’s need.

6. Competency in using ICT and E-resources and software applications in preparing

individualized and adaptive instructions-

Development of these competencies requires an extensive in-service training programs

for mainstream teachers so that they can educate diversified children effectively. Training is a

bridge between teachers and pupils with special need yet there are not adequate provisions of

developing skills, knowledge and attitudes needed to work with all of their future students hence

it greatly required a paradigm shift in the framework of pre-service and in-service teacher

education programme for making the dream of inclusion a reality.

Pre-service teacher education for inclusion:

Researches studies has identified and developed several approaches to prepare pre-

service teachers for inclusion. Some noticeable approaches worth mentioning are:

The infusion model: in this pupil teacher opt one or two courses that cover inclusive

education.

The collaborative training model: in this many more courses are learned at one time and

mainstream teaching students and special education students do their practical experience

together.

The unification model: all students study the same curriculum that trains them for

teaching mainstream education with a focus on students with special needs.

Developing attitudes, values and beliefs through pre-service teacher education for inclusion

Developing positive and humanistic attitude among teachers towards learners of

diversified needs is of foremost importance without that full advantage of teachers’ competencies

cannot be taken. This can be achieved in better ways by direct interaction with people with

disabilities along with theoretical classes and readings.

Pupil teachers must not led to believe that there is a single model for supporting

diversified students group.

Teachers’ beliefs can be changed through action researches, by coaching and by

analysing video footage of their own teaching.

One most important consideration in inclusive teacher education programmes Is practical

placements of pupil teachers in schools and classrooms where inclusion is in practice and where

there is enough support to ensure a successful experience for pre-service teachers, to address the

need of diversity in the classroom.

In the curriculum of inclusive teacher education, some selected contents of school

subjects elected by students should be presented in a diversified manner so that pupil teacher can

have an idea about how to present the same content in different ways to fulfil the diversified

needs.

Last but not the least measure is to sensitise teacher educators to develop knowledge

about cultures, discriminatory practices, bias and effect of their own beliefs, attitudes and

expectations on teacher candidates.


In-service teachers’ training for inclusion

Development of competencies regarding inclusive education require an extensive in-

service training programme for teachers working in the regular schools. It is not an easy task in a

large country like India where lakhs of primary and secondary teachers are working.

Cascade training model:

We need to develop a cascade training programme in which few schools are selected

from each district and from each school one teacher is selected for training programme for

developing desired competencies and attitudes related to selected disabilities conditions. These

teachers will disseminate expertise among their colleagues. In the next training session few other

schools should be selected to provide training in a different set of disabilities and so on. Now

these teachers competent in dealing with some specific forms of disabilities will help each other

in the same school or in other schools of the same city. This approach enhances the co-operation

between teachers by starting a process of mutual sharing of knowledge and experiences as well

as with parents.

This training can be beneficial for the teachers to support inclusive education in various

ways—

It helps teacher recognise that all students have strengths and potentials.

It helps teachers appreciate and understand the diversity of individual human beings.

It enhances ways of creatively addressing challenges.

It develops collaborative problem solving skills.

It acquires different ways of perceiving challenges as a result of being on a multi-

disciplinary team.

It will break monotony in teaching profession.

In order to motivate regular teachers for participating whole heartedly in inclusive

teaching provision of some sort of increment or award should be made by school management as

well as by government.

Developing support services in schools for inclusive education:

In every school which was selected to give training to its teacher, a resource library

should be established which contain information, materials, examples of good practices, methods

and approaches to inclusive education in the form of books and CD’s so that teachers as well as

students can seek required knowledge and help.

Mobile exhibition of photographs showing activities and achievements of differentially

abled children should be organised in regular schools these will not only motivate the children

with special needs but also develop a sense of respect for their peers in non-disabled students.

A situational analysis should be performed time to time by govt. or non-government

organizations which would gather information about attitudes and experiences of regular

teachers and other stakeholders related to inclusive education in order to identify constrains and

opportunities for enrichment of inclusive practices as well as of training programmes. School

management should made such provision that the class size where there are children with special


needs, should be small. Provision of a district/regional level centre should be made that can

provide consultation, guidelines and monitoring of the activities of the school in the area of

inclusive education.

Conclusion:

The concept of inclusive education sounds very democratic and in accordance with the

concept of socialism but it is difficult to achieve if not impossible. What is required is the

wholehearted efforts on the port of policy makers, teachers, teacher educators, school

management, parents and other concerned personnel. We have to change the environment to suit

the child not to change the child to suit the environment.by doing this we can make the education

inclusive in real sense and to make an inclusive society.

The last word comes from disabled young people themselves, who in the Lisbon

Declaration (Soriano et al., 2008) said: ‘teachers need to be motivated, to be well informed about

and understand our needs. They need to be well trained, ask us what we need and to be well co-

ordinated among themselves’ (p.22)

References:

Avramidis, E. & Norwich, B. (2002). Teachers attitude towards integration/inclusion, A review

of the literature. European journal of special needs education, 17(2), 129-147.

Bukvic, Z. (2014). Teachers competency for inclusive education. The European journal of social

and behavioural science, 14(1), 1585-1590.

Darling, Hammond L.(2016). Construction 21st century Teacher education. Journal of teacher

education,57(3),300.

Department of education. (2003), Inclusive Education SC (Draft), New Delhi, MHRD, GOI.

Duquette, K. (2015). 10 ways to make society more inclusive for people with disabilities. cited

from www.oneyoungworld.com on 26.2.2017.

Forlin, C. (2001),Inclusion: Identifying potential stressors for regular class teachers. Journal of

educational research,43(3),235-245.

Forlin, C. (2010). Teacher preparation for inclusive education: Increasing knowledge but arising

concerns, Asia-pacific journal of teacher education, 39(1), 17-32.

Jones, T. G. & Fuller, M .L .(2003). Teaching Hispanic children. Bosto: Allyn and Bacon.

Merryfield, M . M. (2000). Why are not teachers being prepared to teach for diversity, equity and

global interconnectedness? A study of lived experience in the making of multicultural

and global education. Journal of teaching and teacher education, 16, 79-80.

Mukherjee, Pranav (2014), at the occasion of National Award Ceremony for mobility India for

"Outstanding Work in the Creation of Barrier Free environment for Person with

Disability" by MSJE, GOI, Times Of India, New Delhi.

http://www.oneyoungworld.com/


Ministry of Social Justice and Empowerment. (2016). Rights of Persons with Disability Bill

2016. Press Information Bureau, Ministry of Social Justice and Empowerment, GOI.

Soriano, V. (2008). Young Voices: Meeting Diversity in Education. Offense: European Agency

for development in Special Needs Education.

Zulfija, M., Indira, O., & Elmira, U. (2013). The professional competencies of teachers in

inclusive education. Procedia-social and behavioural sciences. 89,549-554.


Sharma. S. (2017). Preparing mainstream schools and teachers for inclusive education. Shiksha

Shodh Manthan, 3(1), 19-25.


Global Trends and Learning Styles in Indian Higher Education

*Vimal Singh & ** Dr. Shraddha Padmaja Awasthi

*Junior Research Fellow, Department of Education, University of Lucknow

**Assistant Professor, School of Education, BBAU, Lucknow

Abstract

The advent of information & technology has broken the barriers of national boundaries. Socio-

economic statuses of societies are changing & also the work culture. The onus of taking up the

responsibility of enabling the individuals to face the challenging situations is on education.

Higher education bears the important position in preparing the technology-driven, value-drive,

competent & skilled individuals. In the era of globalisation & modernisation higher education

has to keep pace with the changing time. A new paradigm is evolving which consists of new

trends in education system. Privatisation, distance education, collaborative education,

franchising, branching campus & trans national education are the few concepts which are taking

place of the traditional education system. This paper throws light on these concepts of higher

education & their benefits for the development of technology & value-driven global citizens.

Globalization has also created a society which is multicultural & multilingual & this in turn

making the teaching-learning process more challenging. To face these challenges new trends in

higher education are not enough there is a need of knowledge about Learning Styles. Knowledge

of different learning styles would enable both the teachers & learners to cope with the demands

of learners coming from multicultural backgrounds. This paper discusses about various learning

styles which can be helpful in developing global talent & also about recent trends in higher

education which would certainly provide more flexible opportunities to the learners across the

world to come at one platform & learn.

Key Words: Higher Education, Globalisation, Privatisation, Franchising, Trans-national

education, Learning Styles.

Introduction:

In the era of knowledge-driven economy and learning societies, both formal and

informal education is playing an increasingly vital role in promoting economic solidarity, social

cohesion, individual growth, sustainable development, and a culture of peace and world

citizenship. Whereas our views about the way we live, learn, work, and ‘think about work’ have

changed, the acquisition of knowledge and skills provided by a traditional formal educational

setup do not correspond. Therefore, a new paradigm must evolve that is developmental, human-

centred, environmentally sound, and all-inclusive, so as to prepare learners to be contributors to

knowledge and not just mere recipients of knowledge. It has opened up new challenges and

opportunities for higher education institutions – whether public, private, or hybrid.

In his address entitled, ‘A matter of heart’ delivered at the Peking University in 1990

Diasaku Ikeda, a leading peace philosopher said, “ It is people who will pave the way toward the

future of the world, & there is no greater influence in the development of an individual than that

of solid, human-centred education. Learning is the fundamental force that builds society &


shapes an age. It nurtures & tempers the infinite potential latent in all of us & it directs our

energies towards the creation of values.”

Higher education bears the onus of developing & enhancing the zone of knowledge on

one hand & creating global citizens having humane approach on the other.

Given the increasingly corporate culture in higher education, it is not surprising that

‘education’ has been included as a ‘service’ or a ‘commodity’ under the General Agreement on

Trade and Tariffs (GATT) and World Trade Organization (WTO). Though UNESCO has been

striving hard towards protecting and strengthening higher education as a common good at the

global level by promoting pluralism and diversity, on the one hand, and equitable access,

capacity building, and sharing of knowledge, on the other, the GATS and WTO are striving

equally hard towards reducing the barriers to ‘trade’ in higher education.

The concept of private higher education is not new. In Asia, private institutions have

always been a central part of higher education. Private higher education has been playing a major

role in Japan, South Korea, Taiwan, Taipei, Indonesia, and the Philippines. In these countries, up

to 80 percent of students attend private institutions. Private higher education is reported to be

rapidly growing in China, Vietnam, Cambodia, and other central Asian republics as well.

Generally, private post-secondary institutions are found to be at the lower end in terms of

prestige, though there are some high quality private universities, such as Waseda and Keio in

Japan, De La Salle and the Ateneo de Manila in the Philippines, Yonsei in South Korea, and

Santa Dharma in Indonesia. These universities are among the oldest in their respective countries

and share a reputation of training the elite class (Altbach, 2002).

India is not far behind in adopting new trends in higher education. It is the demand of

contemporary world to walk hand in hand with modern technology & moral & ethical values. As

the member of global society it has become the need of the hour to move forward towards the

common goal of preparing technology-friendly as well as value-driven global citizens. Higher

education has already taken up this responsibility in different countries of the world but many

more steps need to be taken to achieve the goal.

Higher Education: Concept and Meaning

The term Higher Education is ambiguous in nature because it is used in variety of ways

by different people, different country and in different point of time. Internationally after school

education can be divided into Higher Education and Further Education and is known as Tertiary

Education. Higher Education qualification implies Higher Diplomas, Foundation Degrees to

Honours Degrees and takes a minimum of 3 years to maximum of 4 years to complete. Further

Education on the other hand refers to Post Graduate or Master and Doctorate degrees. In a single

word Tertiary Education means colleges and university level education. Indian education ladder

starts at 6 years of age. It comprise of 10 years of primary or elementary and secondary stages, 2

years of higher secondary stages, 3 years bachelor’s degree, 2 years of masters degree and at

least 3 years beyond masters degree for a Ph.D. According to NEP 1968, 1986 this is known as

10+2+3 system. The Post Higher Secondary Education is known as Higher Education in India.


The purpose of higher education includes:

inspire and enable individuals to develop their capabilities, so that they can grow

intellectually, are well equipped for a profession or work, can contribute effectively to

society and achieve personal fulfilment

increase knowledge and understanding for their own sake as well as the application

thereof to the benefit of a profession and society

serve the needs of an adaptable, sustainable, and knowledge-based profession and the

economy at local, regional and national levels

play a major role in shaping an individual to become part of a society (Wallace 1999:

153)

Higher education must create a learning environment that affords opportunities to

advance, develop and enrich individuals, both intellectually and in society (South Africa 2001).

The emphasis is on learning rather than teaching (learner-centred approach) and on outcomes

(what the learner becomes and understands). Higher education must work for fostering the

potentials of learners to make them global talents.

Recent Trends in Indian Higher Education

The major challenge before the country is to accept the new educational ideas with

retaining own education ethos. The issue of maintaining the quality of higher education

institutions with absorption of increasing quantity of students is also a serious concern. The

different forms of educational set-up mentioned above are contributing to deal with the

challenges and making the higher education system more efficient.

India provides a big market and playing field for private initiatives at both the national

and international levels. It is very rich in human resources, in terms of quantity as well as quality.

India is being projected as a would-be super-power by the year 2020; at the same time, higher

education, which is growing at the rate of 20% per annum worldwide, is being counted as one of

the most important ingredients in knowledge-based economies. India therefore faces a big

challenge in achieving its goals in this respect. Private initiatives in higher education are not only

feasible, but also desirable, if India is to meet the target of 20% of its youth in the age group of

17-23, as against 7.2% today.

(a) Privatization

Privatization means initiation of private ownership, management and control of

organizations. The control is in terms of decision making and responsibility of money and

administration. In education privatization can be seen as expansion of private sector’s control.

Privatization of higher education has emerged in several forms and types in the recent decade in

India. Privatization within government higher education institutions takes place in the form of

introducing self-financing courses within government institutions. There are another trends such

as converting government aided private institution in to private self financing institution and also

allowing self financing private institution with recognition and also without recognition. This

may be termed as commercial private higher education institutions. Private players are mainly


engaged themselves in setting up of state private universities, deemed university and academic

institution with foreign collaboration. These private institutions have taken a quite respectable

share of higher education institutions in the country in terms of quantity. When we talk about

quality education the private institutions are at growing stage but they are growing at a faster

pace. They are taking leading role in developing and enhancing research database & systems and

also providing conducive environment for professional growth.

(b) Globalization

With the development of information and communication technology the barriers of

national boundary has been broken. As a result there has been considerable development in the

social, economical and educational fields at international and global level. This is termed as

internationalization and globalization. The development in education has resulted in the

following events.

i. Increased practice of international comparison of educational development.

ii. Mobility of students from one country to another.

iii. Mobility of scholars from one country to another.

iv. Setting up of educational institution from one country to another.

v. Marketing of education worldwide.

Indian higher education institutions are providing the facilities to their human resources

for becoming leaders of global world.

Collaborative Education

Collaborative education is an emerging concept in the Indian education system, whose

basic idea is to promote the interaction and sharing of knowledge for the enhancement, creation

and expansion of new knowledge. The concept of collaborative education can be seen in the

following types –

o Institution-Institution Collaboration

o Institution-School Collaboration

o Institution-Community Collaboration

o Institution-NGO Collaboration

o Institution-State Collaboration

o Institution-State-NGO Collaboration

o Institution-Industry Collaboration and various other forms.

The concept of collaborative education helps in bringing the institutions closer which

leads for understanding each-others functions and works and reforming their ideas. This would in

turn help in fostering the global talent.

Distance Education

Distance education has been defined by the Thesaurus of descriptions as ‘education via

communications media e.g. correspondence, radio, television etc. with little or no classroom or

face-to-face contact between students and teachers’. Distance teaching is the family of


instructional methods in which the teaching behaviours are executed apart from the learning

behaviours so that the communication between the teacher and learner must be facilitated by

print, electronics, mechanical or other devices. In India this mode of education is quite popular

and a number of people are getting benefitted by this.

Franchising

It is the process where a higher education institution (franchiser) from a certain country

authorizes another institution (franchisee) from the same or from another country to provide it

(i.e. the franchiser’s) educational services (the whole or a part of one or more of its approved

study programme/qualifications).

Branch Campus

A higher education institution from one country establishes its campus in another country

in order to offer its own educational programmes/qualifications there. The students get enrolled

there in the branch campuses with the courses offered by the institution. The arrangement is

similar to franchising but the difference is that the branch campuses are owned by the institution,

where as in franchise system, the institution (franchiser) only allow the other institution

(franchisee) to offer its courses.

Trans-National Education

Trans-national education refers to a situation where the educational provider and the

students opting for education are located in different countries. The educational discourses

between the educational providers and students are carried out through multiple means, namely,

mail, computer network, teleconferencing, radio or television network, etc. Transnational

Education denotes any teaching or learning activity in which the students are in a different

country (the host country) to that in which the institution providing the education is based (the

home country). This situation requires that national boundaries be crossed by information about

the education, and by staff and/or educational materials. (Global Alliance for Trans-national

Education (GATE), 1997, p. 1)

We can see the Trans-national Education in the following forms:

· People mobility-based education: a person can go abroad for educational purpose.

· Programme mobility-based education: an educational programme can go abroad.

· Institution mobility-based education: an institution or provider can go or invest abroad

for educational purposes.

Learning Styles

The diversity of students engaged in higher education continues to expand. Students

come to colleges with varied ethnic and cultural backgrounds, from a multitude of training

programs and institutions, and with differing learning styles. Coupled with this increase in

diversification has been a growth in distance education programs and expansions in the types of

instructional media used to deliver information. These changes and advances in technology have


led many educators to reconsider traditional, uniform instruction methods and stress the

importance of considering student learning styles in the design and delivery of course content.

A benchmark definition of “learning styles” is “characteristic cognitive, effective, and

psychosocial behaviours that serve as relatively stable indicators of how learners perceive,

interact with, and respond to the learning environment. Learning styles are considered by many

to be one factor of success in higher education.

Many researchers have argued that knowledge of learning styles can be of use to both

educators and students. Faculty members with knowledge of learning styles can tailor

pedagogy so that it best coincides with learning styles exhibited by the majority of

students. Alternatively, students with knowledge of their own preferences are empowered to

use various techniques to enhance learning, which in turn may impact overall educational

satisfaction.

The value of the concept learning style is that it is learner-focused, not educator-focused.

The educator becomes the secondary focus. Only after the focus is directed towards the

learner and how he or she learns, does the emphasis shift to how the educator can use

teaching styles to accommodate learner needs (Carroll 1992: 115). Extensive research done

by Dunn and Dunn (1979:239) revealed that those individuals who were taught through

methods that complemented their learning characteristics and preferences, expressed in

learning styles, became increasingly motivated and achieved better academically. According

to various researchers (Forney 1994:337; Presland 1994: 181), learning environments that

match learning styles will influence variables such as self-esteem and motivation to learn

positively, which will again produce successful learning experiences.

Learning styles are not merely study skills but can be seen as higher-order cognition such as:

Planning

Monitoring

Checking

Revising

Self-testing

Learning styles provide the underlying process of acquisition of knowledge among

learners. The educators as well as students can take the guidance from different learning styles

for the proper development of global personality. Different learners learn through different ways.

Learning styles provide a wide range of modes through which information processing can be

done. This multimodal approach is more beneficial in this global era as students from different

areas of the world come at common platforms to study.

Global trends & Learning Styles

Higher education has already taken the lead in adopting new trends in education as it has

to foster global talent. But adoption of global trends is challenging the system with various issues

like accommodating the learners from different areas of the world at one place, understanding

their culture, knowing their comprehension skills, providing wide arena for learning & many


more. The learners are coming from different cultural backgrounds & learning environment.

Therefore, it becomes important to know about multimodal learning styles to cater the needs of

multicultural learners. Learning styles encourage variety in the classroom which is already filled

with variety of learners in terms of their personal & academic background. Global trends in

education pose different challenges before educators so they need to understand various learning

styles for preparing the individuals with global vision, innovative & creative thinking,

humanitarian values, feeling of cooperation & collaboration, and better emotional adjustment

capacities.

Conclusion:

Though India has a long heritage of quality higher education system it has failed to solve

the problems of Access, Equity, and Quality until recent past. The deteriorating administration,

unproductive practice, corruption and fund availability leads to break down of indigenous

educational system. Recently with the introduction LPG i.e. liberalization, privatization and

globalization an avenue to revive the system has evolved. On the one hand globalization may

help to improve the quality of education it can also affect the indigenous development of

educational sector. A domestic regulatory mechanism should be put into place to avoid negative

impact of globalization. Education is an inseparable entity of any nation. India as a nation has its

educational agreements with different countries and international global bodies. Hence the

structure of education in India is taking new shape in accordance with the changing scenario.

Although there is no unified conceptual description of learning styles, there is enough

evidence to support a contention that such an educational entity exists at the paradigmatic level.

Knowledge of learning styles provides a potentially powerful basis for educational guidance. A

wealth of information is made available that can help the learner and the educator scientifically

to individualise learning. This does not imply, however, that educators can no longer teach

groups of learners but that individual differences can be addressed in the teaching-learning

process. It has relevance for both the course of individual learning in various subject matter areas

and for the nature of the learner educator interactions and social behaviour in the learning

environment. Certainly the direction of higher education should be towards obtaining more

detailed knowledge of the individual learning styles of the learners involved if it has to adopt

global trends to develop global talent.

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Social Maturity of Graduate and Post Graduate History Students

Dr. C. Thanavathi

Assistant Professor of History, V.O.C. College of Education, Thoothukudi

Abstract

Social maturity is an important ingredient of modern civilization; and is the essential attribute of

the members of a progressive onward moving society. The sensitive side of dealing with teens, as

well as some adults, has to do with social maturity. There are some signs that people choose to

walk into, and there are other problems that they fall into because of immaturity. In this context,

the study was conducted to find out the social maturity of graduate and post graduate history

students. The sample consists of 900 students in Thoothukudi District. Self made social maturity

tool was used to collect the data. The statistical techniques used were percentage analysis and‘t’

test. The educational implications and suggestions for further study are also given at per with the

findings of the study.

Key Words: Social Maturity, Graduate and Post Graduate History Students.

Introduction:

Social maturity is within the context of very broad generalities, always recognising there

are varying degrees. Very few circumstances in life are either black or white, but fall somewhere

within a very broad grey area. We must recognise that time is a factor when a change of attitude

is involved. The amount of time and effort required to counter an attitude will depend on how

deeply that attitude is imbedded in the social structure. The following thoughts are for the most

part highly condensed to allow for expansion within the parameters of social maturity to

accommodate the needs of the various segments of the overall social structure. Social maturity is

based on the cold hard facts of life or nature, as old as time, which we see around us every day. It

goes beyond, transcends, the narrow or parochial limitations imposed by geography, nationalism,

politics, religion, business, labour, law or any other segment of the overall social structure at the

same time impinging on all segments. It is a constantly evolving, open ended concept. As our

knowledge increases, and our horizons expand, we will become more acutely aware of our need

for interdependence on each other on a global scale. Today any place on the planet is only a

matter of hours from any other place on the planet. This investigation will discuss social maturity

of arts and science college history students.

Need for The Study:

Social maturity achieves a three way or delta balance in our concern for the total well

being of ourselves, others and the environment in which we all survive, while maintaining the

individuality and importance of all. Socrates was the founder of the doctrine of an absolute

morality based on the concept that happiness is the good, not of Athenians, or Spartans, or even

of Greeks, but of man as man, as part of universal humanity. Social maturity includes the

awareness of and resistance to the self-centered greed for power, power to control human and

material resources, by whatever means necessary and available. Social maturity does not require

the formal joining of a group. It is a personal commitment each individual must make as to the

attitude that will influence their daily lives. They can opt for the socially immature attitude of


self centeredness or they can opt for the socially mature attitude of genuine concern for the total

well being of each other. The very informal atmosphere of self help groups where the individuals

discuss and share their problems and their achievements with each other within the framework of

caring and sharing without the fear of being exploited.

From the above discussion we clearly know the importance of social maturity among the

students. Hence there arises a study about this factor especially among the students who are the

future pillar. Social maturity is the concept on which few studies have been undertaken. The

present study “Social maturity of graduate and post graduate history students in Thoothukudi

District”, is therefore undertaken.

Title of the Problem:

The problem of the study is stated as, “Social Maturity of Graduate and Post

Graduate History Students”.

Operational Definitions of Key Terms:

Social Maturity-

Social maturity involves learning to properly relate to acquaintances, family, neighbors,

friends, and intimate relationships. It involves understanding how to honor and respect those in

authority. This can include parents, employers, or police. In this study social maturity, measure

student’s maturity level in their society.

Graduate and Post Graduate History Students-

Students those who are studying under graduate degree (B.A.,) 1st year, 2

nd year and 3

rd

year, post graduate degree (M.A.,) 1st year and 2

nd year in arts and science colleges and whose

main subject is history.

Objectives:

1. To find out the level of social maturity of graduate and post graduate history students

with respect to the following variables.

i. Gender (Male / Female)

ii. Educational Qualification (UG / PG)

iii. Locality

2. To find out the differences, if any, in the social maturity of graduate and post graduate

history students with respect to the following variables.

i. Gender (Male / Female)

ii. Educational Qualification (UG / PG)

iii. Locality

Hypotheses:

(i) There is no significant difference between male and female graduate and post

graduate history students in their social maturity.

(ii) There is no significant difference between UG and PG history students in their social

maturity.

(iii) There is no significant difference between rural and urban graduate and post graduate

history students in their social maturity.


Research Methodology:

(i) Type of the research:

The researcher adopted the survey method of descriptive research to study the social

maturity of graduate and post graduate history students.

(ii) Population and Sample:

The population for the present study was identified as the graduate and post graduate

history students in Thoothukudi District. Among the population 900 students were selected.

Simple Random Sampling technique was adopted by the investigator.

\

(iii) Tool:

The investigator has used a self made tool. The social maturity tool was prepared by the

investigator. The content validity of the tool was established by experts’ opinion. Test-re-test

method was followed for establishing the reliability of the tool. For this, the tool was

administered on graduate and post graduate history students of arts and science colleges

randomly selected and got the response. After 15 days, the investigator gave the same tool to the

same set of students for establishing reliability of the tool. The product moment correlation was

found. It is 0.79. Thus, the tool is taken as reliable. The tool has 25 statements. The statements

are scored based on 5 point Likert – type scale. The maximum score for each statement is 5 and

the minimum score is 1.

(iv) Variables:

The investigator has taken 3 background variables for the present study. They are gender,

educational qualification and locality.

(v) Statistical Techniques Applied:

The statistical techniques applied for the study were:

Percentage Analysis and,

‘t’ test

(vi) Delimitations of the Study:

1) The study was conducted to arts and science colleges only.

2) The study was conducted to history students only.

3) The present investigation had been geographically confined to Thoothukudi only and,

4) The investigator selected only 900 history students.

Findings:

Table - 1

Levels In Social Maturity of UG and PG History Students with Respect to Gender

Variable Number Low Moderate High

No. % No. % No. %

Male 348 60 17.2 232 66.7 56 16.1

Female 552 104 18.8 371 67.2 77 13.9


It is inferred from the above table that 17.2%, 66.7% and 16.1% of male graduate and

post graduate history students have low, moderate and high level of social maturity respectively.

18.8%, 67.2% and 13.9% of female graduate and post graduate history students have low,

moderate and high level of social maturity respectively.

Table - 2

Levels in Social Maturity of UG and PG History Students with Respect to Educational

Qualification


No. % No. % No. %

UG 799 147 18.4 517 64.7 135 16.9

PG 101 17 16.8 66 65.3 18 17.8

It is inferred from the above table that 18.4%, 64.7% and 16.9% of UG history students

have low, moderate and high level of social maturity respectively. 16.8%, 65.3% and 17.8% of

PG history students have low, moderate and high level of social maturity respectively.

Table - 3

Levels in Social Maturity of UG and PG History Students with Respect to Locality


No. % No. % No. %

Rural 405 75 18.52 264 65.18 66 16.30

Urban 495 90 18.18 328 66.26 77 15.56

It is inferred from the above table that 18.52%, 65.18% and 16.30% of rural graduate and

post graduate history students have low, moderate and high level of social maturity respectively.

18.18%, 66.26% and 15.56% of urban graduate and post graduate history students have low,

moderate and high level of social maturity respectively.

Table - 4

Levels in Social Maturity of Graduate and Post Graduate History Students


No. % No. % No. %

Social Maturity 900 164 18.2 609 67.7 127 14.1

It is inferred from the above table that 18.2%, 67.7% and 14.1% of graduate and post

graduate history students have low, moderate and high level of social maturity respectively.


Table - 5

CR Test for The Mean Scores of Social Maturity of Graduate and Post Graduate History

Students with Respect to Gender

Background

Variables Number Mean SD

Calculated

‘t’ value Remark

Male 348 40.66 4.76 0.91 NS

Female 552 40.96 4.80

(At 5% level of significance the table value of ‘t’ is 1.96)

From the above table it is inferred that the calculated ‘t’ value is less than the table value.

Hence the null hypothesis, “There is no significant difference between male and female graduate

and post graduate history students with respect to social maturity” is accepted.

Table - 6

CR Test for The Mean Scores of Social Maturity of Graduate and Post Graduate History

Students with Respect to Educational Qualification

Background


Calculated


UG 799 40.78 4.74 1.12 NS

PG 101 41.38 5.09



Hence the null hypothesis, “There is no significant difference between UG and PG history

students with respect to social maturity” is accepted.

Table - 7

CR test for the mean scores of social maturity of graduate and post graduate history

students with respect to locality

Background


Calculated


Rural 405 40.79 4.80 0.33 NS

Urban 495 40.89 4.77



Hence the null hypothesis, “There is no significant difference between rural and urban graduate

and post graduate history students with respect to social maturity” is accepted.

Conclusion:

Over the college days, the student’s social maturity becomes more sophisticated, laying

the foundation for adolescence. Education is an activity, which goes on in society, which

develops the personality of an individual. Education develops the individual like a flower, which

distributes its fragrance all over the environment. In this sense, education is that conducive,


which drags a person from darkness, poverty and misery by developing his individuality in all-

around development, he becomes a responsible, dynamic resourceful and enter-praising citizen

of strong, good moral character who uses all his capacities to develop his own self, his society

and his nation to the highest extent by contributing his best to national honors, national glory,

national culture and civilization of the nation of which he is an integral part. Education develops

the maturity on an individual in all fields and aspects making him intelligent, earned bold,

courageous and possessing strong good character.

Recommendations:

Colleges are organs of the nation’s life which are ultimately responsible for the

development of well-integrated, all round, wholesome personalities of their pupils physically,

socially, morally, emotionally and intellectually. They have to develop moral as well as national

character. The role of history students in fostering of social maturity should in no way be

underestimated. They have a magnificent role to play by making use of all opportunities in and

out of the school to develop the maturity. Unless the history students make conscious efforts in

his direction, it will prove to be unserviceable. The history students should have themselves first

try to develop their knowledge and abilities.

References:

Arndt, W.B. JR. (1974). Theories of Personality. New York: Macmillan publishing Col. Inc.

Bandur A. (1986). Social Foundation of thoughts and action “A social cognitive theory” New

Delhi: Surjeet Publications.

Cavell, T.A. (1990). Social Adjustment Social Performance and Social Skills: A tri component

model of Social Maturity. New Delhi: Random Publications.

Flippo, Rona F. and Carol R. Foster, (1984). Social Maturity Testing and Its Impact on

Educators. New Delhi: Surjeet Publications.

Henry F. Garrett, (2004). Statistics in Psychology and Education. New Delhi: Paragon

International Publishers.

Leedy and Paul, H., (1993). Practical Research Planning and Design. New York: 5th

ed.

Macmillan.

Odom Samuel, L. (1992). Social Competence of Young Children with Disabilities: Issues and

strategies for Intervention. Baltimore: Paul H. Brookes Publishing Company.


Thanavathi, C. (2017). Social maturity of graduate and post graduate history students. Shiksha



Educational Status of Muslim Women in India

* Dr. Anil Kumar Panda & **Arshi Ayub Ansari

*Associate Professor, Dept. of Education, D.A.V. College, Kanpur Affilated to C.S.J.M. University, Kanpur

**Research Scholar, Deparment of Education, D.A.V. College, Kanpur Affilated to C.S.J.M. University, Kanpur

Abstract

This paper intends to study the educational status of Muslim women in India. It is a descriptive

type of study. Data has been taken from Census of India 2011. It reveals the real picture of

Muslim Women in India. Further it compares educational status of women having different

religion so that it becomes more clear the backwardness of Muslim women. It also compares the

educational status of urban-rural residents of different religious groups. The total contribution

of Muslims in population of India is 14%. Their total literacy rate is 57.27% much lower in

comparison to national level as well as in comparison with different religious groups. Literacy

rate among Muslims was 59% in 2001 so it is a matter of concern that instead of progress

Muslims have been shifted at back foot. However the sex ratio of Muslims is far better than any

other religious group. It is also higher in comparison to National level. That’s why it is more

important to study what is the educational status of Muslim women. A very important factor of

economic condition of Muslims is responsible for their backwardness in education of Muslim

women. Reasons behind the backwardness in education of the Muslim community specially

Muslim women have been discussed in the light of Prime Minister High Level Committee for

Social, Economic and Educational Status of the Muslim Community (Sachar committee) report

2006. As the poverty, security, identity and gender, low enrolment, early marriage, limited

researches in related area, poor access to schools are the major problems in attaining education

to Muslim women.

Key Words: Muslim Women; Literacy; Sex-Ratio; Urban-Rural; poverty.

Introduction:

India is a country known for its unity in diversity. After independence it becomes more

than half a century to fight against any form of discrimination like caste, religion, regional,

gender etc. Constitution of India has given equal rights to each and every citizen of the country.

Instead of this discriminations and backwardness of particular communities cannot be eradicated

completely from the Indian society. Gender inequality is one of the major problems of Indian

society. It prevail whole society as well as in particular communities. When talk about

communities of India we actually talked about religious communities. There are so many

religious beliefs. The characteristic of Indian custom is to give opportunity every religious

believes to grow of its own instinct. Islam, Buddhist, Christianity, Jainism are the example of

this. Each one has a different religious belief to other. Their way of life, customs, thoughts for

life, ultimate aim of life and way to achieve it are different. Each of these religious communities

grew differently. Some of them got opportunity and benefited from this. Some are benefited by

opportunity but lose it by their internal conflicts, lack of information, not understand the

importance of education. Muslims are one of them who lose their opportunity. Before

independence Muslims have 35% share in government jobs now condition is quite different.


Muslims have 14% in total population of India. In which 51.24% and 48.75% are males and

females respectively. For instance it is necessary to consider the population share of women from

different religions.

Gender Hindu Muslim Christian Sikh Jain Buddhists Total

Male 51.57% 51.25% 49.43% 52.55% 51.17% 50.88% 51.47%

Female 48.42% 48.75% 50.57% 47.44% 48.83% 49.12% 48.52%

Total 79.79% 14% 2.29% 1.72% 0.36% 0.69%

*Census of India 2011

As mention in above table it can be seen that majority of population are Hindus after

Hindus Muslims are second largest group. Muslims share majority of 14% in minority groups of

India. Instead of this they are the most backward community of Indian society. Having a glorious

history it is tragedy of Muslims to reached bottom of human development index.

India has the second largest education system in the world after china with a total

enrolment of 237 million in school education out which 47% are girls. Further 48.1% out of

139.9 million children of class 1-5 are girls; 47.4% out of 63 million children of class 6-8 are

girls; 45.5% out of 34.1 million children of class 9-10 are girls. (Statistics of School Education

2011-12).

The population share of females in different religious community is almost same except

Christians. In Christian the female share is slightly higher than that of males. However the sex

ratio among Muslims is higher than the national average. It is 951 and 940 for Muslims and

national level respectively. Instead of this literacy and work participation of Muslim women is

much lower than females of any other religious community.

Literacy Rate among Religious Communities in India 2011

Community Total Urban Rural

Total Male Female Total Male Female Total Male Female

Hindu 63 70.77 55.97 76.03 80.26 71.44 58.47 66.8 49.68

Muslim 57 62 51 65.48 69.25 61.48 51.82 57.81 45.57

Christian 74.34 76.77 71.96 83.69 84.94 82.5 68.07 71.39 64.77

Sikh 67.5 71.31 63.28 78.32 80.67 75.7 63.23 67.6 58.39

Jain 86.4 87.05 84.9 88.1 88.85 87.3 79.86 83.99 75.43

Buddhist 71.83 77.86 65.58 77.93 82.21 73.54 67.23 74.61 59.53

*Census of India 2011


For a detail consideration it is necessary to compare the recent to the past to find out

progress of educational status of Muslim women.

Literacy Rate among Religious Communities in India 2001

Caste/Community Total Rural Urban

Total Male Female Total Male Female Total Male Female

India 64.8 75.3 53.7 58.7 70.7 46.1 79.9 86.3 72.9

Hindu 65.1 76.2 53.2 59.1 71.7 45.7 81.3 87.9 73.9

Muslim 59.1 67.6 50.1 52.7 62.3 42.7 70.1 76.3 63.2

Christian 80.3 84.4 76.2 74.5 79.5 69.7 90.9 93.6 88.3

Sikh 69.4 75.2 63.1 64.2 70.6 57.2 63.6 87.5 79.2

Buddhist 72.7 83.1 61.7 66.9 78.8 54.6 81.6 89.8 72.9

Jain 94.1 97.4 90.6 87.5 94.2 80.3 96.1 98.4 93.6

According to census 2001, literacy rate of Muslim women was 50.1% compared to 53.7%

for all communities; 53.2% for Hindu females and 39.5% for SC/ST. For Muslim male, the

literacy rate was 67.6%, much lower in comparison to 75.3% for all communities, 76.2% for

Hindu males and 64.2% for SC/ST. It is to be noted that the literacy rates are much higher

amongst other minorities, Jains leads, followed by Christians, Sikhs and even by Buddhists. In

comparison to 2001 it may be said that literacy rate of Muslim women improved slightly. But it

is lower in comparison to any other religious group either it is the literacy rate of census 2001 or

census 2011. Picture of literacy for Muslim women in rural and urban is almost same.

According to census 2011 Literacy for females of Muslims is 51% in comparison to 62%

of Muslim males. Literacy of Muslim females is lower than any other religious community. In

literacy Jains are on top with 86%. Females of Jains are also on top in literacy with 84.92% in

comparison to any other group. After females of Jains females of Christians are at top second

with 71.96%. After females of Jain and Christians females of Buddhists (65.58%), females of

Sikhs (63.28%), females of Hindus (55.97%) and females of Muslims (51%) can be put in rank

respectively. Literacy rate is higher among urban residents in comparison to rural residents in all

the religious communities. The degree of difference, however, varies for different religious

groups. The difference in literacy rate in the urban and rural population of the Jains is lowest

(8.24%), followed by Buddhists (10.7%). Next comes the religious category Muslims (13.66%),

followed by Sikh (15.09%), Christians (15.62%). The category of Hindu has a high urban-rural

differential of 18%. The differential of urban-rural literacy rate has been changed from 2001 to

2011. In 2001 the difference in literacy rate in the urban and rural population of Jains is also

lowest (8.66%), followed by Buddhists (14.67%). Next comes the religious category Christians

(16.36%), followed by, ‘religion not stated’ (16.45%), Muslims (17.33%), Sikhs (19.36%) and

Hindus (22.26%). The category of ‘other religions’ has a high urban-rural differential of 31.44%.

Thus it can be said that slight improvement in urban-rural literacy rate differential has been

noticed in Jains of (0.42%), followed by Christians (0.74%), Muslims (3.66%), Buddhists

(3.97%), Hindus (4.26%). High improvement has been showed by Sikhs (4.27%).


The reason behind the lower rate of literacy of Muslim women can be various. As

Muslims are at bottom in economic pyramid of country, large family size, low enrolment rate in

different stages of education, high fertility rate. This is the overall problem of Muslim

community but when one talk about Muslim women it must have a critical approach to find out

the reasons behind the backwardness of Muslim women. The popular perception that religious

conservatism among Muslims is a major factor for not accessing education is incorrect. The

recognition of their educational backwardness is quite acute amongst a large section of Indian

Muslims and they wish to rectify it urgently. There is a significant internal debate about how it

should be done. Private minority institutions and Madarsas are seen as the only option available

to the community for improving the educational status of the Muslim community. However,

others find these to be questionable alternatives pursued by the state neglecting its own

responsibility. Relying predominantly on Madarsas and denominational institutional for

improving the educational status of Muslims was also seen by same as violating spirit of

constitution. (Sachar committee report 2005). Main reasons for backwardness of Muslims in

education has been described by Sachar committee as follows-

Poverty: the main cause of low level of education

High dropout rates among Muslim students are worrisome. As with many Indians the

main reason for educational backwardness of Muslims is abject poverty due to which children

are forced to drop out after the few classes. This is particularly true for Muslim girls. Little

children are expected to provide for their families by working in karkhanas (small workshops),

as domestic help or by looking after their siblings while their mothers go to work. It was felt that

the incidence of the child labor was much higher among Muslim as compared to other socio-

religious groups. Poor and illiterate parents cannot afford tuition for their children; or can they

provide the necessary support system at home which has become so essential a part of today’s

educational system. The opportunity costs involved in sending children to school is also too high,

making it difficult for parents to do so.

Low perceived returns from education

Moreover, a community-specific factor for low educational achievement is that Muslims

do not see education as necessarily translating into formal employment. The low representation

of Muslims in public or private sector of employment and the perception of discrimination in

securing salaried jobs make them attach less importance to formal ‘secular’ education in

comparison to other socio-religious groups. At the same time the community, especially the

educated Muslim middle class, finds itself frustrated and alienated because of the lack of the

presence and opportunities in administrative, policy and political spaces.

Identity, security and gender

Many suggested that gender issues in the community are also given a Muslim slant. To

the exclusion of all other aspects of a Muslim women’s life (income, jobs, education, security

and even caloric intake), the rules of marriage, right to divorce and maintenance have become

the benchmarks of a gender-just existence. The obsessive focus on select cases of Muslim


women passionately discussed in the media results in identifying the Muslim religion as the sole

locus of gender injustice in the community. Consequently, the civil society and the state locate

Muslim women’s deprivation not in terms of the ‘objective’ reality of societal discrimination and

faulty development policies, but in the religious-community space. This allows the state to shift

the blame to the community and to absolve itself of neglect.

Women in general are the torchbearers of community identity. So, when community

identity is seen to be under siege, it naturally affects women in dramatic ways. Women,

sometimes of their own volition, sometimes because of community pressure, adopt visible

markers of community identity on their person and in their behavior. Their lives, morality and

the movement in public spaces are under constant scrutiny and control. A gender-based fear of

the ‘public’, experienced to some degree by all women, is magnified manifold in the case of

Muslim women. The lines between ‘safe’ and ‘unsafe spaces’ become rigid. The community and

its women withdraw into the safety of familiar orthodoxies, reluctant to participate in the project

of modernity, which threatens to blur community boundaries. It was said that for large number of

Muslim women in India today, the only ‘safe’ space (both in terms of physical protection and in

terms of protection of identity) is within the boundaries of home and community. Everything

beyond the walls of the ghetto is seen as unsafe and hostile- markets, roads, lanes, and public

transport, schools and hospitals, police stations and government office. Interestingly though, in

many meetings women participants emphasized that given appropriate opportunities to work and

get educated, they ‘manage’ all these issues. Though, all gender inequalities there are some data

which can motivate Muslim girls as they are at higher level than scheduled caste/tribes and

OBCs groups.

Enrolment Percentage of girls by caste

Category Secondary level Higher secondary level

Scheduled caste 47.39 47.15

Scheduled tribes 48.13 46.45

OBC 46.92 47.12

Muslims 51.21 50.24

*UDISE status of secondary education 2013-14

Enrolment percentage of girls from different categories shows that in comparison to

scheduled caste/tribes and OBCs Muslim girls are in better condition. But the transition rate

from secondary to higher secondary of Muslim students is worse than any other group.

Transition of Muslim students from secondary to higher secondary is -8.61%. (Gender-wise data

of transition are not available for Muslim students) It is a matter of great concern to prevent the

dropout rate at secondary level as the rate of transition for in general is also very poor. The

transition rate from primary level to secondary is 92.67% and transition from secondary to

higher secondary is 58.34% at all over India.

Poor access to schools

Many complained that only a few good quality schools, especially government schools,

are found in Muslim areas. The teacher pupil ratio is also high in these schools. This forces

Muslim children to go to private schools, if they can afford to, or else to dropout. Schools


beyond the primary level are few in Muslim localities. Exclusive girl’s schools are fewer, and are

usually at a distance from Muslim localities. This has its repercussions because after any incident

of communal violence parents pull out their girls from school fearing their security. Lack of

hostel facilities is another limiting factor, especially for girls. This problem gets compounded by

the fact that people are unwilling to give rooms on rent to Muslim students. In any case,

spending on separate residential facilities, in the absence of hostels, is a great financial burden on

Muslim families as rents for accommodation are very high.

Low enrolment

A wide variety of problems associated with the education of Muslim women were raised.

These problems result in low enrolment and retention. In this dismal scenario there is one big

row of hope, while; while the education system appears to have given up on Muslim girls, the

girls themselves have not given up on education. There is a strong desire and enthusiasm for

education among Muslim women and girls across the board. This was one of the most striking

pieces of information the Sachar committee gathered in its interactions in the different states.

Given the generally low access to schools in the vicinity, parents are left with

unaffordable options of private schooling or Madarsa education. In the context of overall societal

gender-bias (true for all socio-religious groups), this has had a particularly deleterious effect on

the education of Muslim girls with poor Muslim parents often opting to send only sons to private

schools. Thus, it was argued that, contrary to poor perception that religious conservatism among

Muslims somehow militates against educating girls, current research indicates that poverty and

financial constraints are the major causes that prevent Muslim girls from accessing

‘modern’/’secular’ education. Muslim women often face overt discrimination from school

authorities while trying to get admission or in availing of scholarships for their children.

Limited researches about education of Muslim girls

Data on Enrolment or Drop out of Muslim Girls is not available in Departmental

Educational Statistics at the State or the Central Level as yet. A lot has been said and written

about the educational backwardness of Muslims especially Muslim girls and women based on

small sample studies (highly localized) with limited generalization possibility and some very

large all India sample surveys /studies by Aizazuddin Ahmed ( 1983, 93,94,95); Zoya Hasan &

Ritu Menon( 2000-01), Shamim Shah(1983), among others. Besides, inferences were drawn from

National Sample Surveys of NSSO, various rounds and from National Health and Family

Surveys I and II. The NFHS III has put out some quick results but detailed/ published survey is

still awaited.

Early marriage

Early marriage is widely prevalent among the Muslim girl which does obstruct their

educational participation beyond primary level. In 2001, the case of females who married below

the legal age of marriage, was highest among Muslims (43.2%) followed by Hindus (37%),

‘Others’ (36%); Jains (25%) and lowest among Buddhists (16.4%). The proportion of girl child

marriages (less than 10 years of age) was 3 % of the total marriages. Further, among different


religious communities, the highest proportion of girl child marriages was found among Hindus

(2.6%) and Muslims (2.2%) and the lowest among the Sikhs (1.1%).

Conclusion:

From the above discussion it can be concluded that a common perception for Muslims

cannot be accepted. Poverty, low enrolment rate, poor transition rate of Muslim students,

problems in accessing education are the main problems of education of Muslim women. Lack of

essential data to examine the real picture of educational status of Muslim women made it a tough

task. There is need to work in this area to enhance education of girls by keeping them in school

till 18 years of age. Several state governments have initiated scholarship/incentive programs

which give girls a bulk amount at the end of 18 years provided they have continued and

completed their schooling. This also underlines the need for universalizing secondary education

and for accessing the same to all rural girls to include the disadvantaged SC/ST and Muslims.

References:

Dutta, S., Sivaramkrishnan, L., (2013). Disparity in the literacy level among the scheduled caste

and non-scheduled population: Indian scenario in the 21st

century. Trans. Inst. Indian

geographers. 35(2), 186-200.

Government of India: prime minister high level committee(2006). Social, economic and

educational status of the Muslim community of India 2006. Retrieved from-

sachar_comm.pdf.

Kaur, D., Kaur, D. (2012). Literacy of major religious group in India: A geographical

prospective. Abstracts of sikh studies: Oct-Dec 2012/54NS. Retrived from- 5-divjot.pdf.

Mehta, A. C. (2013). Status of secondary education in India: A note based on DISE 2012-13

data. Retrieved from- StatusofSecondaryEducationinIndia_2012-13.pdf.

Ministry of human resource development : Bureau of planning and monitoring and statistics

(2012). Statistics of school education 2010-11. Retrived from- SES-

School_2010011_0.pdf.

National Sample survey Office: Government of India. (2015). Status of education and vocational

training in India: N.S.S. 68th

round (2011-12). N.S.S. report No. 566 (68/10/6).

Panagariya, A., Mukim, M. (2013). A comprehensive analysis of poverty in India. Program of

Indian economic policies: Columbia University. Retrived from- working_paper_2013-01-

final.pdf.

jgeku] vCnqy- ¼2013½- lPpj dh flQkfj”ksa- Retrived from- www.beyondheadlines.in

http://m.thehindu.com/news/national/census-2011-data-on-population-by-religious-

communities/article7579161.ece


http://www.censusindia.gov.in/2011census/C-01.html

http://www.censusindia.gov.in/2011census/population_enumeration.html

http://www.newindianexpress.com/nation/NSSO-Survey-Definies-Per-Capita-

Expenditure/2015/03/02/article 2693840.ece


Panda, A. K. & Ansari, A. A. (2017). Educational status of Muslim women in India. Shiksha



Project Subah - An Initiative by UP Government to Address the Challenge of

Absenteeism and Drop Outs among Adolescent Girls

Dr. Deepa Awasthi

Ph D. in Education, Department of Education, University of Lucknow

Abstract

Similar to all other fields of life, challenges associated with the health issues of females

remained neglected and discriminated for centuries. Adolescent girls are the worst affected

section among all the females. They feel hesitant to discuss their health problems within family

as well as in their peer group. Discussing about menses or menstrual health management is

considered as social taboo even in twenty first century. Undeclared silence around this issue

exposes the girls to number of health problems. Increasing role of national and international

NGO’s have attracted the attention of government to deal with issue of menstrual health

management especially in context to school going girls, as number of studies founds that

inability to deal effectively with problems of menstruation contributes to absenteeism and drop

outs (after completing primary level education). Various researches conducted by UNESCO and

UNICEF suggest that limited access to safe sanitary products is one of the reason for ill

menstrual health management. They have suggested that production of good quality affordable

sanitary pads made from biodegradable material at local level can be helpful in ensuring the

barrier free access of these products to targeted group. Project Subah – an initiative of UP

Government to produce and free distribution of good quality sanitary pads among the school

going girls of class six to twelve in government schools and colleges is an appreciable effort.

Apart from this government of UP is planning to establish such projects at other districts also.

Steps taken by Government of Uttar Pradesh must be followed by other state governments at all

India level to meet the challenges posted by menstrual health issues of adolescent girls, which

will be certainly be helpful in addressing the issue of Absenteeism and Dropouts among

adolescent girls especially belonging to rural and socioeconomic weaker section of society.

Key Words: Adolescent Girls, Menstrual Health Management, Sanitary Pads, Project – Subah,

Absenteeism, Dropouts.

Introduction:

In India, menstruation and menstrual practices are associated with number of socio

cultural and socio religious taboos and restrictions for women as well as adolescent girls. It

affects their life style at large scale; they are not allowed to take part in day to day routine

activities. Most of the time, they are bound to restrict themselves within the fourwalls of the

home. Most vulnerable is the condition of adolescent girls as they are not allowed to go to

schools in these days. Limited access to safe sanitary products and facilities to deal with

management of Menstruation is believed to be one of the reasons for constrained school

attendance, high dropout rates and ill health due to infection.

From very early age, with initial stage of puberty the mother, grandmother or other senior

female members of society try to teach the young girls of family about do’s and don’ts during


menstrual periods. Almost all the females in India are well known to these practices and most of

them follow these practices as words of God. Although everyone knows that these discriminatory

practices are manmade beliefs yet women are compelled to follow them strictly, to make them

believe that they are different to men, in better words secondary to men. Some of the common

customs, Beliefs and Myths popular in Indian society during these days are -

1. Not attending religious functions, visiting the temple and not touching menstruating

women.

2. Avoiding cooking and eating with others during menstruation.

3. Avoiding sex during menstruation.

4. Avoid swimming or washing the hair during menstruation.

5. Avoid eating certain types of food during menstruation.

6. Believing that menstrual blood is impure.

7. Taking time off during menstruation.

8. Restricting menstruating women to seclusion huts. (Unearthing Menstrual

Wisdom...2015)

These superstitious, orthodox practices can be called as Menstrual Taboos. The concept

of purity and impurity is the core thought behind popularity of such customs. Due to social taboo

and hormonal changes in these days girls avoid to come to school and sometimes they leave the

school on permanent basis.

Lack of information, misconceptions and adverse attitudes to menstruation may lead to a

negative self-image among girls who are experiencing menses for the first time, and can result in

a lack of self-esteem as they develop their personality as women. The culture of ‘silence’ around

menstruation increases the perception of menstruation as something shameful that needs to be

hidden, and may reinforce misunderstandings and negative attitudes toward it. (Diorio and

Munro, 2000)

In a study in Ghana 120 girls between the ages of 12 and 18 were enrolled in a non-

randomized trial of sanitary pad provision with education. Girls either received puberty

education alone, puberty education and sanitary pads, or nothing (the control group). After three

months, providing pads with education significantly improved attendance among participants,

and after five months, puberty education alone improved attendance to a similar level. The total

improvement through pads with education intervention after five months was a 9% increase in

attendance. While this study is small-scale, it indicates that puberty education even if

unaccompanied by menstrual hygiene materials can have an impact on education. (UNESCO,

2014)

Despite difficulties in measuring girls’ school attendance during menses, both girls and

parents confirm it is a common habit for girls to stay home during at least some days of their

monthly menstruation. Existing qualitative studies conclude that the full engagement of girls in

school activities is negatively affected, with many girls reporting they stayed home from school

due to menstrual cramping, insufficient menstrual hygiene materials, inadequate water and

sanitation facilities in schools, unsupportive environments, and fear of a menstrual accident. (Mc

Mahon, et. al., 2011)


Additionally, some girls also avoid standing up to answer teachers’ questions because of

stress of over leakage or smell and discomfort. (House, et al., 2012)

The above studies are enough to suggest that how lack of access to good quality

disposable material, e.g. ‘Sanitary Pads’ makes the situation challenging for school going

adolescent girls to perform their daily routine activities including studies. It is necessary that

affordable, safe protective materials made to be available to girls and women during their

monthly menses.

Background of the Problem:

In high-income countries, girls have relatively easy access to different types of products.

But in low-income countries, costs, availability and social norms can limit girls’ choices of

menstrual hygiene materials. As a result, in many low-income countries, especially in rural areas,

girls still use rags or cloths. A focus group study conducted among women in Nigeria, for

instance, highlighted that almost all adult women, young women and girls used rags during

menstruation. Many older women had tried disposable pads but did not find them comfortable,

and therefore preferred using rags. Habits and traditions may also play a role in the choice of

commodities. However, cloths require that women wash, dry and reuse them, which is possible

in schools where separate latrines and a private room for girls are available. A study in Sierra

Leone found that girls preferred sanitary pads for managing menses because they felt confident

and less worried about possible leakages. They appreciated being able to dispose of pads instead

of washing and reusing cloths, and reported frequent leaks onto their clothes or school uniform

when using cloths. Some girls, though, could not afford disposable pads; they were obliged to

use cloths and felt uncomfortable drying them in the sun. (Caruso, et al. 2013)

Similar is the case in India, Girls and women, especially in rural areas and cultures with

low economic status still uses cloth pieces for managing menstrual hygiene management issues.

These clothes are used time to time after washing, which may lead to infections and long term

health problems. Ensuring a consistent supply of water to the bathing rooms is also a challenge

for schools. Girls who reuse cloths to manage their periods face an additional challenge, since

the cloths must be changed more regularly than sanitary pads. Such girls must make frequent

visits to the bathroom and require a private way to store their used cloths, which must be taken

home to be washed. Many girls are also hesitant to use school sanitation facilities, expressing the

concern that such facilities – which lack concrete floors and proper trash receptacles for disposal

of pads – are not hygienic. In addition to these challenges, many girls explained how menses

restricts their normal activities. Girls often refrain from sports due to menstrual cramping or fear

that menstrual cloths or pads will not be adequate during sports activities. Girls also reported

sitting in the back of the classroom to keep embarrassing bloodstains hidden from view. In

addition, girls expressed a preference for staying home during menstruation rather than having to

manage their periods in an unfriendly school environment. (Marni Sommer, Emily Vasquez and

Nancy Worthington, 2012)

A number of programmes in low-income countries have provided girls with sanitary pads

free of charge with the aim of increasing attendance in school during menstruation. Some are

implemented by NGOs and governments and have a longer-term sustainability; others run by


NGOs partnering with the private sector have often been more time-bound. In emergency

situations free provision of appropriate materials has to be ensured, but in development contexts

more sustainable solutions need to be found. (House, et.al. 2012)

Locally-made, biodegradable disposable pads may be one option; they are available

locally, environment-friendly and need no washing and drying, difficult in many contexts where

washing resources, or private drying spaces that allow exposure to the sun, are lacking. However,

these pads are not currently available in many places, and must be developed in the future.

Furthermore, despite their biodegradable components, disposal options must still be considered

with these products. Girls should be able decide what product they want to use, based on their

context and considering cultural acceptability, accessibility, affordability, comfort and ease of

use, among others. The education sector must therefore ensure that schools provide girls with

comprehensive knowledge about the range of menstrual hygiene materials available, to allow

girls to individually and consciously decide what to use. (UNESCO, 2014)

A survey conducted by UNICEF in state of Uttar Pradesh in year 2012, found that

adolescent girls know too little about menstruation and menstrual hygiene management. Findings

of the survey suggest that –

1. 100% participants have never discussed on menstruation.

2. 90% participants are unaware of importance of washing menstrual clothes.

3. 87% participants used old clothes as menstrual absorbent.

4. 86%participants are completely unprepared to face menstrual emergencies.

5. 79% participants feels low self esteem during menstrual periods

6. 64% participant fells scared during menstrual periods.

7. 60% participants missed the school on account of menstruation.

8. 47% mothers believe that girls must not know about it before onset.

9. 44% participants felt embarrassed and humiliated over restrictions.

10. 33% participants never washed cloth before using first time.

11. 6%participants never heard of sanitary pads. (UNICEF, 2012)

In Uttar Pradesh the organization Vatsalya, supported by Water Aid, is implementing the

‘Breaking Silence’ project aimed at empowering women and adolescent girls by addressing

menstrual health management. A study conducted in five Gram Panchayats (rural village

government areas) around Lucknow District of state of Uttar Pradesh showed a perceived need

among girls for education on menstruation and menstrual health management. Only 6.9% of

women and girls were found to use sanitary pads and 78.6% of girls reported they would have

attended school during menstruation had there been separate latrines. The project included

community meetings; capacity-building of frontline workers and community leaders;

identification and training of women to run sanitary pad outlets; training of teachers and

improving infrastructure in schools; setting up the supply chain management for sanitary pads;

developing information, education and communication (IEC) tools for training and community

mobilization; and disseminating learning with policy-makers and media. The biggest challenge

turned out to be the social taboos and myths related to menstruation that were widespread in the

community. Notably, women are considered ‘dirty’ during menstruation and are socially


excluded: They are not allowed to handle food and are not supposed to bathe, which can lead to

hygiene and health problems. (UNESCO, 2014)

Project – Subah: Initiatives by Government of Uttar Pradesh –

Apart from international efforts for promoting healthy and hygienic life conditions

among adolescent girls especially school and college going girls, Government of Uttar Pradesh

has initiated towards free distribution of sanitary napkin pads as a part of Suraksha Kishori

Yojna. District Magistrate of each District has been held responsible for successful

implementation of this development programme. Basic Shiksha Adhikari (BSA) and the District

Inspector of Schools (DIOS) have been tasked to provide sanitary pads to schools at block-level.

The scheme will cover students from classes 6 to 12. The Primary and Higher Secondary

Education Department would provide sanitary napkins on the basis of the number of registered

girls in government and basic schools (Class VI to XII) to the BRC (Block Resource Centre) so

that nodal teachers of primary education department could easily receive them and provide them

to the schools. The napkins would be provided by Chief Medical Officers up to the Block level

Community Health Centres (CHCs) and Primary Health Centres (PHCs) for eligible schools

coming under the higher secondary education department so that principals of schools could

distribute them easily. Instructions have also been issued for schools to arrange dustbins at clean

and dry places in schools for the disposal of sanitary napkins. Other than this, education officials

and teachers would have to compulsorily undergo menstrual hygiene (menses management)

training workshops in all districts, so that girls get the maximum information related to

cleanliness. Many view this as a major initiative that would go a long way in ensuring personal

hygiene among growing girls and also making sure that they don't miss school during their

periods. (Best Practices, 2016)

The key barrier to usage of commercial sanitary napkins is often the price and in very

remote areas also the access. To overcome this barrier, low-cost napkins, which are locally

produced by self-help groups, or by girls and women themselves are a good option. (Consumer

Voice, 2013)

Keeping all these suggestions in mind government had started ‘Project – Subah’ to aware

the young generation girls about healthy, hygienic life style. Government of UP has established

this project regarding production of low cost sanitary napkins by women from the local

community in District - Mahoba under the Department of Panchayati Raj. This project is running

successfully since 3rd

April, 2013. Government has already initiated to replicate this project in

other districts of the state also.

Objective of Project - Subah:

To establish low cost sanitary napkin production unit managed by rural women/Self Help

Groups for ensuring adequate supply of sanitary napkins at affordable price.

To improve the economic conditions of women & provide them the opportunities for

augmenting their income.

To create awareness among rural girls & women on issues of Menstrual Hygiene

Management.


To provide quality infrastructure in the form of vending machines & incinerators to

promote Menstrual Hygiene Management in schools.

To address the challenge of Absenteeism and Dropouts.

To provide a common platform for all National Flagship Programmes (NFPs).

Project Design:

The Sanitary Napkin Production Unit has been set up at Srinagar, KABRAI block of

District Mahoba. The unit has been funded under NBA (Nirmal Bharat Abhiyan) by the

Department of Panchayati raj and after getting wide appreciation of public especially women at

large; a proposal has already been mooted to replicate it in other parts of the state in various

phases. – The role of UNICEF is to set up the production unit and provide technical and

managerial support in collaboration with Department of Panchayati Raj Department. UNICEF

arranges the volunteers and enhances entrepreneurial skills. Agency is also responsible for

marketing and distribution of product.

Technology Used:

The mini sanitary napkin making machine has been used which has four different sub -

units namely:

De-fibration

Pneumatic Core forming unit

UV chamber for sterilization

Sealing-length and side sealing

Raw Material Used:

Wood pulp and adsorbent as the core material

Top layer

Back layer

Release paper

Gum

Cost Structure and Economic Viability of the Project:

Socio-economic status is the most influencing factor on the behavior of girls, it is

established fact that ‘affordability help to acquire healthful behaviours. In India, particularly in

rural areas most women use cloth because price is the biggest entry barrier. A pack of 10 sanitary

napkins would cost Rs 30-40. Therefore, average spending during the menstruation days would

be around Rs 48, which is expensive by Indian standards.

Cost per Unit Machine:

This is one time investment which is approximately required to procure the mini sanitary

napkin production machine.


Sr.No. Name of Machines Units Investment (Rs.)

1. De – Fibration Machine One 23300

2. Soft Touch Machine One 28000

3. Belt Napkin Making Machine Length Sealing One 20500

4. Belt Napkin Making Machine Side Sealing One 17500

5. Pneumatic Core Forming Machine One 65500

6. Pneumatic Core Dyes Two 3750

7. UV Treatment Unit One 10400

8. VAT 24500

9. Packing and Handling Charges 2500

10. Installation and Training 5000

11. Transport and Conveyance Charges 61300

Grand Total Rs. 262820

Raw Material (For 3 Months):

Sr. No. Detail of Raw Material Investment (Rs)

1. Core Material (900 kg) 49500

2. Top Layer (1500 m) 25200

3. Back Layer (30 kg) 7500

4. Release Paper (6 reams) 6900

5. Gum (60 kg) 9000

Grand Total Rs. 98100

Cost-Benefit Analysis: Cost of Single Napkin -

Raw material : Rs. 1.02

Labour : Rs. 0.23

Electricity : Rs. 0.05

Packing : Rs. 0.12

TOTAL : Rs. 1.42

Cost of 8 napkins i.e. one pack= Rs. 1.42 X 8= Rs.11.36

10% profit= Rs. 1.13

Grand Total= Rs. 12.49

It is a low cost alternative available to adolescent girls in comparison to expensive

napkins available in the market; before this the most economic option available in market were

the pads being manufactured and marketed by big companies ranging between 3 to 4 Rs per

piece. In such circumstances it was not possible for them to bear the cost of Rs. 40 to 50 per

month. These low cost napkins are not only safe and hygienic (UV treated) but at the same time,

eco friendly also, as it is being manufactured from the natural resource i.e. wood pulp.

Government of Uttar Pradesh has initiated to distribute these low cost sanitary napkins free of

cost among the adolescent girls studying in government upper primary schools, secondary and


higher secondary schools. By this way government has easily been successful in evoking the

awareness among targeted group. Now the girls are using these napkins in dignified way without

hesitation leading to improved attendance and better academic achievement.

Conclusion:

Today’s daughters are the mothers of tomorrow, it is responsibility of society to take

extra precaution and care to promote complete educational, physical and mental growth among

them, including the issues related to their personal sanitation, health and hygiene.. It is our

responsibility to address the challenges in barrier free access to quality education for all

including girls. Government of Uttar Pradesh has already initiated and demonstrated by

establishing a project for production of low cost but good quality sanitary pads and distributing

them free of cost among girls having age between 12 to 18 years at school and college level.

Government of UP has already planned to establish such units in all the districts. There is need to

develop such steps at PAN India level to ensure easy access to good quality sanitary pads to all

the adolescent girls especially in rural areas

References:

A.C. Nielsen and Plan India (2010). Sanitation protection: Every Women’s Health Right.

Retrieved on 14-06-2016.

Best Practices – Subah, Uttar Pradesh IAS Association. Retrieved on 07-06-2016 from

www.upias.org/page_id=1077

Caruso, B. et al. (2013). WASH in Schools Empowers Girls’ Education in Freetown, Sierra

Leone: An assessment of menstrual hygiene management in schools. New York:

UNICEF.

Consumer Voice (2013). Retrieved on 13-06-2016 from

http://consumeraffairs.nic.in/consumer/writereaddata/Sanitary%20Napkins.pdf

Diorio, J. & Munro, J. (2000). Doing Harm in the Name of Protection: Menstruation as a Topic

for Sex Education. Gender and Education, 12, 347–365.

Free sanitary pads to be provided in Uttar Pradesh government schools, India Today in

Education. Published on October 19, 2015 Retrieved on 09-06-2016 from

http://indiatoday.intoday.in/education/story/uttar-pradesh/1/502151.html

House, S. et al. (2012). Menstrual Hygiene Matters. A Resource for Improving Menstrual

Hygiene around the World. London: Water Aid.

Sommer, M., Vasquez, E. & Worthington, N. (2012). WASH in Schools Empowers Girls’

Education. Proceedings of the Menstrual Hygiene Management in Schools Virtual

Conference 2012, UNICEF. Retrieved on 13-06-2016 from

www.unicef.org/wash/schools

http://www.upias.org/?page_id=1077

http://consumeraffairs.nic.in/consumer/writereaddata/Sanitary%20Napkins.pdf

http://indiatoday.intoday.in/education/story/uttar-pradesh/1/502151.html

http://www.unicef.org/wash/schools


McMahon, S. et al. (2011). The Girl With her Period is the One to Hang her Head: Reflections

on Menstrual Management Among Schoolgirls in Rural kenya. BMC International

Health and Human Rights, 11(7), 1–10.

Unearthing Menstrual Wisdom – Why We Don’t Go to Temple and Other Practices, Mythri

Speaks. Published on May 28, 2015 Retrieved on 09-06-2016 from

https://mythrispeaks.wordpress.com/2015/05/28/unearthing-menstrual-wisdom-why-we-

dont-go-to-the-temple

UNESCO. (2014). Good Policy and Practices in Health Management - Booklet 9, Puberty

Education and Menstrual Hygiene Management. Retrieved on 13-06-2016 from

http://creativecommons.org/license/by-sa/3.0/igo

UNICEF. (2012). Girls Today, Women Tomorrow – A Study.


Awasthi, D. (2017). Project Subah - An initiative by UP Government to address the challenge of

absenteeism and drop outs among adolescent girls. Shiksha Shodh Manthan, 3(1), 48-56.

https://mythrispeaks.wordpress.com/2015/05/28/unearthing-menstrual-wisdom-why-we-dont-go-to-the-temple

https://mythrispeaks.wordpress.com/2015/05/28/unearthing-menstrual-wisdom-why-we-dont-go-to-the-temple

http://creativecommons.org/license/by-sa/3.0/igo


Gamification in Pedagogy of Commerce

Dr. Anviti Rawat

Assistant Professor, Programme Coordinator, B.Ed, Maharaja Surajmal Institute (Affiliated to GGSIPU)

Abstract

Gamification in commerce means application of elements of game playing rules, teams and

scores to teach the content of commerce and engaging and motivating the students to learn in

collaborative learning environment. In this paper various games are suggested through which

the concepts of accounts and business studies can be taught in the classrooms. It is important

that a teacher should emphasize on engaging and motivating every student to participate in

learning and ultimately gamifying the process of teaching and not the product.

Key Words: Gamification, Commerce, Pedagogy.

Introduction:

Gamification is a word which was coined in 2002 by Nick Pelling, a British born

computer programmer. This term gained popularity and usage in 2010.Gamification basically

means applying the game-design rules, elements and principles in non-game contexts. Thus,

Gamification of learning is an approach in which students are engaged and motivated to learn by

using the rules of games during teaching-learning process. The goal of making the students learn

through Gamification is to maximize their participation and making their learning joyful. So

talking about Gamification in the pedagogy of commerce is the application of elements of game

playing(like, rules, teams, scoring) to teach the content of commerce and engaging the students

in independent problem solving process .Gamification in education is primarily based on the

principle of active learning. So utilizing the approach of Gamification in the instructional process

involves addition of certain technological infrastructure coupled with an appropriate instructional

framework. Huang & Soman (2013) gave five steps for applying Gamification to the

instructional environment, which are as follows:

This flowchart shows that the objective of Gamification is to transform the teaching learning

process in to a Gamifying process, but not to gamify the ultimate result or outcome of the

education. Keeping in mind the ultimate aim of gamification in education it should be clear that

the direct objective of Gamification is motivation and enhancement in participation level of

student which could ultimately result into gaining of content knowledge and skills. For changing

http://ii.library.jhu.edu/files/2014/05/gamificationprocess.png


the non-gaming situation to a gaming situation the teacher should cater to the following elements

during the activity in a classroom:

Rules

Goals and objectives

Outcomes and feedback

Conflict/competition/challenge/opposition

Interaction

Representation or story

During teaching-learning process three types of game learning environment could be created,

which are as follows:

Study-only: when text and images related to the concept are shown to the students and

the students have to answer the question related to that concept and earn the point.

Self-quizzing: when the text taught to the students is followed by a multiple choice

question (Programmed Learning) in return for a fixed number of points.

Pure Game-based : when following each period of learning, participants competed with

a peer to answer the question for escalating, uncertain rewards

Literature review:

Many researches in the past have suggested that imparting commerce education through

joyful/gaming environment have positive impact on students learning. Emel Koc Avsar (2017)

in an analysis of Gamification found necessity of “Gamification of education” to improve the

quality of education. Moreover, Latheesh K (2016) assessed the effectiveness of constructivist

approach on achievement in commerce among students at higher secondary level. It was found

that the majority of the students can be brought to high level of achievement in commerce by

using constructivist approach. Another study conducted by Paul (2012) investigated the

effectiveness of challenge based learning on the academic achievement of commerce students at

higher secondary level. It was found that Challenge based learning is an effective instructional

strategy for the academic achievement of commerce. Also this strategy is effective in developing

skills of problem solving, creativity and decision making. In addition Suraj Bhan (2014) found

positive attitude towards activity based learning and is evident of marked improvement in

academic performance as well as career prospects of a student. Lastly, Purohit Dr.Neel Kamal

(2013) assessed the implications of joyful learning in commerce education and found that

students were able to learn practical aspects of commercial activities through ABL/Joyful

learning strategies.

Implication of Gamification for Commerce students:

The intent of this paper is not just to define the concept of Gamification in Education, but also to

suggest some games for the commerce teachers which they can actually use in their classrooms

to make the teaching-learning process joyful for the students. There are number factors based on

which the type of game should be used in the classrooms. Mainly the class strength ,nature of the

content ,I.Q level of the child, previous knowledge of the child are the components to be

considered while organizing games for the children of commerce. Some of the games according

to the topics of commerce are suggested as under:


Table 1

S.No Topic Example of games

1 Memorandum of association Crossword

2 Consumer Protection Role Play

3 Banking/Consumer Protection Ludo

4 Principles of Management KBC Type programmed learning game

5 Integrated marketing Wheel Go round

6 Business Environment Business Game

7 Marketing management Activity Cards

8 Entrepreneurship Quiz

9 Fundamental concepts of

accounting Memory game

10 Computers in

accounting/Directing Development of Concept mapping flow chart in

teams

11 FIFIO, LIFO, Average Cost Human Train

12 Accounting Equations Accounting Jeopardy game

13 Journal entries Double entry monopoly game

14 Partnership Loop Card game

15 Motivation/organizing Consider All Possibilities Game

16 Nature and significance of

management Pass a Buck(Brain storming game)

17 Depreciation Lesson summary square card game

18 Ratio Analysis Fly swatter game

19 Theoretical framework of

accounting True and false musical chair race

20 Planning Puzzle

21 Financial markets Team Debate

22 Management and Business

Environment Think-Pair -Share

23 Product Branding, Labeling

and Packaging Collaborative Learning Group

Source: Results of real classroom examples suggested by the experts


1. Activity Cards:

The activity cards could be used in two ways,either the teacher can writethe name of the

activity specifying the steps to be followed in the sctivity including the time limit,duties

etc, or the teacher could write a number of incomplete sentences about a topic on each

card and distribute the cards randomlyamong the students which they will have to arrange

in a right sequence.

For Example,

Distribute the cards specifying the various employee and employers protection Acts

among the students and ask them to sort them in a group of 3 under employee and

employer category.

2. Concept Map:

Concept mapping is the process of identifying and writing a main topic of the concept on

the top of a page and let the students place the related sub concepts in a hierarchy

expanding it in a branching style.

3. Consider All Possibilities Game :

In this game the teacher will direct a question to the whole class and give them a C.A.P

card on which they have to write all the possibilities they think are feasible for the

solution of the problem. The student with the best solution will be the winner of the

game.


For Example:

C.A.P Question1: I am running a small business, then why have I decided to do

recruitment through outsourcing?

C.A.P Question 2: Where should we locate a Food chain?

4. Lesson summary square game:

In this game the teacher will distribute the lesson summary square in a form of a card and

at the end of the lesson ask each child to summarize the concept they have understood

emphasizing the important areas of the topic. This way the students will project their

concept clarity and will help them to better retain the concept.

5. Fly Swatter Game:

The teacher will divide the class into two teams. Then, display all the terms related to

chapters on the board. Further, give a fly swatter to the student turn-wise in each team

and they have swat the correct answer according to the clue given by the teacher.After

each turn, have students move to the back of the line and read a clue for the next two

people in line.

For example:

Teacher clue: “The profit from an investment,” the first person on each team would run to

the wall and slap the word RETURN with his/her fly swatter. Whoever student /fly

swatter hits the word first gets the team point.

6. Fantasy Theme:

In this game the teacher will divide the whole class in five groups and assign them the

ranks of the respective fantasy they have been allotted by the teacher.The teacher will

narrate the fantasy specifying the case study which the students need to solve and let

them perform it through a role play.

7. Digital Games:

A digital game is an interactive program for one or more players with rules, player

representation, and environment managed through electronic means. Few examples

are,World Peace Game Foundation, Khan Academy, Pictionary, Mindcraftedu,

gamesforchangechicago etc.

The various games suggested above according to the various topics of commerce clearly

shows that the teachers need not depend only upon the video games/simulation games but they

can customize and develop their own games according to the needs of the students and gamify

the teaching process.

Conclusion:

Thus to apply Gamification in Commerce Education the instructors have to transform

themselves from being just a “teacher” to an “innovator teacher”. The innovative instructor has

to use the rules, time limits, teams and competitive spirits and change an activity into a game.

Now the big question is: Are the commerce teachers ready to accept this approach and help the

students learn commerce with fun?


References:

Agarwaal, J. C. (2008). Teaching of Commerce, A Practical Approach. Noida: Vikas Publishing

House Pvt Ltd.

Emel, Koc A. (2017). Analysis of Gamification of education.The Online Journal of New

Horizons in Education,7 (1), 20-23.

Latheesh K (2016) Effectiveness of constructivist approach on achievement in commerce among

students at higher secondary level. International Education &Research Journal, 2(11)

29-30

Macie (2014). What is Gamification and Why Use It in Teaching? Retrieved from

http://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-

teaching/

Paul (2012). Effectiveness of challenge based learning on the academic achievement of

commerce students at higher secondary level. Retrieved from

http://shodhganga.inflibnet.ac.in/bitstream/10603/25930/12/12_chapter3.pdf

Purohit, Neel K. (2013). Activity Based Learning or Joyful Learning in Commerce Education.

Asia Pacific Journal of Marketing & Management Review, 2(3), 79-81.

Suraj Bhan (2014) Activity based learning in commerce and Tourism Education. African Journal

of Hospitality, Tourism and Leisure,3(2), 1-8.

Sheldon, L. (2012). The Multiplayer Classroom: Designing Coursework as a Game. Boston,

MA: Cengage Learning.

Tomar, S. (2006). Teaching of Commerce. Agra: Vinod Pustak Mandir.


Rawat, A. (2017). Gamification in pedagogy of commerce. Shiksha Shodh Manthan, 3(1), 57-

62.

http://ii.library.jhu.edu/author/macie/

http://ii.library.jhu.edu/2014/05/13/what-is-gamification-and-why-use-it-in-teaching/



http://shodhganga.inflibnet.ac.in/bitstream/10603/25930/12/12_chapter3.pdf


A study of effect of various aspects of environmental concerns present in

science textbooks on students comprehension of those aspects

*Dr. Malini Awasthi & **Prof. Reena Agarwal *Assistant Professor, B.Ed. Department, Karamat Husain Muslim Girls' P.G. College, Lucknow

** Professor, Department of Education, University of Lucknow, Lucknow

Abstract

The study gives a comparative analysis of the science textbooks prescribed by different boards of

education with respect to various aspects of environmental concerns. The study also gives a

comparative view of the achievement scores obtained by the students of different Boards in the

'Environment Comprehension Test'. This help to analyze the role of different textbooks in giving

complete knowledge and understanding of the topics related with environmental concerns. Thus,

the present study highlights the aspects of effective presentation and communication of the areas

of environmental concerns reflected in the science textbooks of class VIII.

Keywords: Environmental concerns, science textbook, student's comprehension.

Introduction:

Education system mainly centers around three main factors, which include teachers,

students and teaching-teaming process. Textbooks are the important part of this teaching-

learning process and acts as a bond between teacher and the students. Various science textbooks

prescribed for elementary classes in different schools not only differ in their contents but also in

the technique through which they approach environmental education. It is a matter of

investigation that to what extent these prescribed textbooks cover environmental education in its

holistic approach covering various dimensions of environment in addition giving knowledge of

general science. This is possible only through content analysis of science textbooks in terms of

various dimensions of environmental education specified by educational and environmental

experts. In the present study comparative analysis of the three science textbooks is done

prescribed by different schools affiliated to three different boards of educations in India viz

Indian Council of Secondary Education (I.C.S.E.), Central Board of Secondary Education

(C.B.S.E.) and Uttar Pradesh Board of secondary education (U.P. Board). Comparative analyses

of the three science textbooks with respect to various aspects of environmental concerns provide

a global picture of strength and weakness of the textbooks. It also highlights the gaps in the

knowledge provided by science textbooks with respect to various environmental issues.

Evaluation of the comprehension level of the students studying in different schools on the

common environment comprehension test further provides an insight into factors influencing the

understanding of the students on various environmental issues. The analysis of the results

obtained by such evaluation not only highlights the role of textbook but also the role of teachers

in the classroom who are responsible for communicating the knowledge of environmental

concerns given in the textbook.

Review of Relevant literature:

Many studies have been conducted in various parts of the world with regards to

presentation and implementation of environmental concern in the school curriculum. Lawrence


(1993) suggested the need for a more holistic approach to curriculum development to overcome

fragmentation of knowledge and promotion of ecological economics for sustainable

development. Rompedi (2002) recommended integration of environmental education into the

school curriculum. Samuels (2004) was of the opinion that science teacher will require assistance

to embrace the inclusion of indigenous knowledge in the natural science learning area Litzenberg

(2005) recommended way to infuse local environmental education through the district's existing

science curriculum including professional development. Lane (2006) found that teacher have

favorable attitude towards environmental approach of teaching and professional focus on

integration approach. Bhawalkar (2007) found that science and social science text has greater

environmental content than Hindi text and teachers arc of the opinion to associate environmental

education as a part of content in different school subject. Patil (2007) found that student centered

model of teacher education was effective in environmental science for I.C.S.F. schools. Travis

(2007) highlights benefit of ecology course on environmental attitude of students. Yadav and

Bharati (2007) revealed that 33.09 percent of environmental awareness may be attributed to the

scientific attitude, this may be due to the fact that science subjects are more objective, rational

and related to physical environment of the surroundings as compared to arts subjects. Robelia

(2008) found that in the environmentally focused chemistry class students made modest gain in

environmental attitude.

Objective:

To compare and analyze the environmental content grasped by the students Kith the

actual content given in the science textbooks.

Delimitations:

1. The study includes only those schools which arc affiliated to I.C.S.E., C.B.S.E. or U.P.

Board within the city of Lucknow in India.

2. Science textbooks of only standard VIII prescribed by these schools are taken.

Methodology:

The present research methodology is based on the content analysis approach. The

research design is based on the purpose of the research and gives the basic idea of the types of

comparisons involved in the study.

Table-1

Content Analysis Research Design in the Present Research Context

Purpose Branch of

Semiotics

Types of Comparisons Questions Research

Problem

To describe and analyze

the content of

Environmental concerns

present in science

textbooks

Syntactic

(Sign/Sign)

Messages Source Type A :

Content of LC.S.E.

Science textbook

Messages Source Typo-B :

Content of C.B.S.E.

Science textbook

Messages Source Type-C :

Content of U.P. Board

Science textbook

What ? To relate the

known categories

and subcategories

of Environmental

concerns to the

content produced

by source type A,

B and C


To make inferences as to

the effect of the content

of Environmental concern

given in the science text

books on the student's

comprehension of the

Environmental content

Pragmatics

(Sign /

receiver)

Environmental concern

given in the source type A.

B and C / Understanding

of Environmental concerns

by the the students of

I.C.S.E., C.B.S.E. and

U.P. Board

With what

effect ?

To assess the

responses of the

students of

I.C.S.E., C.B.S.E.

and U.P. Board on

'Environment

Comprehension

Test'

Unit of Analysis:

To achieve the objective of the present study, 'Theme' as an information unit has been

taken as the basic unit for content analysis. Theme' as an information unit can further be clarified

as an independent piece of information about any aspect of environmental concerns classified

into ten categories, which was meaningful even when separated from its context.

Categories of Analysis:

In the process of formulation of categories the guidelines given by 1977 UNESCO

conference in 'Tbilisi. Russia with respect to environmental education was consulted.

Environmental education syllabus for class VIII suggested by various educational boards was

also consulted during formulation of categories. In addition to these, opinions of teachers of

secondary schools, experts of centre for environment education were taken to frame the

guidelines for formulation of categories. Both the inductive and deductive approach has been

adopted to formulate the categories and subcategories of the content of environmental concerns.

Categories and subcategories of environmental concerns formulated for the study are

represented in Table-2

Table-2

Categories and Subcategories of Environmental Concerns

S.No.

Categories Subcategories

I

Environmental

Structure

A. Non - living component - Air / B. Non - living component –

Water Atmosphere C. Non - living component – Soil

D. Non - living component - Natural elements E. Living component - Plants

F. Living component – Animals G. Living component - Micro organisms

I I

Environmental

Balance

A. Biogeochemical cycles B. Food chains

C. Importance of ecosystem & sustenance of life

III

Energy

Resources

A. Renewable / Alternate Sources of energy

B. Non - renewable sources of energy

IV

Environmental

Degradation

A. Air pollution B. Water pollution C. Soil Pollution

D. Solid waste pollution E. Noise pollution F. Radioactive pollution

G. Indoor pollution H. Soil erosion I. Acid rain

J. Ozone depletion K. Global warming L. Disasters

V Agriculture A. Various techniques in Agricultural process

B. Agricultural practices & Impact on Environment.


VI Animal

Husbandry

A. Animal rearing practices B. Prevention and curative measures

VII Human health

and hygiene

A. Types of diseases and their effect B. Causes and transmission of diseases

C. Symptoms of diseascs D. Balanced diet and deficiency diseases

E. Impact of Env. degradation on Human health

F. Prevention and curative measures

VIII Impact of

population on

environment

A. Depletion of Natural Resources

B. Consumption of Energy

IX

Conservation of

Environmental

Resources

A. Water conservation B. Soil conservation C. Wild life conservation

D. Forest conservation E. Energy conservation

X

Environmental

Management

and Sustainable

Development

A. Control of environmental pollution

B. Role of Individual. National and International Agencies in Environmental

Management and Sustainable Development.

Unit of Enumeration:

In the present study frequency has been taken as the unit of enumeration, in which every

occurrence of an information unit of the theme 'environmental concern' in the content of science

lessons is tallied and counted.

After taking frequency as a unit of enumeration the investigator incorporates two

assumptions into the research design. First assumption is that the frequency with which an

environmental concern appears in the content of the science lesson is a valid indicator of focus of

attention given to the environmental aspects in the content of science lesson. Second is that each

theme as a unit of information about environmental concern is given equal weight with every

other unit permitting aggregation or direct comparison of the units of environmental concern

appearing in the content of science lessons.

Sampling procedure:

Sampling procedure related with study is done in three stages:

1. For selection of the science textbooks, purposive sampling is adopted.

2. For selection of the secondary schools, disproportionate stratified random sampling

method was adopted.

3. For selection of the students, random sampling procedure is adopted.

Sample:

Sample consisted of follow ing three science textbooks of class VIII prescribed by

schools affiliated to three different boards of education.

1. Living Science series (Physics, Chemistry and Biology) prescribed by I.C.S.E. schools.

2. Science and Technology prescribed by C.B.S.E. schools

3. Gyan Vigyan prescribed by U.P. Board schools.

Further sample of 300 students of class VIII, were taken for administration of

'Environment Comprehension Test'. Six secondary schools in which two each were related to


I.C.S.E., C.B.S.E and U.P. Board were taken for study. 50 students were selected from each

school.

Tool:

A tool prepared by investigator named as 'Environment Comprehension Test' consisting

of 50 multiple-choice objective type items based on the ten formulated categories of

environmental concerns was used for evaluating student's comprehension of different

environmental aspects.

Data Collection and Interpretation:

During the study two sets of data were obtained for the analysis and investigation. one

from the content analysis of science textbooks and other from administration of 'Environment

Comprehension Test'.

Data obtained from the content analysis of science textbooks:

In the analysis of the science textbooks, both the qualitative and quantitative the approach

is adopted. Quantitative analysis of each science textbook is done and weightage given to various

categories of environmental concern in the form of content. table, figures and activities is

determined separately in the form of frequencies.

For the qualitative analysis the gaps in the knowledge of environmental concerns given

by the science textbooks were identified. These gaps may be in the form of content, tables,

figures or activities. During the comparative analysis of science textbooks of I.C.S.E., C.B.S.E.

and U.P. Board, positive aspects related to the presentation of the environmental concern topics

in any of the science textbooks were also highlighted.

Data obtained from administration of 'Environment Comprehension Test:

'Environment Comprehension Test' was administered on I.C.S.E., C.B.S.E. and U.P.

Board students according to the sample taken in the study. Scores obtained by the students

belonging to throe different boards were compared in reference to the ten categories of

environmental concern.

Significant difference between the scores obtained in the 'Environment Comprehension

Test' by the I.C.S.E., C.B.S.E. and U.P. Board students was determined by ANOVA followed by

'f-test for the ten categories and the total score.

Category-wise analysis of the student's score gives a clear view of the student's strength

and weakness in comprehending an aspect of environmental concern. Finally the comprehension

of the total scores obtained in the test by the students of three different boards gave a global view

of students' comprehension of environmental aspects.

The relative comparison of the results of content analysis and student's score in the test

gives an idea about the reasons behind the high or low scores achieved by the student's in the

'Environment Comprehension Test'. This also highlights the positive aspects or the drawbacks of

the content matter of environmental concerns present in the science textbooks. The merits and

demerits of the ways and the methods adopted to deal with the topics of environmental concerns

in the classroom is also mentioned.


Result:

Comparative analysis of the science textbooks regarding weightage given in terms of

frequency units to various categories of environmental concerns in the form of content, table,

figure and activities is represented in Table-3

Table-3

Frequency units of content, figures, tables and activities related to ten categories of

environmental concerns present in science textbooks (Text 1 = I.C.S.E. textbook, Text 2 =

C.BS.E. textbook, Text 3 = U.P. Board textbook).

S.

No.

Categories of

environmental

concerns

Content Figures Tables Activities

Text

1

Text

2

Text

3

Text

1

Text

2

Text

3

Text

1

Text

2

Text

3

Text

1

Text

2

Text

3

i Environmental

Structure

110 143 89 4 17 8 7 1 5 1 13 11

Ii Environmental

Balance

0 8 13 1 2 3 0 0 1 0 0 1

Iii Energy

Resources

82 31 47 13 2 8 1 0 0 0 0 2

Iv Environmental

Degradation

41 57 7 3 1 0 0 0 0 1 0 0

V Agriculture 60 48 45 5 11 10 2 0 0 2 3 6

Vi Animal

Husbandry

19 22 17 2 6 0 0 0 0 0 0 0

Vii Human Health

and Hygiene

146 129 119 15 7 5 5 1 5 7 5 5

Viii impact of

Population on

Environment

36 12 52 1 0 2 1 3 1 0 0 3

Ix Conservation of

Environmental

Resources

42 16 39 3 2 1 0 0 0 0 1 1

X Environmental

Management

Sustainable

Development

37 19 9 0 1 0 0 0 0 0 0 0

Total No. of

Frequency

Units

573 485 437 47 49 37 16 5 12 11 22 29

Result table showing Mean, F-ratio and t-values of the Environmental Concerns and its

various dimensions for I.C.S.E., C.B.S.E. and U.P. Board students in the 'Environment

Comprehension Test' is represented in Table-4.

Table-4

Mean, F-ratio and t-values of the Environmental Concerns and its various dimensions for 3-

Boards (G, I.C.S.E. N=100, G2 C.B.S.E. N = 100, Cr = U.P. Board N = 100)


Discussion

The present study focuses on the effect of various aspects of environmental concerns

present in science textbooks on student's understanding of those aspects. In these respect results

of the total scores of 'Environment Comprehension Test' reveals that performance of I.C.S.E.

students is better than C.B.S.E. and U.P. Board students. Content analysis of the I.C.S.E.

textbook revealed that the textbook has greater information unit of environmental concerns. The

presentation of the matter in the I.C.S.E. textbook is done in a systematic and well-organized

way under various headings and subheadings. Tables and colorful figures supported the content

wherever needed although there are less number of environment related activities. The


systematic presentation helps in building the knowledge in the sequential form in the mind of the

students. Thus, the I.C.S.E. students are able to perform better in the test.

Performance of C.B.S.E. students in the test was not as good as I.C.S.E. students but was

better than U.P. Board students. C.B.S.E. textbook have sufficient content, figures and activities

related to environmental concerns. The content is informative and interactive but sometimes do

not cover the entire aspects of environment comprehensively. The figures are big and colorful.

Mostly the activities are useful only some are difficult. The draw back of the text is that it has

very less tabular presentation of the matter of environmental concerns. Tables helps in

visualizing any aspect of environmental concern in one glance, which makes an impression on

students mind and help to build an impact about that aspect of environmental concern.

U.P. Boards students performance in the test was weak in comparison to students of other

boards. Analysis revealed that U.P. Board text has content related to environmental concern but

the matter is more informative than descriptive and so students were unable to grasp too many

information's given in the text without sufficient explanations. The synchronization of the

various aspects of environmental concerns need to he done under the topics of science in an

effective way, so that students are able to gain knowledge of various environmental phenomena

in a scientific manner. The figures supporting the content are also of poor quality. These draw

backs of the text could be the reason for the low performance of the students in the test.

Category wise analysis revealed that the aspect of ENVIRONMENTAL STRUCTURE is

equally comprehended by I.C.S.E. and C.B.S.E. students but U.P. Board student's level of

comprehension was weak in this respect. Content analysis revealed that various living and non-

living component is dealt adequately in I.C.S.E. and C.B.S.E. text but U.P. Board text did not

cover the important non-living component-Air, water and soil in the form of content. Hence U.P.

Board students could not score much in the items related with non-living components. C.B.S.E.

students could not score well in the item related with plant adaptations as their text do not deal

with this aspect. U.P. Board student have performed well in the Items related with example of

beneficial microorganism but could not perform well in the item related with harmful

microorganism although the information is given in tabular form in the text but the content does

not deal separately with each type of microorganism and their harmful or useful effect so it

confuses the student regarding role of microorganism. Systematic tabular presentation should be

accompanied by systematic presentation of the content also. On the other hand C.B.S.E. and

I.C.S.E. students performed better as their text deals separately with each type of microorganism.

The U.P. Board text could not provide adequate information about ozone layer so students could

not score better in the item related to this.

The results showed that comprehension level of I.C.S.E. students with respect to

ENVIRONMENTAL BALANCE was better than C.B.S.E. students and understanding of

C.B.S.E. students was better than U.P. Board students in this aspect. Content analysis revealed

that environmental balance is not given weightage in the form of content in I.C.S.E. textbook,

only one figure related with water cycle is present yet the I.C.S.E. students could score better in

the items related to this aspect because environmental balance is related with many other aspects

of environment including the knowledge of living and non-living component of the environment.

If the child has better understanding of the role played by each component of the environment he


could relate that knowledge with environmental balance. The aspect of food chain is dealt only in

U.P. Board text and the role of Eagle is well highlighted yet the students could not perform well

in the Item asking about role of scavengers, shows that during class teaching the main points are

not emphasized by the teacher. The content of the text only highlight the aspect, the teacher need

to explain it with more examples indicating importance of animals involved in food chain

process. In comparison to other items I.C.S.E. and C.B.S.E. students do not perform well in the

item related with food chain as their Text do not have content related to this. U.P. Board students

performed better in the Item related with pond ecosystem as this aspect is given in the form of

activity in the text in which students are asked to observe and note down various types of food

chain operating in the pond ecosystem.

The concept of ENERGY RESOURCES is not better gained by U.P. Board students

while I.C.S.E. and C.B.S.E. students have better knowledge of the aspect.

Although all the three text cover the aspect of renewable and non-rene\vah!c energy

resources but in U.P Board text the demarcation between the renewable aid nonrenewable is not

highlighted clearly so students might know about various energy resources but they are unable to

differentiate them. Tabular presentation showing classification of the two types of energy

resources could help in solving the problem.

Results shows that the aspect of ENVIRONMENTAL DEGRADATION is equally

comprehended by I.C.S.E. and C.B.S.E. students but U.P. Board comprehension level is weak in

this aspect. Content analysis revealed that environmental degradation aspect is least covered in

U.P. Board text and this is the reason why U.P. Board students do not have a better

understanding of various air pollutants and the phenomena of Acid rain. Although I.C.S.E. and

C.B.S.E. text cover the aspect of air pollution but phenomena of Acid rain is not dealt under

separate heading. I.C.S.E. text also has a figure related to Acid rain but not supported by content.

So I.C.S.E. and C.B.S.E. students also not performed well in the item related with acid rain in

comparison to other items. The complex phenomena of Acid rain. Global warming and ozone

depletion should be dealt under separate heading with good explanation supported with figures.

Another aspect is that students of all the three boards have knowledge about disaster although

there is no reference of this in any of the text. This shows that knowledge about environmental

issues is not only gained by text but also by media, which involves newspapers, magazines,

television and radio.

AGRICULTURE aspect is given less weightage in C.B.S.E. text than other text. This is evident

from the results also where C.B.S.E. student’s performance was poor than I.C.S.E. and U.P.

Board students. C.B.S.E. students could not perform well in the item related with compost, in

spite of the fact dial the text highlights about compost in colored format. The reason may be that

the teacher during classroom teaching do not stress on these aspects so students also ignore them.

Students off I.C.S.E., C.B.S.E. and U.P. Board scored comparatively higher in the item related

with harmful effect of insecticide than use of compost, as fertilizer. This shows that students

know about harmful impact of some agricultural practices on our environment but they do not

have a better understanding of what kind of agricultural practices are safe and good for us and

why farmers should adopt these practices. The activities given in the text in this respect also give

emphasis on gathering more information from various sources but discussion in the class about


these gathered information is essential so that students get more involved in the aspects of

environmental concerns.

The results shows that C.B.S.E. students have better comprehended the aspect of ANIMAL

HUSBANDRY than I.C.S.F. students and I.C.S.E. students have comprehended better this aspect

than U.P. Board students. Content analysis revealed that the aspect of animal husbandry is dealt

in detail in the C.B.S.E. text with elaborate content related with various animal rearing practices

and supported by colourful pictures. This was able to create an impression on student’s mind

who performed well in the item related to this aspect. U.P. Board students could not perform

well in the item related with this issue, although the content highlighted the aspect of white

revolution which was asked in the item but the drawback of the content related with animal

rearing practices is that it is not supported by figures or tables so students find boring to read the

content while other text through colourful pictures inspire students to know more about them.

The aspect of HUMAN HEALTH AND HYGIENE was equally comprehended by I.C.S.E. and

C.B.S.E. students but comprehension of U.P. Board students was weak in the aspect. Content

analysis revealed that the aspect of human health and hygiene has been represented in the form

of content, figures, tables and activities in all the three textbooks. Maximum weightage in the

form of content is given to this aspect in the I.C.S.E. and U.P. Board textbook. Positive aspect

discovered with respect to I.C.S.E. text is that balanced diet and deficiency diseases have been

given enough weighiage in the form of content, figures and tables while no other textbook deals

with this important aspect of human health, which is essential for the students to know at their

growing stage of life. Thus, knowledge about role of vitamins in our life is better gained by

I.C.S.E. students. Students of I.C.S.E., C.B.S.E. and U.P. Board scored well in the item related

with noise pollution although the content of C.B.S.E. and U.P. Board do not cover this aspect.

This shows that knowledge and understanding of many environmental issues is also gained by

experience of daily life. Knowledge of AIDS is better gained by the U.P. Board students as their

text gives a comprehensive knowledge about this aspect. Although I.C.S.E. and C.B.S.E.

students also know about AIDS inspire of the fact that Their text does not cover this topic, this

may be due to media coverage of this issue. U.P. Board text has information related to Blood

groups but yet student could not perform well in the Item related with this aspect as the figural

presentation showing the concept of universal donar is complicated. Two separate and simple

figures could be introduced to explain the concept of Universal donar and Universal acceptor.

I.C.S.E. text has a separate chapter named 'Health and Hygiene' and C.B.S.E. text also has a

chapter named 'Common Diseases' but U.P. Board text deals with the aspect of human health in

reference to microorganism hence students do not have complete knowledge about various

factors affecting human health and difference between communicable and non-communicable

diseases which is evident from the results also. U.P. Board students do not have much knowledge

about prevention of diseases although the text covers many points related to prevention of

diseases under various headings and sub headings. Yet students cannot gain knowledge because

the points of preventive measures arc effective when giv en along with the description of disease

so that students know about causes, transmission and prevention of diseases at the same time.

Students and teachers generally ignore separately dealt point of preventive measures, as different

diseases have different preventive measures so they should be dealt along with the description of


diseases.

IMPACT OF POPULATION ON ENVIRONMENT was equally comprehended by

l.C.S.E. and C.B.S.E. students but comprehension of U.P. Board students was comparatively

weak in this aspect. Content analysis revealed that maximum weightage is given to this aspect in

U.P. Board text. The text gives detail information about contribution of different sources of

energy in the total consumption of energy. Activities are also given related to energy

consumption in U.P. Board text but yet students could not respond to the items related with this

aspect. This shows that during class teaching the information given in the text is not explained

effectively to the students, the teachers and the students also ignore activities given in the text.

The I.C.S.E. and C.B.S.E. text do not give that much weightage to the content related with this in

comparison to U.P. Board text, yet the I.C.S.E. and C.B.S.E. students could perform well. The

reason might be the teaching methods adopted in the class which are such that students leant

from the text and draw conclusions themselves as is evident from the result, where they scored

better in item which is related with the effect of deforestation leading to soil erosion. Since the

aspect of depletion of natural resources is repeated many times in the text so the students could

answer the simple question related with disbalance in nature caused by deforestation but could

not answer more thought provoking question related with indirect effects of deforestation. U.P.

Board students could not answer the question related with Tiger as an endangered species inspire

of the fact that the text deals with this topic effectively in the form of content supported by

figures, which no other text has. The reason might be that the biological terms adopted by the

text in Hindi language to explain the aspect of endangered species arc difficult. If such difficult

terms are used they should be explained in simple language and in elaborate manner in the text.

In the aspect CONSERVATION OF ENVIRONMENTAL RESOURCES comprehension

of I.C.S.E. students was better than C.B.S.E. students and comprehension of C.B.S.E. students

was better than U.P. Board students. U.P. Board text has a separate chapter dealing with the

aspect of conservation which shows that enough weightage is give to this aspect yet student's

performance is low. The drawback of the U.P. Board text is that sometimes it gives too much

information related to one aspect, without giving much explanation related to this aspect. The

mind of a student is not a storehouse, which can gather so many informations. Messages

conveyed by the text should be such that it can create an impression on students' mind. This

might be the reason that the student could not answer both the application-based question and

recall- based questions. Although they could answer the questions related with daily life

experiences for example ways of energy conservation in kitchen or the aspects highlighted by

media like contribution of afforestation.

ENVIRONMENTAL MANAGEMENT AND SUSTAINABLE DEVELOPMENT

aspect is equally comprehended by I.C.S.E. and C.B.S.E. students but comprehension of U.P.

Board students is low. Although this aspect is very important but it has not been dealt very

effectively in any of the text as is evident front content analysis and student's responses. This

concept needs promotion in the text. None of the text dealt very effectively the aspect of green

house gases yet the performance of U.P. Board students was better in this aspect because they

might have attended a lecture in school or they may have been given supplementary material

regarding this aspect. U.P. Board text has comparatively less content related to control of


environmental pollution yet students are able to perform satisfactorily in some items as they

experience many aspects like prohibition of polythene bags, use of unleaded petrol in vehicles in

their life and gain knowledge from such experiences. C.B.S.E. student's knowledge about role of

national and international agencies in environmental management is greater than I.C.S.E.

students, although only I.C.S.E. text give names of such organizations. This shows that

information gained by other sources is sometimes able to create better impact on student's

understanding.

Conclusions:

The conclusions drawn from the study are as follows

1. Maximum content units of environmental concern arc given in I.C.S.E. text while

minimum content units are given in U.P. Board text.

2. Maximum numbers of figures of environmental concern are given in C.B.S.E. text while

minimum numbers of figure are given in the U.P. Board text.

3. Maximum number of tables of environmental concern arc given in I.C.S.E. text while

minimum numbers of tables are present in C.B.S.E. text.

4. Maximum numbers of activities of environmental concern are given in U.P. Board text

while minimum numbers of activities are given in I.C.S.E. text.

5. I.C.S.E. students comprehended well, various aspects of environmental concerns than

C.B.S.E. students while C.B.S.E. students comprehension was better than U.P. Board

students.

6. Well organized content of the I.C.S.E. science textbook supported with coloured and

meaningful figures, simple activities and well presented tables help in permanent building

of knowledge in sequential form in the mind of students, thus helping in better

understanding of environmental concerns among students of I.C.S.E. Board. Joshi (1979)

through his study supported the fact that different textbooks translated the purpose of the

syllabi in different ways, ii was the textbooks that ultimately decides learning experience

in the classrooms.

7. Informative, interactive but not very comprehensive content of the C.B.S.E. science

textbook supported with figures, activities and very less tabular presentation has led to an

average level of understanding of environmental concerns among students of C.B.S.E.

Board.

8. Informative, interactive, less organized and not very descriptive content of the U.P.

Board science textbook with sufficient activities and tables but with dull and unclear

figures has led to poor understanding of environmental concerns among the students of

U.P. Board.

9. Comprehension of I.C.S.E. students was better than C.B.S.E. and U.P. Board students in

environmental balance, agriculture and conservation aspects. I.C.S.E. text do not cover

the aspect of environmental balance in the form of content, table or activities yet students

better performance indicate good teaching- learning process adopted in the classroom.

10. Comprehension of C.B.S.E. students was better than I.C.S.E. and U.P. Board students in

animal husbandry as the C.B.S.E. text has comparatively more content units and figures

related to this aspect.


11. Only in the aspect agriculture comprehension of U.P. Board students was better than

C.B.S.E. students but still weaker than I.C.S.E. students. U.P. Board text has more

number of figures and activities related to the aspect of agriculture.

12. Categories environmental structure and human health and hygiene are represented in the

form of content, figures, tables and activities in all the three science textbooks which

shows that enough weightage is given to these aspects and students performance was also

comparatively better in these aspects.

13. Subcategory disasters and subcategory Impact of animal husbandry on environment arc

not represented in the form of content, figures, tables or activities in any of the textbook.

Although students performance was satisfactory in these aspects which may be due to

their own experience or media coverage.

14. The important aspect of environmental management and sustainable development is not

adequately represented in the form of figures, tables and activities in the three textbooks.

Adequate representation of this aspect in the text is necessary to motivate students to

work in the field of environmental management.

15. Tabular presentations of environmental concern is found to be very less in the textbooks

which need to be enhanced as tables provides global view to any aspect of environmental

concern and increase the comprehension level of the students regarding that aspect of

environment.

Results and conclusions obtained from content analysis of the three science textbooks

revealed that the aspect of environmental structure and the aspect of human health and hygiene

have been given enough weightage in the form of content in all the three textbooks although

students knowledge regarding these aspects could be improved if appropriate teaching methods

arc adopted in the classroom by the teachers giving special emphasis to various aspects of

environmental concerns. U.P. Board text has maximum number of activities of environmental

concerns but yet weak performance of the students in the test indicates that the concept of

learning by doing* is still on papers and is not followed in spirit within the classrooms. It is

striking that very important aspect of environmental concern including conservation and

management are not represented adequately in the form of tables and activities in the three

textbooks.

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SMART CLASSROOM: INCLUSION OF TECHNOLOGY INTO CLASSROOMS

* Surya Narayan Gupta & **Prof. Akhilesh Chaube * Research Scholar, Department of Education, University of Lucknow, Lucknow

** Former Head & Dean, Department of Education, University of Lucknow, Lucknow

Abstract

Education has undergone many revolutions in thousands of years. Today, computers and internet

has brought about another revolution in education. Information and communication technology

becomes integral to the teaching and learning experience in the sense that it helps to define the

very nature of the experience, which could not happen without it. So there are tangible and

positive effects on teaching and learning. Other improvements which need to be looked at for

future enhancements to the classroom environment are certainly being considered in the ever-

evolving realm of technology. Smart classrooms are such a program which fulfills these criteria.

These classrooms can make a remarkable difference in how teachers teach and learners learn.

Conversely, this concept is not about learning to use technology. It’s about using technology to

learn. The paper discusses the inclusion of technology in classroom in the form of smart

classroom. It discusses how smart classrooms use technology, components of smart classroom

and working of smart classroom. It discusses that how it is different from traditional classroom

in various aspects. One can only conclude that the "genie has escaped from the bottle”, and the

educational world will never be the same because of the use of the World Wide Web in the

"smart classroom."

Key words: Smart classroom.

Introduction:

In our changing world, education is progressing with the help of technology beyond the

realm of science fiction. Each passing years sees the creation of improved and advanced learning

material in the field of education. We're living in the 21st century, so every classroom must be a

21st century learning environment, right? Just as educators were often accused of teaching with

19th century methods in the 20th century, many are still not changing with the times. For some

schools, one of the biggest challenges is to understand the true nature of 21st century learning.

Once this concept is embraced, technology becomes a means to boost achievement across the

board. People often talk about the classroom of the future as something that would be nice to

have but that is unattainable today. While we can never discount the affordability issue, the

elements to create an engaging, technology-enabled environment that is appealing to 21st

century learners are available today. However, even though more and more course offerings will

be accessible through online and distance methods, a secondary, and equally important,

component of this 21st century learning environment is the development and implementation of

standards that can define what a 21st century classroom actually should contain. Technology has

come such a long way in the past several years that learning has changed completely. The

facilities available to teachers and students have become much more technologically advanced.

An example of this technology is the smart classroom. These are classrooms that have been set

up with many advances in technology.


These classrooms can make a remarkable difference in how teachers teach and

learners learn. What technological components these classrooms actually contain will be a

constantly evolving inventory because of the exponential growth of this industry. Conversely,

this concept is not about learning to use technology. It’s about using technology to learn. In these

environments, information and communication technology becomes integral to the teaching and

learning experience in the sense that it helps to define the very nature of the experience, which

could not happen without it. So there are tangible and positive effects on teaching and learning.

Smart Classroom:

A smart classroom is a classroom that that has an instructor station equipped with

computer and audiovisual equipment, allowing the instructor to teach using a wide variety of

media. Smart classroom in a general sense, is a new constitution which integrates electronic

areas and human interface as well as technology and traditional teaching methods to form an

innovative, advanced and flexible learning environment. Smart classroom are technically

enhanced classrooms that foster opportunities for teaching and learning by integrating

computers, specialized software audience response technology, networking and audio/ visual

components. This isn’t just the technology that is taught and learned in the classroom, but the

technology used to teach and learn. This has never been more evident than the smart classroom

approach. These smart classrooms are of college level and have the technology to help the

teacher teach and the students learn. This includes such things as laptop docking stations and

ports as well as connections to overhead projectors for presentations. Smart class is transforming

the way teachers teach and students learn in schools. It’s a new age technology movement that is

fast becoming an imperative for schools. Soon it will touch every class and every progressive

school in India.

Smart Classroom Solutions in India:

Tata class Edge – Tata ClassEdge is smart classroom solution for Indian schools. It was

launched by Tata Interactive services (TIS) which is a daughter company of Tata group.

ClassEdge was launched in 2011. It was established with the aim to use technology

innovatively in school education to improve the teaching learning process. More than

1200 schools and 70000 teachers across India are taking the services of ClassEdge.

Educomp- Educomp smartclass is a flagship brand of Educomp Solutions, India’s largest

Education company. It was founded in 2003. More than 14,500 schools have adopted this

smart class solution.

Teach Next- It was founded in 2007. It is developed by Next Education Pvt. Ltd. It

provides digital contents according to syllabuses of CBSE, ICSE and 23 state boards in 8

languages including Hindi.

What are Modified Smart Rooms?

Colleges, universities and primary education classrooms are making the switch from a

traditional classroom to what is known as a smart classroom. If you were to walk into a smart

classroom your initial reaction would be that nothing has changed at all. The aesthetic look of the

classroom might appear to be the same but it is the equipment that comes complete with every

smart classroom that truly turns a traditional classroom into a smart classroom.


There are various advanced technological equipments that are added to each classroom to

make it a smart classroom. Some of the various equipment that will transform a classroom into a

smart classroom:

Ceiling mounted multimedia projection unit - Projects large screen images from a

computer, VCR, DVD and visual presenter.

Ceiling mounted speakers - Projects audio from VCR, DVD, computer, microphone,

etc.

Pull-down screen - Used as a display unit for projection devices.

Computer - Used for software presentations or demonstrations and access to Internet.

(Note that though these computers have DVD players, the player should not be used for

classroom presentations; the VHS/DVD player is to be used). Additionally, a cable will

be provided for easy connection of a thumb drive.

Computer monitor - Used by faculty to view projected images without having to turn

around and look at the projection screen.

DVD Player- It allows professors and instructors to be able to show instructional

DVDs or other materials to a classroom filled with students. Many of these DVDs

can add to the learning experience within the classroom.

VHS Players- VHS might have gone out of style a while ago but there are still

videos that are great for the classroom that have not been converted to DVDs

because of this reason VHS players are included into a smart classroom.

Smart Whiteboards- Smart whiteboards are the wave of the future for classrooms.

These boards allow computer images to be projected onto a screen that can then be

interacted with by students and teachers alike.


Importance of Smart classroom:

It is a new generation classroom which is equipped with ICT based tools that aim to make

teaching learning more effective, interesting and enjoyable. It has smart thinking tools that

motivate higher level of understanding. It has smart pedagogy, smart teaching methods as well as

smart learning space for learners and teachers.

Advantages of Smart Classrooms:

The great advantages of technology in the classroom are that it opens the students up

to more experiences and that allows them more opportunities they would otherwise not

have.

When the students are able to experience technology in their daily lives they are more

adaptable to learning new technology as they work through life. This means that they can

more easily pick up what comes along through the school years. Students today will be

faced with an extremely technologically intense world when they come out of school. Not

being equipped to handle this can set them back and keep them from being successful. They

can learn much more when they are tied into the world technologically. The advantages of

smart classrooms are following:

Easy and interesting to learn the difficult topics of the curriculum

Makes learning enjoyable

Teacher can use online as well as offline resources for better understanding of the

content.

It provides a digital medium for making notes to the students.

It promotes collaborative learning among the students.

Students can communicate with other experts of the world online.

It is health friendly also for teachers who are allergic to chalk dust and marker’s

ink.

Value education can be also given effectively with smart classrooms.

It effectiveness can be understood with the help of following examples given below.

Suppose a science, history and geography teachers are going to teach DNA, Harappan

Civilization and Block Mountain respectively. The Science teacher while explaining how a

DNA replicates is able to show the class a 3D animation of the DNA replication process on

a large screen. She can explain the fine points of the process, zoom in to show the relevant

visuals freeze and annotate when and where she needs to emphasize. Similarly the History

teacher shows the class a virtual walk through of the Harappan Civilization. Uncovering

the relevant parts step by step as a part of her lesson plan , while the Geography teacher

shows a virtual Block mountain being formed…all with engaging animations, colors,

music, sounds and voice. The teachers gain complete attention and interest of every child in

the class. Every child gets a visual input on how it happens and the concepts are well

understood and internalized.

Towards the end of the class, every teacher displays a set of questions on a large screen;

every child in class gets ready to answer the questions with their personal answering device –


SAS. Students click the answers, instantly; teachers are able to get a score sheet for every child

in class. She ends the class re –teaching the parts of the lesson that were not understood well by

class.

This results in faster and accurate understanding of the concepts in class and helps

improve the overall academic performance of students. Teachers are able to keep students

engaged in the learning process and also get an instant and accurate assessment of learning

outcomes achieved at the end of the class.

Smart Classroom V/S Traditional Classroom:

For students today, lectures are not fun, not exciting, not a good learning tool. These

students text during class, sleep, and even disrupt the whole class together by talking and

giggling."Smart Classrooms" work because they are part of an "active classroom" which engages

the faculty and student. The theory really just follows the Seven Principles of Good Teaching

which encourages 1) student-faculty contact, 2) cooperation among students 3) active learning 4)

giving of prompt feedback 5) emphasizing time on task (6) communicating high expectations

and (7) respecting diverse ways of learning. It provides interactive classroom setting that

promotes the open exchange of ideas. Many teachers need to incorporate technology in the

classroom. This could mean showing videos, or making PowerPoint presentations that enhance

the lecture. Students want to see something visual when teachers are speaking, and it helps

students take better notes. When students take better notes, then they ask better questions which

lead to more learning taking place in the classroom. Technology in the classrooms can help make

lectures more interesting and fun for everyone. Teachers must understand that simply lecturing is

not enough that they must change the teaching style as students’ needs change.

Traditional classroom encourages passive learning. Depending upon the level of

interaction shy students may be allowed to attend classes without providing alternating ways to

communicate ideas. It may limit their ability to learn. It ignores individual learning differences

among students. It neglects problem solving, critical thinking, and higher order learning skills.

More vocal students dominate in the class. In traditional classroom, it is difficult for the teacher

to elaborate the picture very efficiently in classroom but smart classroom allows him to do so. It

does not mean that textbook and other materials have no role in classroom. The textbook has

been a vital tool of the academic world for a very long time. Ever since paper became cheap

around the renaissance period, books have been printed up en masse for students, as well as for

everybody else. But in this day and age, the textbook is facing a threat that even the greatest

scholars of old could never have predicted: the E-reader. Electronic reading devices are

essentially small screens with only a bare minimum of buttons on them, and can be used to

display pretty much any kind of written material you can think of. And a growing number of

people are of the opinion that E-readers are going to replace textbooks entirely in our age of

environmental consciousness, crushing loads of books and a desire for ease and more

technology. It is necessary for success of smart classroom; teachers should tell the students about

the importance of books and incorporate both traditional and smart classroom method in the

teaching learning process.


Conclusion:

Smart classroom gives great opportunity to share leaning environment in the information

age which basic learning skills become more important than the former learning system. One of

the objectives of smart classroom is to make computer as simple and friendly as possible. Do not

require that every teacher use the smart classrooms right away. Many teachers will be receptive

to the change, while others will feel it as a massive change that they do not want to make. Ask

for teachers who want to make the change first and allow those that do not to transition over

slowly. Offer Educational Courses on Smart Classrooms. Offer the teachers educational classes

on what a smart classroom can do for them. Many do not know exactly what a smart classroom

can really do and therefore are reluctant to switch over. The implementation of the smart

classroom initiative is a monumental step in the right direction. Furthermore, it should be clear

that the 21st century classroom is available today. But it takes vision, commitment and money to

bring it to life. At last we can conclude that smart classroom is not the replacement of traditional

classroom but it should be incorporated with the tradition method of teaching.

References:

Ozer, Kendig & Elisha (2010). Inclusion of Technology into the Classroom and How it

Influences Teaching Practice and Student Engagement, Wilmington University.

Sevindik, T. (2010). Future’s Learning Environments in Health Education: The Effects of Smart

Classrooms on the Academic achievements of the students at Health College, Telematics

and Informatics, vol27, 314-322.

Stewart, D. (2010). Maximizing Investment, American school& university, 82(9), pp 26-29

Tornabene, L .(1998). The Smart Classroom Verses the Traditional Classroom: What the

Student’s Are Saying.

http://www.educomp.com/products/SmartClass.aspx

http://www.c-smart.org/equipment-that-turns-a-traditional-classroom-into-a-smart-

classroom.htm

http://soni1220.wordpress.com/2011/03/03/classroom-of-the-future-smart-classrooms/

http://www.eric.ed.gov/

http://www.vkmaheshwari.com/WP/?p=2352


Gupta, S. N. & Chaube, A. (2017). Smart classroom: Inclusion of technology into classrooms. Shiksha Shodh Manthan, 3(1), 78-83.



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ek/;fed Lrj ij izfrHkk'kkyh] t:jrean Nk= Nk=kvksa dks Nk=o`fŸk miyC/k djkukA

,ulh,Q 2005 ds ekin.M dh iwfrZ djukA

f'k{kk ds Lrj ds mUu;u gsrq ljdkjh ds lkFk&lkFk fofHkUu xSj ljdkjh laLFkk,a Hkh dk;Z dj

jgh gS tks bl izdkj gS&

;wfulsQ

cks/k f'k{kk lfefr

dLrwjck xka/kh ckfydk vkoklh; fo|ky;

efgyk ,oa cky fodkl laLFkku

fnxarj laLFkk;sa

cks/k f'k{kk lfefr %&

orZeku esa f'k{kk izkIr djus ds fy, vusd dsUnzksa dh LFkkiuk gks pqdh gS ftlesa vkoklh;

fo|ky; o xSj vkoklh; fo|ky; futh ,oa ljdkjh fo|ky; ,oa cks/k 'kkyk,a lfEefyr gSA cks/k f'k{kk

lfefr dh 'kq:vkr 1980 ds vUr esa ,d NksVh lh 'kq:vkr FkhA orZeku esa cks/k vc ,d etcwr vkSj

lfØ; laLFkk gks x;h gSA orZeku le; esa ;g O;kid oxksZ esa vkUrfjd lajpuk esa 'kkfey gS &

'kgjh dk;ZØe

xkzeh.k dk;ZØe

lsUVªy fjlpZ ,.M fjlkslZ lsUVj

iz'kklfud vkSj foRr foax

cks/k f'k{kk lfefr }kjk pyk;s tkus okys dk;ZØe %&

funku ¼iVuk] fcgkj½ fnYyh

fny ls ¼fnYyh½

vkxk [kk¡ Qkm.Ms'ku ¼tEew vkSj d'ehj½

vkxk [kk¡ xzkeh.k lgk;rk dk;ZØe ¼fcgkj½

QkmMsa'ku ukHkk ¼ukHkk iatkc½

leL;k dk vkSfpR; %&

izR;sd vuqla/kku dk;Z djus ls iwoZ ,d leL;k dk p;u vko';d gksrk gS oks leL;k fdlh

O;fDr vFkok lewg ls lEcfU/kr gksrh gSA tc vuqla/kkudrkZ ml leL;k dk p;u djrk gS rks mlds

dksbZ mn~ns'; vFkok y{; gksrs gSaA ml leL;k dks pquus dk mldk dksbZ u dksbZ vkSfpR; vo'; gksrk

gSA ftl fdlh leL;k dks vuqla/kkudrkZ pqurk gS ml leL;k dk lek/kku ;ksX; gksuk Hkh vko';d

gksrk gSA ,slh leL;k,a ftudk dksbZ lek/kku u gks ldrk gks vFkok ftuds lek/kku dh vko';drk gh

u gks vFkok ftu leL;kvksa dks mBkus dk dksbZ vkSfpR; gh u fl) gksrk gks ,slh leL;k jpuk ds fy,

O;FkZ gksrh gSA lkFk gh ;g Hkh ns[kuk vko';d gksrk gSA ,slh leL;k,W ftudk dksbZ lek/kku ugha gks


ldrk gks vFkok ftuds lek/kku dh vko';drk gh u gks vFkok ftu leL;kvksa dks mBkus dk dksbZ

vkSfpR; gh u fl) gksrk gks] ,slh leL;k jpuk ds fy, O;FkZ gksrh gSA lkFk gh ;g Hkh ns[kuk vko';d

gksrk gS fd p;fur leL;k 'kSf{kd o nSfud O;kogkfjd thou esa fdruh mi;ksxh gSA ckyd ckfydkvksa

ds f'k{kk ds {ks= esa fofHkUu xSj ljdkjh laxBuksa ,oa cks/k f'k{kk lfefr;kW dk;Zjr gSA blh dks /;ku esa

j[krs gq, vuqla/kkud=hZ us bl 'kks/k dFku ij dk;Z fd;k gS bl laca/k esa 'kks/k iz'u mHkj dj vk;s gSs]

tks fuEu gSa &

1. bu 'kkykvksa esa Nk=kvksa dks D;k lqfo/kk;sa eqgS;k djok;h tk jgh gS\

2. cks/k f'k{kk lfefr dk ,sfrgkfld ifjizs{; D;k gS\

3. ;s 'kkyk,W fdl izdkj vU; f'k{kk laLFkkvksa ls i`Fkd gS\

4. ;s 'kkyk,W Nk= Nk=kvksa ds ckSf)d o 'kkjhfjd fodkl gsrq D;k iz;kl dj jgh gS\

5. bu 'kkykvksa esa 'kSf{kd o f'k{k.ksrj dkSuls dk;ZØe pyk;s tk jgs gS\

6. bu 'kkykvksa esa f'k{kdksa dh fu;qfDr dk D;k vk/kkj gS\

leL;k dFku %&


'kks/k iz'u %&

1. cks/k 'kkyk dh D;k i`"BHkwfe gS\

2. cks/k 'kkyk fdu mn~ns';ks ij dk;Z dj jgh gSa\

3. cks/k 'kkykvksa esa fdl izdkj f'k{kk iz.kkyh viuk;h tkrh gSa\

4. cks/k f'k{kk lfefr dh ikB~;Øe o ikB~;sŸkj xfrfof/k;ksa dh D;k fo'ks"krk gSa\

5. ;s cks/k f'k{kk lfefr,¡ f'k{kk dh v|ru pqukSfr;ksa ds lUnHkZ esa fdruh izkalfxd gSa\

6. cks/k f'k{kk lfefr dh foŸkh; O;oLFkk ds lapkyu gsrq foŸkh; O;oLFkk fdl izdkj dh tk jgh

gS\

lafØ;kRed ifjHkk"kk %&

cks/k f'k{kk lfefr %&

cks/k f'k{kk lfefr esa mu laLFkkvksa dks lfEefyr fd;k tkrk gS ftuds }kjk xzkeh.k ,oa 'kgjh

{ks=ksa ds fo'ks"k :i ls oafpr ckyd&ckfydkvksa dks fu%'kqYd f'k{kk nh tkrh gSA blds fy, f'k{kdksa dks

mPp Lrjh; Vªsafuax Hkh djok;h tkrh gS rFkk ,d xSj ljdkjh laLFkku gS tks f'k{kk ds {ks= essaa dk;Zjr gSA

izf'k{k.k %&

cks/k f'k{kk lfefr laLFkku }kjk f'k{kdksa dks i<+kus ds fy, tks fo'ks"k ckrsa fl[kkbZ tkrh gS] mls

izf'k{k.k dgrs gSaA

v/;;u dh ifjlhek;sa %&

izLrqr 'kks/kdk;Z esa t;iqj 'kgj dh cks/k f'k{kk lfefr dks lfEefyr fd;k x;k gSA

vuqla/kku fof/k %&

bl v/;;u dk;Z esa 'kks/kd=hZ us fo"k; dh izd`fr ds vuqlkj oS;fDrd fof/k dk p;u fd;k gSA

v/;;u ds pj %&

izLrqr 'kks/k esa Lora= pj cks/k f'k{kk lfefr dk iz;ksx fd;k x;k A

U;kn”kZ %&

izLrqr v/;;u oS;fDrd fof/k ij vk/kkfjr gSA vr% blesa U;kn’kZ ds :Ik esa t;iqj 'kgj dh cks/k

f”k{kk lfefr ds fo"k; esa dk;Z fd;k x;k gSA

midj.k %&

^^cks/kf'k{kk lfefr ,d laLFkkxr v/;;u^^ gsrq 'kks/kkFkhZ }kjk LofufeZr fuEu midj.kksa dk iz;ksx

fd;k x;k tks fuEukafdr gS&


iz'ukoyh %&

cks/k f'k{kk lfefr ds f'k{kdksa dh f'k{k.k 'kSyh rFkk izf'k{k.k ds lanHkZ esa tkudkjh izkIr

djus gsrq iz'ukoyh dk iz;ksx fd;k x;kA

voyksdu izi= %&

izLrqr v/;;u esa 'kks/kd=hZ }kjk fo|kfFkZ;ksa dks iznku fd, tkus okys vf/kxe fuos'kksa dh

izHkkodrk dks Kkr djus gsrq d{kkxr ifjfLFkfr;k¡] f'k{k.k O;oLFkk] f'k{k.k dh fof'k"V i)fr;ksa

dk iz;ksx ikB~; lgxkeh fdz;kvksa] O;kolkf;d izf'k{k.k dh miyC/krkf'k{kd fo|kfFkZ;ksa laca/k dh

tkudkjh gsrq voyksdu izi= dk f'k{k.k vf/kxe ifjfLFkfr;ksa dh tkudkjh gsrq cks/k f'k{kk

lfefr dk voyksdu fd;k x;kA

lk{kkRdkj %&

cks/k'kkykvksa dh lekt esa izHkkodrk Kkr djus gsrq izkpk;Z dk lk{kkRdkj fy;k x;kA

iznRrksa ds lzksr &

izLrqr v/;;u esa iznRrksa ds lzksr fuEufyf[kr gS&

cks/kf'k{kk lfefr ds lapkyd

cks/kf'k{kk lfefr ds f'k{kd &f'kf{kdk,a

d{kkxr ifjfLFkfr;ka

iznRrksa dh izd`fr %&

izLrqr 'kks/k v/;k; esa midj.k ds :i esa Lo&fufeZr iz'ukoyh] lk{kkRdkj voyksdu izi= rS;kj

fd;k x;k gS ftldh izkIr iznRrksa dh izd`fr xq.kkRed gSA vr% 'kks/k v/;;u esa iznRrksa dh izd`fr

xq.kkRed gSA

iznRr fo'ys"k.k dh ;kstuk %&

izLrqr 'kks/k esa 'kk s/kkFkhZ }kjk 'kks/k ds mn~ns';ksa dks /;ku esa j[krs gq, iznŸk ladyu ds i'pkr~

iznŸkksa dks O;ofLFkr fd;k x;kA laLFkk ls izkIr iznŸkksa dk fooj.kkRed fo'ys"k.k fd;k gSA bl vk/kkj ij

iznŸkksa dk xq.kkRed fo'ys"k.k fd;k x;k gSA

iznRr fo'ys"k.k %&

izLrqr v/;;u esa mn~ns'; ds vk/kkj ij cks/kf'k{kk lfefr ds laLFkk iz/kku f'k{kd vkSj fo|kfFkZ;ksa

ls izkIr iznRrksa dk fo"k; oLrq fo'ys"k.k fuEu fcUnqvksa ds gsrq vk/kkj ij fd;k x;k gS %&

izf'k{k.k lkFkZdrkA

vf/kxe fuos'k dh lkFkZdrkA

laLFkk ds dk;ksZa dh lkFkZdrkA

fu"d"kZ %&

cks/k f'k{kk lfefr izfLFkfr ,oa Hkwfedk ds fo"k; esa midj.kksa ls izkIr rF;ksa ds fo'ys"k.k ls cks/k

laLFkk esa lapkfyr dk;ZØe ds izf'k{k.k dh izHkkodrk lkeus vkbZ tks fuEukuqlkj gS &

cks/k f'k{kk lfefr LFkkuh; leqnk;ksa vkSj cks/k }kjk lkewfgd :i ls 'kq: dh xbZ ,d leqnk;

fo|ky; gSA bu laLFkkvksa dks cPpksa dks Lo;a esa vkRefo'okl vkSj vfHkO;fDr {kerkvksa o iM+kSlh

fo|ky;ksa esa 'kS{kf.kd vkSj vU; lgk;rk ds fy, fo|ky; ds :i esa dk;Zjr lalk/ku fo|ky;ksa

ds :i esa ns[kk tkrk gSA

cks/k f'k{kk lfefr LFkkuh; leqnk;ksa o cks/k vkSj dk;ZØe Hkkxhnkjksa }kjk lkewfgd :i ls cuk;h

x;h gSA bl :i esa cks/k f'k{kk lfefr dh mifLFkfr leqnk; dh Hkkxhnkjh dk izrhd gSA

cks/k f'k{kk lfefr dk izeq[k mn~ns'; lekt ds fiNM+s o oafpr cPpksa ds fy, f'k{kk dk leqfpr

izca/k djuk o mUgas f'k{kk dh eqq[; /kkjk ls tksM+uk gSA


cks/k f'k{kk lfefr ds vuqlkj f'k{k.k dyk iznku djuk eq[; gS rFkk ;gk¡ ij f'k{kdksa dks

vuqHkoh Vªsuj O;fDr;ksa }kjk 6 ekg dk izf'k{k.k fn;k tkrk gaSA

cks/k f'k{kk lfefr esa f'k{kdksa dh fu;qfDr dk vk/kkj]f'k{kdksa dh vdknfed ;ksX;rk tks f'k{kdksa

ds fy, laLFkk dh vksj ls fu/kkZfjr dh xbZ gS] muds dk;Z djus dk vuqHko rFkk fo"k; dh

vko';drk ds vuq:i o laLFkk }kjk r; fd, x, 'kS{kf.kd ekun.M gSA

bl lfefr esa lapkfyr ikB~;Øe jk"Vªh; ikB~;p;kZ :i js[kk 2005 ds vuq:i gS ftlesa f'k{k.k]

yphykiu vkSj uokpkjksa dh lqfo/kk gSA ;g ikB~;Øe ds O;kogkfjd i{k ij vf/kd cy nsrk

gSA vr% ikB~;Øe dk vf/kdka'k Hkkx dkS'ky vk/kkfjr gSA

cks/k f'k{kk lfefr esa djk;s tkus okys dk;ZØe esa cPpksaa dks djk;h tkus okyh fofHkUu izdkj dh

f'k{k.k vf/kxe xfrfof/k;ksa dk iz;ksx fd;k tkrk gSA ftlesa vf/kxe ij cy nsrs gS RkFkk

vuko';d Hkkj ls Lora= jgrs gSaA

cks/k f'k{kk lfefr esa ckyd&ckfydkvksa dh vko';drk ,oa {kerk dks n`f"Vxr j[kdj

v/;;u&v/;kiu esa fp=dyk] dk"Bdyk dEI;wVj f'k{kk] laxhr] flykbZ f'k{k.k fof/k;ksa vkfn

dk iz;ksx fd;k tkrk gSA

vuqdj.k fof/k }kjk iBu o xk;u milewgksa esa fo"k;&oLrq dk iBu o lgHkkfxrk ds lkFk

izLrqrhdj.k djuk] izk;kstuk fof/k O;k[;ku fof/k ds dgkuh o ukVd ds [ksy fof/k ek/;e ls

f'k{k.k fd;k tkrk gSSA

cks/k f'k{kk lfefr esa cPpks dks izkFkfed Lrj ij ekSfyd fØ;kvksa ds lkFk [ksy [ksy esa f'k{kk

iznku dh tkrh gSA

cks/k f'k{kk lfefr esa f'k{kdksa ds uohu f'k{k.k rduhdh rFkk dEI;wVj vkfn dk iz;ksx djrs gSA

ckyd&ckfydkvksa dh O;fDrxr leL;kvksa dk lek/kku ds fy, buls fujUrj HkkokRed lEidZ

cuk;s j[krs gSA

cPpksa dks 'kS{kf.kd lg 'kS{kf.kd vf/kxe ds lkFk&lkFk fofHkUu izdkj ds O;kolkf;d f'k{kk Hkh

iznku dh tkrh gSA O;kolkf;d izf'k{k.k ds rkSj ij bu fo|kfFkZ;ksa dks os LkEkLr vf/kxe fuos'k

iznku djus dk iz;kl djrs gSa] tks mUgsa vkRefuHkZj cuk;sssa A

cPpksa dh O;fDrxr fHkUurkvksa dks n`f"Vxr j[krs gq, f'k{k.k izf'k{k.k laca/kh fof'k"Vrkvksa dk

fu/kkZj.k fd;k tkrk gSA ikB~;Øe esa O;kogkfjdrk ,oa LofØ;k }kjk lh[kus ds fl)kUr dh

ikyuk fd;s tkus dh ckr dks laLFkk ds yksxksa us Lohdkj fd;k gSA ,sls izf'k{k.k esa izk;

Lojkstxkj ds volj miyC/k djokus ds fy, izf'k{k.k dk"Bdyk fp=dyk] flykbZ] dEI;wVj

f'k{kk vkfn dk lekos'k fd;k gSA

bu fo|kfFkZ;ksa dks iznku fd, tkus okys vf/kxe fuos'k o xq.koÙkk iw.kZ f'k{kk ls bu fo|kfFkZ;ksa

dks f'k{kk dh eq[; /kkjk ls tksM+us esa cks/k f'k{kk lfefr egRoiw.kZ Hkwfedk fuHkk jgk gSA

cks/k f'k{kk lfefr esa izf'k{k.k dk;ZØeksa ds lapkyu esa vkfFkZd leL;k,¡ ,d cMs ck/kd rRo ds

:i esa ns[kh xbZA lekt esa tkx:drk ds vHkko dks izeq[k leL;k ekukA

'kSf{kd fufgrkFkZ %&

;g laLFkk ,d izHkkoh laLFkk ds :i f'k{kk ds {ks= esa viuk ;ksxnku ns jgh gSA ;gka ij i<us

okys cPps oafpr oxZ ls lEcfU/kr gS rFkkfi laLFkk }kjk bu cPpksa dks i;kZIr lqfo/kk,sa eqgS;k djok;h tk

jgh gSA lkFk gh f'k{k.k izHkkodrk ij Hkh cks/k f'k{kk lfefr dk tksj gSA bu ifjfLFkfr;ksa esa leL;k ds

'kSf{kd fufgrkFkZ ij nf"V Mkyh tk,s rks mUgs fuEu fcUnqvksa esa lhekc) fd;k tk ldrk gS &

cks/k f'k{kk lfefr ljdkj ds loZ f'k{kk vfHk;ku dh fn'kk es iw.kZr; dk;Zjr gSA

f'k{k.k izHkkodrk dh nf"V ls ;g lfefr f'k{kdksa esa fof'k"V dkS'ky mRiUu djrh gS tks vkt ds

izfrLi/kkZRed HkkokRed ;qx dh fo'ks"k ekax gSA


blds lkFk gh ;g 'kks/k izcU/k ,slh cks/k f'k{kk lfefr dks ,slh laLFkk ds :i esa fpfUgr djrk gS

tks vius mn~ns'; ds fy, fujUrj dk;Zjr gSA rFkkfir ;g 'kks/k ljdkj dk bl vksj /;ku

vkd`"V djrk gS fd ;fn ljdkj o lekt ds dqN mPp oxZ ;fn foy; lgk;rk ns rks ;g

lfefr f'k{kk ds {ks= esa vuqie ojnku lkfcr gks ldrh gSA

cks/k f'k{kk lfefr Nk=ksa dks jkstxkj miyC/k djkus dh fn'kk esa vk/kkj dk dk;Z dj jgh gSA

;gka f'kf{kr Nk=ksa dks fofHkUu gLrdkS'yksa ,oa rduhdksa esa n{k cuk;k tkrk gSA vko';drk bl

ckr fd gS fd bu Nk=ksa dks fof'k"V lqfo/kk,a miyC/k djkds voljks] lekurk dks okLrfodrk

ds ifjizs{; esa mrkjk tk;sA

bu lHkh n`f"V;ksa ls izLrqr 'kks/k lE;d~ 'kSf{kd mi;ksfxrk j[krk gSA

lUnHkZ %&

ijekj] ch- ¼2012½-cky Jfedksa dh 'kSf{kd leL;k % dkj.k o fuokj.k- f'kfojk if=dk] ekè;fed f'k{kk

funs'kky; chdkusj-

flag] vkj- ¼twu 2012½- cPpksa ds uke lefiZr ,d dkuwu] f'kfojk if=dk] ekè;fed f'k{kk funs'kky;

chdkusj-

O;kl ts- ih- ¼twu 2008½-jktLFkku esa izkFkfed f'k{kk ds fy, fo|ky; [kqyokus okys xSj ljdkjh laxBu

dk v/;;u] ubZ fn'kk-

d`".kkewfrZ] ts- ¼2005½- , jksy vkWo ,uthvksa bu dkSisflVh fcfYMax ,.M ,twds'ku MoyiesUV- Retrived

from www.wikipedia.com

jkcVZ] ih- ¼2004½- xSj ljdkjh laxBu ckyJe f'k{kk ,oa cPpksa ds vf/kdkj- Retrived from

www.wikipedia.com


“kqDyk] th- ,oa f=ikBh] ,- (2017). cks/k f'k{kk lfefr % ,d laLFkkxr v/;;u. Shiksha Shodh

Manthan, 3(1), 84-90.

http://www.wikipedia.com/

http://www.wikipedia.com/


o`)tuksa dh lkekftd&vkfFkZd fLFkfr dk ,d v/;;u

¼y[kuÅ 'kgj esa fLFkr o`)kJeksa ds fo'ks"k lUnHkZ esa½

';ke flag

”kks/k Nk=] egkRek xka/kh ¶;wth xq#th lekt dk;Z v/;;;u dsUnz] e-xka-v-fg-fo-fo- o/kkZ

lkjka'k

Hkkjr esa o`) O;fDr;ksa dks vknj ,oa lEeku dh nf"V ls ns[kk tkrk jgk gS ijUrq O;fDroknh] HkkSfrdoknh

,oa lq[koknh ewY;ksa ds c<+us ds dkj.k o`)ksa dh mis{kk dh tkus yxh gSA blds vfrfjDr dqN o)

fujkfJrrk dh leL;k ls Hkh xzLr gks tkrs gSaA ifj.kkeLo:i o`) O;fDr vusd leL;kvksa ls Hkh xzLr

gksrs tk jgs gSa] ftuesa vkfFkZd leL;kvksa] LokLF; ,oa fpfdRldh; leL;kvksa] ikfjokfjd] HkkoukRed ,oa

vkoklh; leL;kvksa bR;kfn dk mYys[k fd;k tk ldrk gSA gsYist bf.M;k ds losZ ¼2013&14½ us

[kqyklk fd;k gS fd 2012&13 ds eqdkcys 2013&14 esa o`) nqO;Zogkj dh ?kVuk;sa T;knk c<+h gSa ftlesa

csfV;ksa }kjk vfHkHkkodksa dks izrkfM+r djus ds ekeys T;knk c<+s gSaA 2013 esa o`) nqO;Zogkj dh ?kVuk;sa 23

izfr'kr Fkha ogha vc 2014 esa 50 izfr'kr gks x;h gSaA orZeku esa Hkkjr esa cqtqxZ tula[;k dk 50% Hkkx

vR;kpkj ls ihfM+r gS] ftlesa 48% iq#"k vkSj 53% efgyk,a gSa ¼gsYist bafM;k]2014½A izLrkfor 'kks/k

v/;;u dk mn~ns'; & 1-o`)tuksa dh lkekftd&vkfFkZd fLFkfr dk v/;;u djukA 2-o)tuksa dh

lkekftd&vkfFkZd fLFkfr esa lq/kkj ds fy, mi;qDr lq>ko ,oa fu"d"kZ izLrqr djuk gSA v/;;u dh

izd`fr fooj.kkRed gS] ftlesa leL;k ds lEcU/k esa okLrfod rF;ksa ds vk/kkj ij o.kZukRed fooj.k

izLrqr fd;k x;k gSA izLrqr “kks/ki= izkFkfed rF;ksa ij vk/kkfjr gS ftlesa o`)tuksa dh lekftd]vkfFkZd

fLFkfr ij izdk”k Mkyk x;k gSA izLrkfor 'kks/k v/;;u ds fy;s fo"k; ds :i esa y[kuÅ 'kgj esa fLFkr

04 o`)kJeksa dk p;u fd;k x;k gSA lexz ds :i esa y[kuÅ 'kgj esa fLFkr 04 o`)kJeksa ¼vksYM&,t

gkse½ esa jgus okys leLr o`)tuksa dk p;u fd;k x;k gS ,oa fun'kZ ds :i esa izR;sd o)kJeksa ls 50

izfr'kr o`)tuksa dk mRrjnkrkvksa ds :i esa nSo fun'kZu dh ykVjh fof/k ls p;u fd;k x;k gSA fu"d"kkZsa

esa o`)kJe esa jgus okys o`)tuks dh lekftd&vkfFkZd fLFkfr vR;ar n;uh; ,oa ihM+ktud gS rFkk

o`)tu fofHkUu euks&lektftd leL;kkvksa ls xzLr gSA o`)koLFkk ds dkj.k lekt esa o`) O;fDr;ksa dks

ghu Hkkouk dh nf"V ls ns[kk tk jgk gSA o)kJeksa dh LokLF; rFkk vkoklh; O;oLFkk lqfo/kktud ugha

gSA fdlh Hkh o`)kJe esa ,Ecqysal dh lqfo/kk ugha gSA blds vykok o`)kJe esa o`)tuksa dh fuokl dh

{kerk nj Hkh de gS lkekU;r% 'kgj esa i;kZIr o)kJe ugha gS ftUgsa LFkkfir djus dh vfr vko';drk

gSA o`)tuksa ds dY;k.k ds fy;s tks uhfr;k¡ ;k ;kstuk;sa cuh gSa muds izfr muesa tkx#drk dk vHkko

gSA

izLrkouk %&

o`)ksa ds izfr lEeku vkSj mudh ns[kHkky ds fy, leiZ.k dks] fdlh Hkh lekt dh lH;rk dk

iSekuk ekuk tkrk gS] ysfdu le; ifjorZu'khy gS vkSj cnyrs le; ds lkFk ekuo dh ekU;rk,¡ Hkh

cnyus yxrh gSaA ftl Hkkjrh; lekt esa o`)koLFkk dks vuqHko dh iw¡th ekuk tkrk Fkk] cqtqxksZa dk

eku&lEeku Fkk vkt mlh lekt esa o`) cks> cudj jg x;s gSaA cqtqxksZa ds lkFk nqO;Zogkj vkSj

vR;kpkj dh ?kVuk,a flQZ ihM+knk;d gh ugha] cfYd lH; lekt dh ml lPpkbZ dks mn~?kfVr dj jgh

gSa tgk¡ gj cqtqxZ vius orZeku ls nq%[kh vkSj Hkfo"; dks ysdj vk'kafdr gSA

oS'ohdj.k ds bl nkSj esa ;qokvksa ds fy, Hkkxrh ftUnxh ds chp vius ?kj ds cqtqxkasZ ds fy,

dksbZ le; ugh jgrkA urhtk o`)tuksa esa ,dkdhiu dh leL;k c<+ tkrh gSA o`)tuksa ds izfr vijk/k

dh ?kVuk,¡ fnu c fnu c<+rh tk jgh gS] ftlesa 'kkjhfjd nqO;Zogkj ds vUrxZr o`)ksa dks ekjuk] ihVuk]

tykuk] ?kk;y djuk vkfn 'kkfey gSaA

Hkkjr esa o`) O;fDr;ksa dks vknj ,oa lEeku dh n`f"V ls ns[kk tkrk jgk gSA lkekU;r;% bu

O;fDr;ksa dh vko';drkvksa dh iwfrZ ,oa leL;kvksa dk lek/kku Hkkjrh; la;qDr ifjokj esa gksrk jgk gS]


ijUrq bl ns'k esa la;qDr ifjokj /khjs&/khjs fo?kVu gks jgk gS rFkk mlds LFkku ij ,dkdh ifjokj dk

opZLo c<+ jgk gSA blds lkFk O;fDroknh] HkkSfrdoknh ,oa lq[koknh ewY;ksa ds c<+us ds dkj.k o`)ksa dh

mis{kk dh tkus yxh gSA blds vfrfjDr dqN o`) fujkfJrrk dh leL;k ls Hkh xzLr gks tkrs gSaA

ifj.kkeLo:i o`) O;fDr vusd leL;kvksa ls Hkh xzLr gksrs tk jgs gSa] ftuesa vkfFkZd leL;kvksa] LokLF;

,oa fpfdRldh; leL;kvksa] ikfjokfjd] HkkoukRed ,oa vkoklh; leL;kvksa bR;kfn dk mYys[k fd;k tk

ldrk gSA

uo;qodksa esa vkt ds cnyrs ifjos'k esa cqtqxkZsa ds izfr mis{kk dh Hkkouk c<+ jgh gSa o`)tuksa dks

vius ?kj ds ctk;s o`)kJeksa esa jgus dh vko';drk iM+ jgh gS] lkFk gh vf/kdka'kr% o)tuksa esa vius

vf/kdkjksa] drZO;ksa o ljdkjh vf/kfu;eksa ds izfr tkx:drk dk vHkko gSA mijksDr leLr leL;kvksa dks

gy djus o o`)tuksa dks vius vf/kdkjksa ds izfr tkx:d djus dh vfr vko';drk gSA

gsYist bf.M;k ds loZs ¼2015½ ds fu’d’kkZsa esa ik;k x;k fd 73% ;qok Lohdkj djrs gS fd

lekt esa o`) nqO;Zogkj ¼Elders Abuse½ fo|eku gS RkFkk 22% ;qokvksa dk ekuuk gS fd Hkkjr lfgr

lHkh fodflr lektksa ds fy;s o`) nqO;Zogkj dh c<+rh ?kVuk;s ,d cM+h xEHkhj leL;k gSA ;g v/;;u

Hkkjr ds 10 cM+s “kgjksa esa vk;ksftr fd;s x;s loZsa ij vk/kkfjr gSA v/;;u ds vuqlkj 34-7% ;qok

o`)tuksa dks izrkfM+r djus esa izkFkfed nqO;ZogkjdrkZ (Primary Elder Abuser) cgqvks dks ekurs gS RkFkk

23% ;qok csVksa dks ekurs gSA 72-4% ;qokvksa dk ekuuk gS fd muds vuqHkoksa esa o`) nqO;ZOkgkj ds varxZRk

lokZf/kd vLi’V] vHknz Hkk’kk ,oa cqjs rjg ls ckr djuk dk iz;ksx fd;k tkrk gS rFkk 43-1% ;qokvksa dks

yxrk gS fd blls o`)tuksa esa vyxko ,oa HkkoukRed nqO;Zogkj gksrk gSA

vkt ds cnyrs ifjos'k esa o`)tu vusd lekftd] vkfFkZd o euksoSKkfud leL;kvksa ls xzLr gSa

ftlds dkj.k mudh lekftd] vkfFkZd fLFkfr dkQh fujk”kk tud gSA rFkk cqtqxksZa dh la[;k esa

yxkrkj o`f) gksuk vkt nqfu;kHkj ds le{k ,d cM+h Hkkjh pqukSrh gSA lkaLd`frd fo?kVu ds dkj.k vkt

ds ;qok Hkzfer gks jgs gSaA csVs&cgw dk o`) ekrk&firk@lkl&'olqj ls oSpkfjd erHksn vf/kd ik;k

tkrk gS ftlls o`)tuksa esa ruko o vlUrks"k c<+rk gSA o`)tuksa dks mRre thou thus dk vf/kdkj gS

ftlds fy;s nks egRoiw.kZ fLFkfr 1- lkekftd 2- vkfFkZd fLFkfr dk vPNk gksuk vko”;d gks tkrk gSA

izLrkfor 'kks/k esa blh n`f’V ls o`)tuksa dh lkekftd&vkfFkZd fLFkfr dk v/;;u fd;k x;k gSA

mn~ns'; %&

1-o)tuksa dh lkekftd&vkfFkZd fLFkfr dk v/;;u djukA

2-o)tuksa ls lEcaf/kr dk;ZØeksa] uhfr;ksa ,oa dkuwuksa ds izfr tkx:drk dk v/;;u djukA

3-o)tuksa dh lkekftd&vkfFkZd fLFkfr esa lq/kkj ds fy, lq>ko ,oa fu"d"kZ izLrqr djukA

'kks/k izfof/k %&

izLrkfor 'kks/k v/;;u dh izd`fr fooj.kkRed gS] ftlesa leL;k ds lEcU/k esa okLrfod rF;ksa ds

vk/kkj ij o.kZukRed fooj.k izLrqr fd;k x;k gSA

U;kn”kZ rFkk U;kn”kZ p;u fof/k %&

izLrkfor 'kks/k v/;;u ds fy;s fo"k; ds :i esa y[kuÅ 'kgj esa fLFkr 04 o)kJeksa dk p;u

fd;k x;k gSA lexz ds :i esa y[kuÅ 'kgj esa fLFkr 04 o`)kJeksa ¼vksYM&,t gkse½ esa jgus okys

leLr o`)tuksa dk p;u fd;k x;k gS ,oa fun'kZ ds :i esa izR;sd o`)kJeksa ls 50 izfr'kr o`)tuksa dk

mRrjnkrkvksa ds :i esa nSo fun'kZu dh ykVjh fof/k ls p;u fd;k x;k gSA

vkadM+ksa dk ladyu %&

v/;;u esa vkadM+ksa ds nksuksa lzksrksa izkFkfed ,oa f}rh; lzksrksa dk iz;ksx fd;k x;k gSA izLrkfor

'kks/k v/;;u dks izkFkfed lwpukvksa ladyu gsrq ;U= ds :i esa LofufeZr lk{kkRdkj vuqlwph dk iz;ksx

fd;k x;k gSA


ifj.kke %&

rkfydk la[;k&1

mRrjnkrkvksa dh vk;q lEcU/kh fooj.k

vk;q ¼o"kksZa esa½ la[;k izfr'kr

60&65 5 7-04

65&70 14 19-71

70&75 17 23-94

75&80 17 23-94

80 o"kZ ,oa 80 o"kZ ls vf/kd 18 25-35

;ksx 71 100-00

rkfydk la[;k&1 ls Li"V gS fd 7-04 izfr'kr mRrjnkrkvksa dh vk;q 60&65 oxZ ds chp dh gS]

65&70 o"kZ dh vk;q ds chp 19-71 izfr'kr mRrjnkrk gSA 70&75 o"kZ dh vk;q ds 23-94 izfr'kr

mRrjnkrk gS] 75&80 o"kZ dh vk;q ds 23-94 izfr'kr mRrjnkrk gS rFkk 80 o"kZ ls vf/kd o"kZ dh vk;q ds

chp 25-35 izfr'kr mRrjnkrk gSA

bl izdkj rkfydk la[;k 1 ls fu"d"kZ fudyrk gS fd lexz esa lokZf/kd mRrjnkrk 80 o"kZ ,oa

80 o"kZ ls vf/kd vk;qq lewg ds gSA

rkfydk la[;k&2

mRrjnkrkvksa dh ySafxd fLFkfr

fyax la[;k izfr'kr

iq#"k 24 33-80

efgyk;sa 47 66-19

;ksx 71 100-00

rkfydk la[;k&2 ls Li"V gksrk gS fd lexz esa ¼33-80 izfr'kr½ iq:"k gSA rFkk ¼66-19 izfr'kr½

efgyk;sa gSA

bl izdkj rkfydk ls fu"d"kZ fudyrk gS fd lexz esa lokZf/kd la[;k efgykvksa dh gSA

rkfydk la[;k&3

mRrjnkrkvksa dh 'kSf{kd fLFkfr

fLFkfr la[;k izfr'kr

f'kf{kr 52 73-23

vf'kf{kr 19 26-76

;ksx 71 100-00

rkfydk la[;k&3 ls Li"V gksrk gS fd 73-23 izfr'kr mRrjnkrk f'kf{kr gS rFkk 26-76 izfr'kr

mRrjnkrk vf'kf{kr gSA

bl izdkj fu"d"kZ fudyrk gS fd vf'kf{kr mRrjnkrkvksa dh rqyuk esa f'kf{kr mRrjnkrkvksa dh

la[;k vf/kd gSA

rkfydk la[;k&4

mRrjnkrkvksa ds o`)kJeksa esa vkus ds dkj.k

dkj.k la[;k izfr'kr

viuh ethZ ls 15 21-22

ikfjokfjd >xM+k@rkuo ds dkj.k 37 52-11

'kkUr okrkoj.k gsrq 08 11-26

?kj esa ns[kHkky djus okyksa dk u gksuk 11 15-49

;ksx 71 100-00


rkfydk la[;k&4 ls Li"V gksrk gS fd o`)kJeksa esaa 21-22 izfr'kr mRrjnkrk viuh ethZ ls] 52-

11 izfr'kr mRrjnkrk ikfjokfjd >xM+k@ ruko ds dkj.k] 11-26 izfr'kr mRrjnkrk 'kkUr okrkoj.k gsrq

rFkk 15-49 izfr'kr mRrjnkrk ?kj esa dksbZ ns[kHkky djus okyk ugha gksus ds dkj.kksa ls vk;s gSA

bl izdkj fu"d"kZ fudyrk gS fd o`)kJeksa esa lokZf/kd mRrjnkrk ikfjokfjd >xM+k@ ruko ds

dkj.k vk;s gSA

rkfydk la[;k&5

mRrjnkrkvksa }kjk viuh lkekftd fLFkfr ls lUrq"V gksus dh fLFkfr


gka 40 56-33

Ukgha 31 43-66

;ksx 71 100-00

rkfydk la[;k&5 ls Li"V gksrk gS fd 56-33 izfr'kr mRrjnkrk viuh lkekftd fLFkfr ls

lUrq"V gS tcfd 43-66 izfr'kr mRrjnkrk ,sls gS tks viuh lkekftd fLFkfr ls lUrq"V ugha gSA

bl izdkj fu"d"kZ fudyrk gS fd lokZf/kd mRrjnkrk ,sls gS tks viuh lkekftd fLFkfr ls

lUrq"V gSA

rkfydk la[;k&6

mRrjnkrkvksa dh le> esa cqtqxksZa dh la[;k esa yxkrkj o`f) gksuk ,d pqukSrh ekuus dh fLFkfr


gka 53 74-64

Ukgha 18 25-35

;ksx 71 100-00

rkfydk la[;k&6 ls Li"V gksrk gS fd 71 esa ls lokZf/kd 74-64 izfr'kr mRrjnkrk cqtqxksZa dh

la[;k esa yxkrkj of) gksuk ,d pqukSrh ekurs gS tcfd 25-35 izfr'kr ,sls mRrjnkrk ,sls gS tks cqtqxksZa

dh la[;k esa yxkrkj o`f) gksuk ,d pqukSrh ugha ekurs gSA

bl izdkj fu"d"kZ fudyrk gS fd lokZf/kd mRrjnkrk cqtqxksZa dh la[;k esa yxkrkj of) gksuk

,d pqukSrh ekurs gSA

rkfydk la[;k&7

mRrjnkrkvksa dk vius lEcfU/k;ksa }kjk o`) nqO;Zogkj ds f'kdkj gksus dh fLFkfr


csVs ls 12 33-33

cgw ls 15 41-66

csVh ls 03 8-33

HkkbZ ls 02 5-55

vU; 04 11-11

;ksx 36 100-00

rkfydk la[;k&7 ls Li"V gksrk gS fd 33-33 izfr'kr mRrjnkrk vius iq=ksa ls] 41-66 izfr'kr

mRrjnkrk viuh cgqvksa ls] 8-33 izfr'kr mRrjnkrk viuh csfV;ksa ls] 5-55 izfr'kr mRrjnkrk vius

Hkkb;ksa ls rFkk 11-11 izfr'kr mRrjnkrkvksa dks vU; yksxksa ls o`) nÒ;Zogkj dk f'kdkj dk gksuk iM+k gSA

bl izdkj fu"d"kZ fudyrk gS fd lokZf/kd mRrjnkrk ,sls gS ftUgsa viuh cgqvksa }kjk o`)

nqO;Zogkj dk f'kdkj gksuk iM+k gSA


rkfydk la[;k&8

mRrjnkrkvksa dk viuh vkfFkZd fLFkfr ls lUrqf"V dk Lrj

Lrj la[;k izfr'kr

gka 51 71-83

ugha 20 28-16

;ksx 71 100-00

rkfydk la[;k&8 ls Li"V gksrk gS fd 71-8 izfr'kr mRrjnkrk ,sls gS tks viuh vkfFkZd fLFkfr

ls lUrq"V gS tcfd 28-16 izfr'kr mRrjnkrk viuh vkfFkZd fLFkfr ls lUrq"V ugha gSA

bl izdkj fu"d"kZ fudyrk gS fd lokZf/kd mRrjnkrk viuh vkfFkZd fLFkfr ls lUrq"V gSA

rkfydk la[;k&9

mRrjnkrkvkssa dks orZeku esa feyus okyh o`)koLFkk isU'ku dh fLFkfr


gk¡ 34 47-88

ugha 37 52-11

;ksx 71 100-00

rkfydk la[;k&9 ls Li"V gksrk gS fd 47-88 izfr'kr mRrjnkrkvksa dks orZeku esa o`)koLFkk

isU'ku feyrh gS tcfd 52-11 izfr'kr mRrjnkrk ,sls gS ftUgs orZeku esa isU'ku ugha feyrh gSA

bl izdkj fu"d"kZ fudyrk gS fd lokZf/kd mRrjnkrkvksa dks o`)koLFkk isU'ku dk ykHk ugha fey

jgk gSA

vU; ifj.kke %&

lokZf/kd ¼25-35 izfr'kr½ mRrjnkrk 80 o"kZ ,oa 80 o"kZ ls vf/kd vk;qq lewg ds gS ftlesa lokZf/kd

la[;k ¼66-19 izfr'kr½ efgykvksa dh gSA

v/;;u esa lokZf/kd la[;k fgUnw /keZ ds mRrjnkrkvksa dh gS rFkk eqfLye /keZ ds mRrjnkrkvksa dh

la[;k U;wure ¼2-81 izfr'kr½ gS ,oa lokZf/kd la[;k ¼52-11 izfr'kr½ lkekU; tkfr ds mRrjnkrkvksa

dh gS rFkk vuqlwfpr tutkfr ds mRrjnkrkvksa dh la[;k U;wure ¼2-81izfr'kr½ gSA

vf'kf{kr mRrjnkrkvksa dh rqyuk esa f'kf{kr mRrjnkrkvksa dh la[;k vf/kd ¼73-23 izfr'kr½ gSA

f'kf{kr mRrjnkrkvksa esa Lukrd ¼25-00 izfr'kr½ Lrj ds mRrjnkrkvksa dh la[;k lokZf/kd gS tcfd

U;wure la[;k ih&,p-Mh- Lrj ds mRrjnkrkvksa dh gS rFkk oSOkkfgd Lrj esa fo/kok mRrjnkrkvksa dh

la[;k lokZf/kd ¼16-90 izfr'kr½ rFkk rykd'kqnk mRrjnkrkvksa dh la[;k U;wure gSA

,dkdh izdfr ds ifjokj dh la[;k lokZf/kd ¼97-18 izfr'kr½ rFkk la;qDr izd`fr ds ifjokjksa dh

la[;k U;wure~ gS rFkk ifjokj ds lnL;ksa dk mRrjnkrkvksa ls ikfjokfjd@ vU; fof'k"B ekeys esa

jk; ysus dk Lrj 'kr izfr'kr ugha ds :i esa gSA

o`)kJe esa iznku dh tkus okyh lqfo/kkvksa ls leLr mRrjnkrk iw.kZ :i ls larq"V gS o)kJe esa fy;s

tkus okys fu.kZ;ksa@ekeyksa esa dqy 19 mRrjnkrkvksa us crk;k fd mudh jk; yh tkrh gSA 'ks"k dk

dguk gS fd muls fdlh Hkh izdkj dh jk; ugha yh tkrh gS]

o`)kJe esa dsoy 23-94 izfr'kr mRrjnkrk gh vdsykiu eglwl djrs gS rFkk o`)kJe esa lokZf/kd

¼58-82 izfr'kr½ mRrjnkrk vius ?kj dh rjg O;fDrxr LorU=rk uk gksus ds dkj.k vdsykiu

eglwl djrs gSA

'kr&izfr'kr mRrjnkrkvksa dk dguk gS fd muds fy;s dksbZ izf'k{k.k@jkstxkj ugha pyk;k tk jgk

gSA

lokZf/kd ¼56-33 izfr'kr½ mRrjnkrk ,sls gS tks viuh lkekftd fLFkfr ls lUrq"V gSA

lokZf/kd ¼61-29 izfr'kr½ mRrjnkrk ,sls gS ftudk dguk gS fd mUgas lekt esa viuksa }kjk cfg"dr

rFkk o`)kJe esa jgus dks etcwj fd;k x;k gS ftl dkj.k os viuh lkekftd fLFkfr ls lUrq"V ughas

gSA


lokZf/kd ¼74-64 izfr'kr½ mRrjnkrk cqtqxksZa dh la[;k esa yxkrkj o`f) gksuk ,d pqukSrh ekurs gSA

lokZf/kd ¼56-60 izfr'kr½ mRrjnkrk ;qok ih<+h esa o`)tuksa ds izfr mis{kk dh Hkkouk ds c<+us ds

dkj.k cqtqxksZa dh la[;k esa yxkrkj o`f) gksuk ,d pqukSrh ekurs gSA

lokZf/kd ¼15-49 izfr'kr½ mRrjnkrk ,sls gS tks bl ckr ls lger gS fd ikfjokfjd leL;kvksa ds

lek/kku esa mudh dksbZ Hkwfedk ugha gSA

lokZf/kd ¼61-97 izfr'kr½ mRrjnkrk ,sls gS tks bl ckr ls lger gS fd muds nq-[k rdyhQ esa

mudk ifjokj mudh lgk;rk ugha djrk gSA

lokZf/kd ¼50-00 izfr'kr½ mRrjnkrk iSlksa ds vHkko ds dkj.k viuh vkfFkZd fLFkfr ls lUrq"V ughsa

gSA lokZf/kd ¼36-61 izfr'kr½ mRrjnkrkvksa dk vkfFkZd i{k detksj gksus ls ifjokj o lekt esa

mudks lEeku ugha feyrk gSA

lokZf/kd ¼44-29 izfr'kr½ mRrjnkrk dk viuh nSfud ewyHkwr vko';drkvksa dh iwfrZ gsrq o`)kJe ij

fuHkZj gSA

lokZf/kd ¼97-18 izfr'kr½ mRrjnkrkvksa esa o`)tuksa ds dY;k.k gsrq cuk;h x;h jk"Vªh; o`)tu uhfr

1999 ds fo"k; esa tkx:drk dk vHkko gSA

lokZf/kd ¼92-95 izfr'kr½ mRrjnkrkvksa dks ekrk& firk ofj"B ukxfjd Hkj.k&iks"k.k ,oa dY;k.k

vf/kfu;e 2007 ds fo"k; esa tkudkjh ugha gSA

lokZf/kd ¼52-11 izfr'kr½ mRrjnkrkvksa dks o`)koLFkk isU'ku dk ykHk ugha fey jgk gSA

yxHkx vk/ks ls T;knk ¼53-52 izfr'kr½ mRrjnkrkvksa dks gsYist bf.M;k@,st ds;j bf.M;k tSlh

laLFkkvksa ds ckjs esa dksbZ Hkh tkudkjh ugha gS rFkk lokZf/kd ¼88-73 izfr'kr½ mRrjnkrk ,sls gS ftUgsa

cqtqxksZa dh lgk;rkFkZ gsYiykbu uEcj ds fo"k; esaa dksbZ tkudkjh ugha gSA

fu"d"kZ %&

vkt ds bl vk/kqfud ;qx esa o`)koLFkk ds dkj.k lekt esa bu o`) O;fDR;ksa dks ghu n`f"V ls

ns[kk tkrk gS] buds vuqHkoksa dks ;qok ih<+h vLohdkj dj jgh gS] ifjokj esa dgus dks rks eqf[k;k dk

ntkZ feyk gS ysfdu okLrfodrk iq=ksa] iq= o/kqvksa ds gkFk esa gSA fir`lRrkRed ifjokj dh izFkk dk

fuf'pr :i ls gzkl gks jgk gSA vf/kdka'kr% o`)ksa dh leL;k i<+ fy[k u ikuk Hkh gS] mudk ekuuk gS

fd ;fn os i<s+&fy[ks gksrs rks dgha u dgha dksbZ jkstxkj fey tkrk] bl mez esa ,sls rks dgha jkstxkj

feyrk ugha gS mi;qZDr dkj.kksa ls izHkkfor o) dq.Bk] fujk'kk] vkSj ijkfJrrk dk thou thus dks etcwj

gSA

y[kuÅ 'kgj esa fLFkfr o`)kJeksa esa o`)tuksa dks muds euilan dh lqfo/kk;sa ugha fey ik jgh

gSA o`)kJeksa dh LokLF; rFkk vkoklh; O;oLFkk lqfo/kktud ugha gSA fdlh Hkh o`)kJe esa ,Ecqysal dh

lqfo/kk ugha gSA blds vykok o`)kJe esa o`)tuksa dh fuokl dh {kerk nj Hkh de gS lkekU;r% 'kgj esa

i;kZIr o`)kJe ugha gS ftUgsa LFkkfir djus dh vfr vko';drk gSA o`)tuksa ds dY;k.k ds fy;s tks

uhfr;k¡ ;k ;kstuk;sa cuh gSa muds izfr muesa tkx#drk dk vHkko gSA

lq>ko %&

o`)tuksa dh leL;kvksa ds lek/kku ds fy, dqN izeq[k lq>ko bl izdkj gSa %&

izR;sd o`)kJeksa esa o`)tuksa ds fy, fpfdRldh; lqfo/kkvksa dk izko/kku fd;k tkuk pkfg,A

ftlesa izkFkfed mipkj dh lkjh lqfo/kk;sa gksuh pkfg;sA

o`)tuksa ds fy, o`)kJeksa ds vkUrfjd ,oa okº; lalk/kuksa dh tkudkjh djkus] mUgsa viuh

leL;kvksa dks Li"V :i ls izdV djus ds fy, ,d eap dh O;oLFkk gksuh pkfg,] tgk¡ ij

o`)tu viuh Hkkoukvksa] bPNkvksa dks [kqys eu ls n`f"Vr ;k O;kf[;r dj ldsaA

o`)tuksa ds dY;k.k vkSj lqj{kk ds fy;s tks izko/kku rFkk dkuwu cuk;s x;s gSa mudk dM+kbZ ls

ikyu fd;k tkuk pkfg, rkfd muds cPps@lEcU/kh viuh ftEesnkjh dks mRrjnkf;Ro iw.kZ

fuHkk;sA


ofj"B ukxfjdksa dks o`)koLFkk dh fLFkfr vkus ls iwoZ gh vius Hkfo"; ds fy;s cpr dh O;oLFkk

dh tkuh pkfg;s rkfd os bl voLFkk esa fdlh nwljs ij fuHkZj u jgsA

izR;sd o`)kJe esa ,d ,slk lsUVj@LVksj gksuk pkfg;s tgka o`)tuksa dh jkstejkZ dh oLrq;sa

fj;k;rh njksa ij miyC/k gks ldsA

orZeku f'k{kk iz.kkyh esa ;qok ih<+h ds fy;s uSfrd ewY;ksa vkSj laLdkjksa dh f'k{kk dks ,d

ikB~;Øe ds :i esa lfEefyr fd;k tk;s rkfd ;qok ih<+h cqtqxksZa dk lEeku djus dh vksj izo`Rr

gksA

izR;sd o)kJe esa esl dh mfpr O;oLFkk gksuh pkfg;s rkfd o`)tuksa dks vPNk vkSj

LokLF;o)Zd Hkkstu fey ldsA

izR;sd o`)kJeksa esa o`)tuksa ds fy;s Lojkstxkj gsrq izf'k{k.k@dk;ZØe dh O;oLFkk gksuh pkfg;s

rkfd os viuh NksVh&NksVh t:jrksa dh iwfrZ ds fy;s vkRefuHkZj gks ldsaA

o`)tuksa ds fy, fØ;kfUor dh tk jgh fofHkUu dY;k.kdkjh ;kstukvksa ds fo"k; esa tkx:drk

dk izpkj&izlkj fd;s tkus dh vR;ar vko';drk gSA

o`)tuksa ds fy, ,sls lkekftd i;kZoj.k dks rS;kj fd;k tk;s tgk¡ os vius dks Lora= eglwl

dj ldsaA

ftyk Lrj ij o)tuksa ds fy, tkx:drk dk;ZØeksa dk vk;kstu fd;k tkuk pkfg;sA

xSj ljdkjh laxBuksa }kjk Hkh o`)tuksa ds dY;k.k ds fy;s iz;kl fd;s tkus pkfg;sA

lUnHkZ lwph %&

xqIrk] ,l- vkj- ¼1998½- vk/kqfud ifjokj % leL;k,¡ vkSj laØe.k- gkFkjl % lhrk izdk'ku-

prqosZnh] ,l- ¼2001½- fgUnw ifjokjksa ds ifjofrZr izfreku- t;iqj 'kf'k izdk'ku-

'kekZ] ,u- ¼2007½- vkSjr ds fy, vkSjr- ubZ fnYyh % lkef;d izdk'ku-

flag] lqjsUæ ,oa oekZ] vkj-ch-,l- ¼2001½- Hkkjr esa lekt dk;Z ds {ks=- y[kuÅ % jkor izdk“ku-

fdax tktZ esfMdy dkyst ¼2014½- tsfj;kfVªd vkSj dE;qfuVh esfMflu foHkkx dh okf"kZd fjiksVZ

2013&2014

Desai, A. R. (1997). Rural Sociology in India. Mumbai: Popular Prakashan (P) Ltd.

Gopal, M. (2007). Gender, Ageing & Social Security. Mumbai: Research Center for Women’s

Studies.

Monitoring and Research Systems Private Limited (MaRS). (2014) Report on Elder Abuse in

India. retrvied from https://www.helpageindia.org/pdf/highlight-archives.pdf

Monitoring and Research Systems Private Limited (MaRS). (2015). National Survey A Youth

Perspective on Elder Abuse . retrvied from https://www.helpageindia.org/pdf/Elder-Abuse-

The%20Indian-Youth-Speaks-Out.pdf


flag] ,l- (2017). o`)tuksa dh lkekftd&vkfFkZd fLFkfr dk ,d v/;;u ¼y[kuÅ 'kgj esa fLFkr

o`)kJeksa ds fo'ks"k lUnHkZ esa½. Shiksha Shodh Manthan, 3(1), 91-97.

https://www.helpageindia.org/pdf/highlight-archives.pdf

https://www.helpageindia.org/pdf/Elder-Abuse-The%20Indian-Youth-Speaks-Out.pdf

https://www.helpageindia.org/pdf/Elder-Abuse-The%20Indian-Youth-Speaks-Out.pdf


ch0,M0 fo|kfFkZ;kas esa i;kZoj.kh; tkx:drk dk muds lkekftd vkfFkZd Lrj

ds lanHkZ eas v/;;u

MkW0 vfer dqekj

lgk;d vkpk;Z] f'k{kk 'kkL= foHkkx cyjke d".k vdkneh] y[kuÅ] m0iz0

lkjka'k

izLrqr v/;;u esa ch0,M0 fo|kfFkZ;ksa dh i;kZoj.kh; tkx:drk dks muds lkekftd&vkfFkZd

Lrj ds lanHkZ esa tkuus dk iz;kl fd;k x;k gSA v/;;u dk izkjfEHkd Hkkx i;kZoj.k] i;kZoj.k iznw"k.k]

i;kZoj.kh; f'k{kk] i;kZoj.kh; tkx:drk rFkk lkekftd&vkfFkZd Lrj ds izR;;ksa dks Li"V djrk gSA

rRi'pkr mn~ns';kas dk fu/kkZj.k djrs gq, 'kks/k fØ;k fof/k dh ppkZ dh x;h gSA fu/kkZfjr mn~ns';kas ds

lnaHkZ esa ;g fu"d"kZ izkIr fd;s x;s fd ch0,M0 fo|kfFkZ;kas dh i;kZoj.kh; tkx:drk ij muds

lkekftd&vkfFkZd Lrj dk dksbZ izHkko ugha n`f"Vxr gksrk gSA

Lkadsr “kCn %& i;kZoj.kh; tkx:drk] lkekftd&vkfFkZd Lrj A

izLrkouk %&

ekuo vkSj izdfr dk lnSo gh vVwV lEcU/k jgk gSA og izd`fr dh xksn esa mRiUu gksrk gS vkSj

izd`fr ds rRokas ds lkgp;Z ls gh thfor jgrk gS ijUrq ekuo ek= ds fodkl dh lokZaxh.kZ izfØ;k]

izd`fr ds gh lkfu/; esa lEiUu gksrh gS tgk¡ leLr tho/kkfj;ksa] izkf.k;kas vkSj futhZo inkFkkZs dh lnk

,d nwljs ij fuHkZjrk o leUo; dh fLFkfr jgrh gS rFkk tho/kkjh viuk vfLrRo j[krs gq;s i;kZoj.k ij

fuHkZj djrs gSaA i;kZoj.k esa larqyu ,oa lkeatL; ekuo thou ds fy;s vko';d gSA i;kZoj.k eas

lkeatL; LFkkfir u gksus dk lh/kk ifj.kke Xykscy okfeZax] HkwL[kyu] vEyh; o"kkZ] vfro`f"V o vukof"V

ds :i esa n`f"Vxr gksrk gSA lHkh thfor izk.kh] i;kZoj.k ls fujarj izHkkfor gksrs gSA rFkk i;kZoj.k dks

izHkkfor djrs Hkh gSa vr% i;kZoj.k ds laj{k.k ds fy;s izkd`frd rRoksa ds vlarqyu ls gksus okys ifj.kkeksa

ls yksxksa dks voxr djkuk furkar vko';d gSA

oSKkfud vkfo"dkjksa] ijh{k.kksa] rduhfd;ksa us tgk¡ ,d vksj ekuo thou ds Lrj dks Å¡pk mBk;k

gS ogha nwljh vksj izkd`frd laLkk/kuksa] lEink;ksa dk vuqfpr nksgu fd;k tkrk gS ftlds dkj.k i;kZoj.k

dh leL;k lkeus vkbZ gS tks fdlh ns'k o lekt dh leL;k u gksdj fo'oO;kih leL;k cu x;h gSA

jlk;u oSKkfud MkW0 lR; izdk'k ds vuqlkj ^îzd`fr gekjh nsoh gS blds iznwf"kr gksus ls eu

vkSj ckSf)d fparu Hkh iznwf"kr gksrk gSA geas vius fgr dh j{kk ds fy;s i;kZoj.k dh j{kk djuh pkfg,A**

vkt i;kZoj.kh; f'k{kk dks fo|ky; rFkk fo'oO;kih f'k{kk esa izeq[k LFkku fn;k x;k gS rFkk blds fy;s

fof'k"V dk;ZØe dk;kZfUor fd;s tk jgs gSaA i;kZoj.k ea=ky; us Hkh ns'k ds fofHkUu vk;q oxZ esa i;kZoj.k

ds izfr tkx:drk ykus ds fy, jsfM;ks] pyfp=] i=&if=dkvksa] nwjn'kZu rFkk vukSipkfjd lk/kuksa ds

ek/;e ls tu&tu esa i;kZoj.k ds izfr tkx:drk ykdj Hkfo"; dks lqqjf{kr j[kus gsrq vko';d iz;kl

fd;s gSA

bulkbDyksihfM;k fczVSfudk ds vuqlkj& ^î;kZoj.k HkkSfrd] jklk;fud rFkk thfor fØ;kvks a ,oa

rRoksa dk ,d tfVy fo'ys"k.k gSA ;g fdlh tho vFkok ifjfLFkfrdh; leqnk; ij ,sls fd;k djrk gS

rkfd mlds :i ,oa thforrk dk fu/kkZj.k dj ldsaA**

i;kZoj.kh; f'k{kk dk vFkZ %&

oLrqr% i;kZoj.k fofHkUu izkd`frd] lkekftd] vkfFkZd] jktuhfrd vkfn igyqvksa ,oa muls

lEcfU/kr fØ;kvksa ds izHkkoksa dk ,d laxe gSA nwljs :i esa ;g i;kZoj.kh; f'k{kk dh cgq&vuq'kkluh;

izd`fr dk |ksrd gS ftlds vUrxZr cgq&vuq'kklu ds lanHkZ eas fofHkUu izkd`frd ,oa lkekftd i;kZoj.k

lEcU/kh laLkk/kuksa rFkk mlds izHkkoksa dk lefUor :i ls v/;;u fd;k tkrk gSA blds ifj.kkeLo:i

i;kZoj.kh; f'k{kk dk egRo vR;f/kd c<+ x;k gS ,oa i;kZoj.kh; f'k{kk dks lHkh fo"k;ksa dh f'k{kk ds

ek/;e ls iznku djus ij cy fn;k tk jgk gSA


i;kZoj.k f'k{kk og izfØ;k gS] ftlds vUrxZr euq"; rFkk mlds i;kZoj.k ¼lkaLd`frd rFkk

HkkSfrd&tSfod½ ds ikjLifjd lEcU/k rFkk fuHkZjrk dks le>us dk iz;kl fd;k tkrk gS vkSj mlds

Li"V djus gsrq dkS'ky&vfHko`fRr ,oa ewY;ksa dk fodkl djrs gSa lkFk gh ;g fu.kZ; fy;k tkrk gS fd

D;k fd;k tk;s ftlls okrkoj.k dh lEkL;kvksa dk lek/kku fd;k tk lds vkSj i;kZoj.k esa xq.koRrk

izkIr dh tk ldsA

rF; vkSj vfHko`fRr ds vk/kkj ij tks ifjHkk"kk IUCNNR (International Union Pro

Conservation of Nature and Natural Resources) ds lsfeukj esa vUrjkZ"Vªh; Lrj ij nh x;h vkSj

ftls O;kid :i esa nwljs fo'o esa Lohdkj fd;k x;k gS vkSj og gS & ^î;kZoj.k f'k{kk nkf;Roksa dks

tkuus rFkk fopkjksa dks Li"V djus dh og izfØ;k gS ftlls euq"; vius vkidks lEc)rk dks igpkuus

vkSj le>us ds fy;s vko';d dkS'ky rFkk vfHko`fRr dk fodkl dj ldsA i;kZoj.k f'k{kk] i;kZoj.k dh

xq.koRrk ls lEcfU/kr izdj.kksa ds fy;s O;kogkfjd lafgrk dk fuekZ.k djus rFkk fu.kZ; ysus dh vknr dks

Hkh O;ofLFkr djrh gSA**

bl izdkj la{ksi esa ge dg ldrs gSa fd & ^î;kZoj.k f'k{kk] i;kZoj.k ds ckjs esa tkudkjh izkIr

dj vius dkS'ky ls mldh leL;kvksa dks le>us] mudk gy fudkyus vkSj feVkus vFkok nwj djus dh

f'k{kk gS vkSj og lHkh dk;ksZa dk fu"iknu bl izdkj fd;k tkuk gS fd mldh iqujkofRr u gksA

i;kZoj.k f'k{kk dh vko';drk %&

i;kZoj.k f'k{kk varr% bl i`Foh ij jgus okys izk.kh txr dks ml ij vkus okyh lEHkkfor foinkvksa

dks nwj djus rFkk mUgsa lq[kEk; thou nsus dk iz;kl djuk gSA lkFk gh mUgsa bl ;ksX; Hkh cukuk gS fd

os Hkfo"; esa gks ldus okyh leL;kvksa dks iwoZ esa gh tku ldsa vkSj mudk bl izdkj gy [kkstsa ftlls

leL;k Hkh nwj gks tk;s vkSj fu;fer thou izfØ;k esa dksbZ ck/kk Hkh u vk;sA bl lanHkZ esa i;kZoj.k

f'k{kk nsus dh vko';drk ds fy, cgqr o`gRre lwph rS;kj dh tk ldrh gS] ysfdu laf{kIr esa ge mls

fuEu izdkj lesfdr dj ldrs gSa&

lkSje.My esa ek= i`Foh gh ,slk xzg gS ftl ij thou lEHko gS vr% bls u"V gksus ls cpkuk gS

rFkk ml ij clus okys izkf.k;ksa dks lq[kn thou miyC/k djus esa lgk;rk djuk gSA

tula[;k esa ftl xfr ls fujarj o`f) gks jgh gS mlls lEiw.kZ izd`fr pØ vLr&O;Lr gks x;k gSA

vr% izd`fr dks iqu% larqfyr djus rFkk Hkkoh ihf<+;ksa dks fojklr esa lqanj] LoLFk o O;ofLFkr Hkfo";

NksM+us gsrq tula[;k o`f) dks fu;af=r djuk gSA

izkd`frd lk/kuksa ds fo'kky Hk.Mkj Hkh varr% lhfer gh gS mudk mfpr vkSj cqf)eRrk iw.kZ mi;ksx

lqfuf'pr djus gsrq tu ekul eas i;kZoj.k f'k{kk dh furkar vko';drk gSA

vkS|ksfxd Økafr rFkk oSKkfud miyfC/k;kas ds QyLo:i HkkSfrd lqfo/kkvksa ds midj.kksa us fofo/k

izdkj dk iznw"k.k QSyk;k gSA bl iznw"k.k dks fu;af=r djus rFkk cpko ds mik; lq>kus gsrq i;kZoj.k

f'k{kk dh o`gn vko';drk gSA

i;kZoj.kh; tk:drk %&

i;kZoj.kh; f'k{kk dk o`gRre dk;Z i;kZoj.k tkx:drk }kjk vR;Ur ljykiwoZd lEikfnr fd;k

tk ldrk gSA orZeku i;kZoj.kh; lEkL;kvksa ds lek/kku ds fy, ^psruk* dh vR;f/kd vko';drk gSA

psruk dh mifLFkfr esa fparu dh tM+rk lekIr gks tk;sxh rFkk u;h lksp ds u;s laLdkjksa dk mn~Hko

gksxkA ladYic)rk dks fn'kk feysxh rFkk izR;sd euq"; iz;Ru'khy jgsxk fd og fdlh Hkh Lrj vkSj

fdlh Hkh ifjfLFkfr esa i;kZoj.k dks gkfu u iagqpk;sA mDr ekufldrk rHkh fodflr dh tk ldrh gS

tc yksxksa esa i;kZoj.kh; tkx:drk dk mfpr fodkl gksA

i;kZoj.kh; tkx:drk vc ,d fo'oO;kih fo"k; cu x;k gS vr% vkt vke tu&thou esa

i;kZoj.kh; tkx:drk mRiUu djuk ije vko';d gSA

lkekftd &vkfFkZd Lrj %&

euq"; ,d lkekftd izk.kh gS tks lewg es jgrk gS rFkk lekt esa viuk thou ;kiu djus ds

fy;s dksbZ u dksbZ dk;Z djrk gSA ,oa blh dk;Z ds vk/kkj ij gh mldh lkekftd fLFkfr dk fu/kkZj.k


gksrk gSA bl izdkj O;fDr dk lkekftd&vkfFkZd Lrj O;fDr dh ;ksX;rk o dq'kyrk ds vk/kkj ij

fu/kkZfjr gksrk gS rFkk O;fDr ds O;fDRkRo dks Hkh izHkkfor djrk gSA

Elizabath Barkey (2009), ds vuqlkj ^lkekftd vkfFkZd Lrj dk ewY;kadu O;fDr dh vk;]

'kSf{kd Lrj rFkk O;olk; ls fd;k tkrk gSA blls irk pyrk gS fd O;fDr rFkk ifjokj dh fLFkfr

lekt ds vuq:i gS ;k ugha lkFk gh O;fDr dk lkekftd vkfFkZd Lrj O;fDRk ds LokLF; rFkk

lkekftd izfr"Bk dks Hkh izHkkfor djrk gSA

American Psychological Association- Socio-Economic Status is commonly

conceptualized as the social standing or class of an individual or group. It is often measured as a

combination of education, income and occupation.

Examination of socio-Economic status often several inequalities in access of resources,

Issues selected to privilings, prove and control.

v/;;u dh vko';drk ,oa egRo %&

vkt leLr fo'o ;fn fdlh ,d leL;k dks ysdj lcls T;knk fpafrr gS rks og gS i;kZoj.k

dh leL;kA fodkl dh va/kh nkSM++ esa euq"; dks ;g Kku rd ugha gS fd og fodkl ds lkFk&lkFk og

foukl dh vksj Hkh rsth ls vxzlj gks jgk gSA vkt tc euq"; dh psruk bl fo"k; ij tkxr gq;h rc

rd ge vius i;kZoj.k dks dkQh {kfr igq¡pk pqds gSa vr% vc leL;k ;g gS fd izd`fr vkSj euq"; ds

chp lEcU/kkas dks fdl izdkj larqfyr fd;k tk;sA ;fn gesa ekuork dks foukl ls cpkuk gS rks yksxksa dks

bl fo"k; ds izfr tkx:d djuk gksxk vkSj f'k{kd ds fy;s ,sls ToyUr eqn~ns ij tkx:d gksuk furkar

vko';d gS D;ksafd f'k{kd LFkkuh; o oSf'od Lrj ij fdlh Hkh eqn~ns ij vius Kku dks Nk=ksa o nwljs

O;fDr;ksa rd igqapkus o tkx:d djus esa egRoiw.kZ Hkwfedk dk fuoZgu dj ldrs gSaA

vkt dk Nk=k/;kid dy dk Hkkoh f'k{kd gSA vkt dk Nk=k/;kid ;fn fdlh fo"k; ij

tkx:d gS rks dy og dbZ Nk=kas o vke tu lewgksa dks f'k{kk ds ek/;e ls tkx:d djsxk vr% tc

rd f'k{kd Lo;a tkx:d ugha gksaxs rc rd lekt tkx:d ugha gksxkA pwafd ch0,M0 ds fo|kFkhZ

Hkfo"; esa iwoZ ek/;fed Lrj ds f'k{kd gksaxs vr% os ml Lrj ;k ml oxZ ds Nk=ksa dks tkx:d djsaxs

ftuesa fdlh fo"k; dks le>us dh ifjiDork vk tkrh gS vr% Nk=k/;kidksa esa i;kZoj.kh; tkx:drk

gksuh vko';d gSA bl n`f"V ls izLrqr v/;;u vR;Ur izklafxd rFkk egRoiw.kZ gSA

v/;;u ds mn~ns'; %&

ch0,M0 fo|kfFkZ;kas ds lkekftd&vkfFkZd Lrj dk fu/kkZj.k djukA

ch0,M0 fo|kfFkZ;ksa dh i;kZoj.kh; tkx:drk Lrj dk fu/kkZj.k djukA

ch0,M0 Nk=k/;kidksa ,oa Nk=k/;kfidkvksaa dh i;kZoj.kh; tkx:drk dk rqyukRed v/;;u

djukA

ch0,M0 fo|kfFkZ;kas esa i;kZoj.kh; tkx:drk dk muds lkekftd&vkfFkZd Lrj ds lUnHkZ esa

v/;;u djukA

v/;;u dh ifjdYiuk %&

izLrqr v/;;u gsrq 'kks/k ifjdYiuk dk fuekZ.k fd;k x;k gS&

ch0,M0 fo|kfFkZ;ksa dh i;kZoj.kh; tkx:drk ij muds lkekftd&vkfFkZd Lrj dk ldkjkRed

izHkko iM+rk gSA

mn~ns'; la[;k 3 o 4 ds fy;s lkaf[;dh; fo'ys"k.k gsrq 'kwU; ifjdYiukvksa dk fuekZ.k fd;k

x;k gS tks nksuksa lewgksa ds e/; dksbZ Hkh vUrj ;k lEcU/k u gksus dk o.kZu djrh gSA

v/;;u dk ifjlhekadu %&

v/;;u esa dsoy y[kuÅ fo'ofo|ky; ,oa mlls lg;qDr mu leLr laLFkkvksa ,oa dkystksa dks

lfEefyr fd;k x;k gS tgk¡ ch0,M0 ikB~;Øe lapkfyr fd;k tk jgk gSA

'kks/k fØ;k fof/k %&

v/;;u gsrq o.kZukRed 'kks/k ds varxZr losZ{k.k fof/k dk iz;ksx fd;k x;k gSA


tula[;k %&

izLrqr v/;;u dh tula[;k ds :i esa y[kuÅ fo'ofo|ky; ,oa mlls lg;qDr mu lHkh

dkystksa ,oa laLFkkvksa dks lfEefyr fd;k x;k gS tks ch0,M0 ikB~;Øe lapkfyr dj jgs gSaA

U;kn'kZ o U;kn'kZu %&

y[kuÅ fo'ofo|ky; ls lg;qDr 61 laLFkkvksa ,oa egkfo|ky;kas esa ls dqy 10 laLFkkvkas o

egkfo|ky;ksa dk p;u lk/kkj.k ;kn`fPNd fof/k ls fd;k x;k gSA

p;fur egkfo|ky;kas esa ls 200 ch0,M0 fo|kfFkZ;kas dk p;u vkdfLed ;kn`fPNd fof/k }kjk

fd;k x;k gSA

midj.k %&

i;kZoj.kh; tkx:drk dk v/;;u djus ds fy;s LofufeZr iz'ukoyh dk iz;ksx fd;k x;k gSA

lkekftd&vkfFkZd Lrj ds ekiu gsrq jktchj flag] jk/ks';ke o lrh'k dqekj }kjk fufeZr

lkekftd&vkfFkZd Lrj ekiuh dk iz;ksx fd;k x;k gSA

lkaf[;dh; fo'ys"k.k %&

izLrqr v/;;u esa iznRRk fo'ys"k.k gsrq e/;eku] izkekf.kd fopyu] Vh&eku rFkk lg&lEcU/k

vkfn lkaf[;dh; fof/k;ksa dk iz;ksx fd;k x;k gSA

iznRr fo'ys"k.k ,oa O;k[;k %&

mn~ns'; 1%

ch0,M0 fo|kfFkZ;kas ds lkekftd&vkfFkZd Lrj dk fu/kkZj.k djukA

izLrqr mn~ns'; dh iwfrZ gsrq lkekftd&vkfFkZd Lrj ekiuh ij izkIr izkIrkadksa ds vk/kkj ij rhu

Lrjksa ¼mPPk@vkSlr@fuEu½ esa foHkkftr fd;k x;k gSA bl gsrq $ ls Åij ds izkIrkadksa dks mPp]

$ ls & rFkk ds izkIrkdksa dks vkSlr rFkk & ls uhps ds fuEu oxZ esa j[kk x;k gS rFkk ifj.kkeksa

dks rkfydk&1 esa iznf'kZr fd;k x;k gS&

rkfydk&1

Øe la[;k lkekftd&vkfFkZd Lrj fo|kfFkZ;ksa dh la[;k ¼N½ izfr'kr ¼%½

1- mPPk lkekftd&vkfFkZd Lrj 70 35%

2* vkSlr lkekftd&vkfFkZd Lrj 120 60%

3- fuEu lkekftd&vkfFkZd Lrj 10 5%

ifj.kke& rkfydk&1 ls Li"V gS fd p;fur U;kn'kZ esa ls 35% fo|kFkhZ mPp lkekftd&vkfFkZd Lrj]

60% vkSlr lkekftd vkfFkZd Lrj rFkk 5% fo|kFkhZ fuEu lkekftd&vkfFkZd Lrj ls lEcU/k j[krs gSaA

mn~ns'; 2%

ch0,M0 fo|kfFkZ;ksa dh i;kZoj.kh; tkx:drk Lrj dk fu/kkZj.k djukA

izLrqr mn~ns'; dh iwfrZ gsrq izFke mn~ns'; ds leku gh izfØ;k dk vuqikyu fd;k x;k gS rFkk

ifj.kkeksa dks rkfydk &2 esa iznf'kZr fd;k x;k gS&

rkfydk&2

Øe la[;k i;kZoj.kh; tkx:drk Lrj fo|kfFkZ;ksa dh la[;k ¼N½ izfr'kr ¼%½

1- mPPk i;kZoj.kh; tkx:drk 31 15-5%

2* vkSlr i;kZoj.kh; tkx:drk 145 72-5%

3- fuEu i;kZoj.kh; tkx:drk 24 12%


ifj.kke& rkfydk 2 ls Li"V gS fd 15-5% ch0,M0 fo|kFkhZ mPp i;kZoj.kh; tkx:drk okys gSaA 72-

5% vkSlr i;kZoj.kh; tkx:drk rFkk 12% fo|kfFkZ;kas esa fuEu i;kZoj.kh; tkx:drk ik;h x;hA

ifj.kkekas ls Li"V iznf'kZr gS fd vf/kdka'k fo|kfFkZ;ksa esa vkSlr Lrjh; 72-5% i;kZoj.kh; tkx:drk gSA

mn~ns'; 3%

ch0,M0 Nk=k/;kidksa ,oa Nk=k/;kfidkvksa dh i;kZoj.kh; tkx:drk dk rqyukRed v/;;u

djukA

ifjdYiuk %

ch0,M0 Nk=k/;kidksa ,oa Nk=k/;kfidkvksa dh i;kZoj.kh; tkx:drk ds e/; dksbZ lkFkZd vUrj

ugha gksxkA

izLrqr mn~ns'; dh iwfrZ gsrq nksuksa lewgksa dk e/;eku] izkekf.kd fopyu rFkk Vh&eku dh x.kuk

dh x;h rFkk ifj.kkeksa dks rkfydk&3 esa iznf'kZr fd;k x;k gS&

rkfydk&3

Ø0la0 rqY; lewg U;kn'kZ ¼N½ e/;eku ¼M½ izkekf.kd fopyu ¼SD½ Vh&eku ¼t½ lkFkZdrk

1 Nk=k/;kid 100 18-08 4-65 0-79 lkFkZd

ugha 2 Nk=k/;kfidk;sa 100 18-63 5-19

ifj.kke& rkfydk 3 ls Li"V gksrk gS fd izFke rqY; lewg dk e/;eku 18-08 izkekf.kd fopyu 4-65

izkIr fd;k x;k rFkk f}rh; rqY; lewg dk e/;eku 18-63 o izkekf.kd fopyu 5-19 rFkk Vh&eku 0-79

Kkr fd;k x;k tks fd 0-05 lkFkZdrk Lrj ij lkFkZd ugha gS vr% 'kwU; ifjdYiuk Lohdr dh tkrh

gSA 'kwU; ifjdYiuk dh Lohd`fr ;g Li"V djrh gS fd nksuksa rqY; lewgksa ds e/; dksbZ lkFkZd vUrj

ugha gSA

mn~ns';&4%

ch0,M0 fo|kfFkZ;ksa esa i;kZoj.kh; tkx:drk dk muds lkekftd&vkfFkZd Lrj ds lanHkZ esa

v/;;u djukA

ifjdYiuk %

ch0,M0 fo|kfFkZ;kas dh i;kZoj.kh; tkx:drk ij muds lkekftd vkfFkZd Lrj dk dksbZ izHkko

ugha gksxkA

izLrqr mn~ns'; dh iwfrZ gsrq U;kn'kZ ds i;kZoj.kh; tkx:drk ds izkIrkadksa o lkekftd&vkfFkZd

Lrj ds izkIrkadksa ds e/; lg&lEcU/k xq.kkad dh x.kuk dh x;h rFkk ifj.kkeksa dks rkfydk&4 eas iznf'kZr

fd;k x;k gS&

rkfydk&4

Ø0la0 lewg U;kn'kZ ¼N½ lg&lEcU/k xq.kkad ¼r½ 1- i;kZoj.kh; tkx:drk 100 0-149

2- lkekftd vkfFkZd Lrj 100

ifj.kke& rkfydk&4 Li"V djrh gS fd U;kn'kZ dh i;kZoj.kh; tkx:drk rFkk lkekftd&vkfFkZd Lrj

ds e/; lg&lEcU/k xq.kkad 0-149 izkIr fd;k x;k tks fd nksuksa lewgksa ds e/; ux.; lg&lEcU/k dks

iznf'kZr djrk gSA vr% 'kwU; ifjdYiuk Lohdr dh tkrh gS rFkk 'kks/k ifjdYiuk vLohd`r gks tkrh gSA

'kwU; ifjdYiuk dh Lohd`fr ;g Li"V djrh gS fd ch0,M0 fo|kfFkZ;ksa dh i;kZoj.kh; tkx:drk rFkk

muds lkekftd&vkfFkZd Lrj ds e/; dksbZ lg&lEcU/k ugha gSA


ifj.kkeksa dh foospuk %&

izLrqr v/;;u ls izkIr ifj.kkeksa dks foospuk dh n`f"V ls voyksfdr djus ij ifjyf{kr gksrk gS

fd izFke mn~ns';kuqlkj U;kn'kZ eas p;fur vf/kdka'k izf'k{k.kkfFkZ;ksa esa vkSlr Lrjh; 72-5 i;kZoj.kh;

tkx:drk ik;h x;hA pawfd U;kn'kZ esa p;fur ch0,M0 fo|kFkhZ ,d leku ikB~;Øe dk v/;;u djrs

gSa lkFk gh mudh nSfud fnup;kZ Hkh yxHkx leku gksrh gSA lwpuk laxzg.k ds lzksr] lwpukvksa dh

miyCk/krk rFkk lwpukvksa ds izfr nf"Vdks.k bR;kfn yxHkx leku gh gksrs gSaA ;gh lEHkkfor dkj.k gks

ldrs gSa fd ch0,M0 izf'k{k.kkfFkZ;kas dh i;kZoj.kh; tkx:drk lkekU;r% vkSlr Lrjh; ik;h x;hA

lkekftd&vkfFkZd Lrj dh ckr dh tk;s rks ;gk¡ ij Hkh vf/kdka'k 60 fo|kFkhZ vkSlr Lrjh;

lkekftd&vkfFkZd Lrj dks iznf'kZr djrs gSaA fdlh Hkh ,d izdkj ds ikB~;Øe esa izos'k ysus okys

vf/kdka'k fo|kFkhZ yxHkx leku lkekftd&vkfFkZd Lrj okys gksrs gSaA D;kasfd ikB~;Øe dh miyC/krk

rFkk ml ij f'k{k.k 'kqYd ds :i esa O;; fd;s x;s foRRk dh fLFkfr;ka leku gh gksrh gSaA blh dkj.k

yxHkx leku lkekftd&vkfFkZd Lrj okys fo|kFkhZ leku ikB~;Øeksa eas izos'k izkIr djrs gSaA v/;;u ds

prqFkZ mnns'; ds vuqlkj ch0,M0 izf'k{kk.kfFkZ;kas dh i;kZoj.kh; tkx:drk ij muds lkekftd&vkfFkZd

Lrj dk dksbZ lkFkZd lEcU/k ugha iznf'kZr gksrk gSA blds i`"B eas ;g dkj.k gks ldrk gS fd leku

lkekftd&vkfFkZd Lrj okys fo|kfFkZ;ksa ds tkx:drk izkIr djus ds lk/ku rFkk lzksr yxHkx leku gksrs

gSaA izLrqr v/;;u ds ifj.kkeksa o foospuk ds vk/kkj ij Li"V fd;k tk ldrk gS fd fdlh Hkh {ks= esa]

fdlh Hkh O;fDRk fo'ks"k dh tkx:drk mlds O;fDRkxr iz;klksa ij fuHkZj gksrh gS u fd mlds

lkekftd&vkfFkZd Lrj dss vk/kkj ijA

lanHkZ lwph %&

xks;y] ,e- ds- ¼2009½- i;kZoj.k f'k{kk- y[kuÅ % vkyksd izdk'ku-

ik.Ms;] ds- ih- ¼1995½- i;kZoj.k f'k{kk o Hkkjrh; laLd`fr- bykgkckn % lujkbt fizUVlZ-

izlkn] ,- ¼2009½- i;kZoj.k laj{k.k fof/k dh :ijs[kk- bykgkckn % lsUVªy ykW ifCyds'ku-

j?kqoa'kh] ,- ¼1990½- i;kZoj.k rFkk iznw"k.k- Hkksiky % fgUnh xzUFk vdkneh-

flaag] ,- ds- ¼2003½- euksfoKku] lekt'kkL= rFkk f'k{kk esa 'kks/k fof/k;k¡- fnYyh % ujsUnz izdk'k tSu] eksrh

yky cukjlh nkl izdk'kuA


dqekj] ,- (2017). ch0,M0 fo|kfFkZ;kas esa i;kZoj.kh; tkx:drk dk muds lkekftd vkfFkZd Lrj

ds lanHkZ eas v/;;u. Shiksha Shodh Manthan, 3(1), 98-103.

ISSN: 2395 – 728X


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ISSN : 2395