International Journal of Education For H PDF

International Journal of Education for Human Services - ISSN:0976-1128 Vol. 4 No.
2 June 2014
INTERNATIONAL JOURNAL OF EDUCATION FOR HUMAN SERVICES

(A Peer reviewed International Journal) Bi-annual Advisory Board
(International Journal of Education for Human Prof. J. H. Pancholi, Former Pro. Vice Chancellor,
Services has been added to Ulrich’s, Serials Hemchandracharya North Gujarat University, Patan,
Solutions,630 Central Ave, New Providence, NJ Gujarat, India.
07974 USA, It is Indexed on Ulrich’s for quality Dr.A.B.Kagathala, Fr., Proff.Department Of
control with the FAQ.) Education, S.P. University, V.V. Nagar, Gujarat.
(Vol.4, No.2, June, 2014) Dr.Anil Ambasana, Department Of Education,
Saurastra University, Rajkot,Gujarat.
ISSN: 0976-1128
The INTERNATIONAL JOURNAL
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OF EDUCATION FOR HUMAN
Trustee, SERVICES is an international medium for
Shree Swami Tejanand Charitable Trust, publication of referred articles to researchers in
Ahmedabad. ( Pruthaviraj Group of Education ) education & Behavioral science and rapidly
become a major focal point for the publication of
Editor: educational research from throughout the world.
Dr. ManojKumar C. Shastri The journal is interdisciplinary in approach, and
Computer Setting: includes reports of case studies, experiments and
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EDUCATION FOR HUMAN SERVICES is
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I
International Journal of Education for Human Services - ISSN:0976-1128 Vol. 4 No.2 June 2014
CONTRIBUTORS
Sr. Research Topic Pg.
1 E-Waste awareness, Generation, Strategies & Programmes : Areview 1-9
Dr. Manoj K Saxena , Ravi Raj , Dr. Shiva Raj Kumar
2. A Study Of The Effectiveness Of Montessori’s Concept On Pre-Primary 10-15
Teachers Of Ahmedabad City
Malek Parveenbanu M.
3. Present Status Of Gujarati Language Teaching In Secondary Schools Of South 16-24
Gujarat
Dr. D. M. Gamit
4. Attitude Towards Computer Education Among Senior Secondary School 23-30
Students
Dr. Lalit Mohan , Mrs. Sumit Sharma
5. Hiv/Aids Awareness Of Higher Secondary School Students 31-35
Dr. Kamalnayan B. Parmar
6. Family Therapy : An Inevitable Need Of Dysfunctional Families 36-37
Ashutosh R. Pandya , Snehlata A. Agnihotri
7. A Study Of The Problems Of Educated Working Women In The Medical And 28-43
Health Sector Of Ahemadbad District
Dr. Usha Baxi
8. A Comparative Study Of Experimental And Lecture Methodfor The Teaching 44-51
Of Science In Viii Standard
Dr. ManojKumar C. Shastri
9. Development And Environment Issues : Gandhian Perspective 52-55
Dr. Haribhai M.Patel
10. Need For Innovative Job – Oriented Courses 56-58
Dr. Harish M. Desai
11. Protection Of Traditional Knowledge : A Burning Question In Current 59-65
Intellectual Property Rights Regime
Hardik Parikh
12. Construction And Standardization Of The Test Of Professional Competence 66-69
Of School Supervisors
Alka Sapre
13. A Study Of Prevalent Situation Of Computer Education In Primary Schools 70-74
Parulben Ishwarbhai Patel
14. Effect Of Gender And Area On Emotional Maturity Of Students 75-77
Sonara Nikita S.
15. Effectiveness Of Critical Thinking Programme On Students Of Class Ix In 78-80
Relation To Iq
Dr. Divyesh M. Patel
16. Redesigning The Course Of Post Graduate Diploma In Development 81-88
Management
Dr.Avani Maniar , Ms.Leena Chauhan
17. Communication Practices Of Corporates In Gujarat 89-95
Prof. Uma Joshi , Ms.Dhara Bhatt
II
18. Influence Of Gender And Stream On Students’ Achievement Motivation 96-100
Desai Trusha R.
19. Construction And Standardization Of An Art Judgement Aptitude Test For 101-104
The Puplis Of Secondary Schools
Sapna P. Bhatu
20. A Study Of Frustration Among Primary Schools Women Teachers In Relation 105-107
To Area & Caste
Dr. Shital M. Raval
21. Gender Segregation On Public Transport In India, Pakistan & Nepal : Analytical 108-115
Study Of Approaches For Addressing Harassment Against Women
Anjana Bharat Dave
22. An Investigation On The Use Of Library By School Teachers In Chengalpattu 116-121
Taluk
M.Brindhamani , T.Manichander
23. Organisational Communication And It’s Dynamics 122-123
Dr. Ashaben Pandit
23. Environmental Education For Teacher Education 124-125
Mrs. Hema P. Bhagwat
24. Jean Jacques Rousseau : A Nature Lover 126-127
Dr. A.T.Amin
25. Culture Begins From Agriculture 128-130
Dr.Rajashree N.Pandya
To,
Dear Sir/Madam,
Subject: International Journal of Education for Human Services
Respected Sir/Madam,
Please find enclosed herewith Vol.4, No.2, June, 2014 of our bi-annual peer reviewed
international Journal ‘INTERNATIONAL JOURNAL OF EDUCATION FOR HUMAN SERVICES’
(ISSN-0976-1128)(Indexded in Ulrich’s). Kindly acknowledges the receipt.
We understand that this journal shall be in line with your interest. We welcome suggestion/
comments as well as research paper, articles. We sincerely look forward for our continued association
in future also.
Survival of the journal depends upon your cordial support and valuable suggestion, hence
expecting both of them from your end.
Again, I thank for subscribing this journal.
Yours truly,
(Dr.Manojkumar Shastri)
Editor-in-Cheif
Mob. +91-9376145600
Email : journalhumans@yahoo.in
III
Editorial .......
The International Journal of Education for Human Services is an international medium for
publication of referred articles to researchers in Education & Behavioral Science and we pray to God
for rapidly become a major focal point for the publication of Educational research from throughout the
world. The journal is interdisciplinary in approach International Journal of Education for Human Services
aims to promote interest in Education Research & behavioral science Research and to disseminate
findings and discussion of Educational Research. It is our proud privilege to present this issue of The
International Journal of Education for Human Services on the occasion of Academic New Year 2014....
We feel extremely happy in sharing our ideas with you for the Educational world. The International
Journal of Education for Human Services is an international medium for publication of referred articles to
researchers in Education & Behavioral Science and we pray to God for rapidly become a major focal point for
the publication of Educational research from throughout the world. The journal is interdisciplinary in approach
International Journal of Education for Human Services aims to promote interest in Education Research &
behavioral science Research and to disseminate findings and discussion of Educational Research.
I express my gratitude to the member of Advisory and Editorial board for helping with the
creation of The International Journal of Education for Human Services in various capacities. Your valuable
suggestions and comments will certainly motive us to maintain the quality of International Journal of
Education for Human Services. The International Journal of Education for Human Services international
medium for publication for Global Education for interdisciplinary and multidisciplinary areas of research.
So we need suggestions for maintaining a high standards and quality for research. As a concept of
Globalization we request and wish to all of you for joining for this Journal and give us your eminent
suggestions continuously for Quality in research.
Dr. ManojKumar C. Shastri,

Editor.
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IV
International Journal of Education for Human Services - ISSN:0976-1128 Vol. 4 No.2 June 2014 1
E-WASTEAWARENESS, GENERATION, STRATEGIES &PROGRAMMES:
AREVIEW
Dr. Manoj K Saxena *
Ravi Raj **
Dr. Shiva Raj Kumar ***
ABSTRACT
Waste is never merely a waste; it’s a matter of use. E-waste had recently created a buzz in field
of waste management especially when it came under hazardous waste. The development in the fields of
education and technology needs to be at a balancing point in digital era.Undue usage of product, misuse
and unawareness leads to generation of waste .similar is the situation with the electronic equipments.
The generation has mounted to such an extent that we now have to plan out various e-waste awareness,
reduction strategies and programmes.The present paper is a review, focuses on the previous researches
on the awareness, generation and strategies and programmes for e-waste reduction.
INTRODUCTION :
“E-Waste is electronic waste. It includes a broad and growing range of electronic devices from
large household appliances such as refrigerators, air conditioners, hand-held cellular phones, personal stereos,
consumer electronics and computers”Gaulonet al., (2005).
Gupta (2011) defines - “e-Waste” is a popular, informal name for electronic products nearing the
end of their “useful life”.e-Waste includes waste cathode ray tube (CRT) televisions, desktops, laptops,
CRT monitors, liquid crystal display (LCD) monitors, cell phones, keyboards, computer mice, printers, and
copier.
Since there is no definition of the Waste Electronic and Electric Equipments in the environmental
regulations in India, it is simply called ‘e-Waste’ (Jain, 2008)
Wastes are substances or objects, which are intended to be disposed of, or are required to be
disposed of, by the provisions of national laws (Basel Convention, 2002).Solid wastes are categorized as a)
Domestic wastes b) Biomedical wastes c)Industrial wastes and d) e-Wastes. The electrical as well as
electronic equipment which is of no longer use comes in the category of e-Wastes.e-Waste refers to discarded
electrical and electronic equipment (Guptha&Sekhar, 2009).In the world of digitalization, widespread use of
technological products, in wave of urbanization leads to insidious appetite for electronics such as personal
computers, cell phones and home electronics which increasesconsumption of electronic equipment and
production ofe-Waste(Gupta, 2009).Present digital world and blessed technology along with lack of its
knowledge, awareness and management strategies dichotomizes the path of developing countries in facing
problem of e-Waste(Agnihotri, 2011).The modern technologicalgadgets comprise of more than thousand
different components whichare toxic and cause environmental pollution and human health problems (Chan
et al., 2010).
These were eventually placed under Hazardous Waste Management Act (1989) and were further
documented separately in 2005 and 2011.The biological effects of e-Waste are highly complex as toxicity
contaminates natural resources and bio accumulates through the food chain (Nguyenet al., 2009).Lack of
awareness, understanding and hazards ofe-Waste poses man to health problems (Liuet al., 2009;Nguyen et
al., 2009;Chan et al., 2010).Environmental curriculum seeks its necessity for awareness development (The
Tbilisi Declaration, 1977;Bartosh, 2003;Hargroveset al.,2007).Educational institutions are the perfect placeto
chart out the awareness about various environmental threats that the society isexposed to, at the movement.
e-Waste is assuming serious proportions in India and urgent steps needs to be taken to mitigate this problem
(Rani et al., 2012).
The environmental dimension of the digital economy deserves great attention more than other
dimensions, because it is one of the important aspects of sustainable development.Awareness and education
* Associate Professor,Department of Teacher Education, School of Education Central University of

Himachal Pradesh, Dharamshala (Himachal Pradesh)
** RD Scholar, Department of Teacher Education, School of Education Central University of Himachal
Pradesh, Dharamshala (Himachal Pradesh)
*** Head Department of Teacher Education N.M.S.N. Das (PG) College, Budaun (U.P.)
2 International Journal of Education for Human Services - ISSN:0976-1128 Vol. 4 No.2 June 2014
are the initiating step, which needs to be followed by programs and industries to address e-Waste (Caprice,
2008).Awareness and understanding of environmental issues provide the basis and rationale for commitment
and meaningful action towards environmentally sound and sustainable development (Ballantyneet al.,
2006).Electronic waste is the fast growing type of solid waste because of the continual improvement of
electrical and electronic equipment.European Union identifiese-Waste as fast growing source of waste
(Bainset al., 2007).A study conducted by Kumaretal., (2013) in Puducherryregion reveals the true picture of
educational institutes. It shows that schools, colleges lack the awareness of e-Waste.Kurian,(2007) in a
study on the management and strategy development on e-Waste found that awareness in people regarding
health and environmental threat posed by e-Waste is virtually non-existent. The electronic wastes are not
merely threat because of mounting volumes, but they are hazardous in nature too.The e-Waste is emerging
as global environmental problem which needs collaborative efforts and solutions to deal with.Lack of
awareness about hazards ofe-Waste poses man to health problems.Kurian (2007) in Eleventh International
Waste Management and Landfill Symposium, emphasized on awareness of hazards of e-Waste as lack of
civic sense and awareness among city residents can become a major hurdle for e- waste management.Some
research studies have been done in India and abroad regarding e-Waste, its generation and awareness. The
research studies have also put forward the educational strategies to deal up with the issue.
E-Waste is hazardous, and it is generated rapidly due to the extreme rate of obsolescence. e-Waste
contains over 1,000 different substances, many of which are toxic, and creates serious pollution upon disposal.
These toxic substances includes lead, cadmium, mercury, plastics, etc. which leads to neurotoxin problems
and also to children’s health ( Willamet al., 2003; Waste Management Report ,2006; Xia et al., 2007). In
2005,United Nation estimated that 20 to 50 tons of e-Waste is being generated per year worldwide
(UNEP,2005). Chan et al., 2010 is of the opinion that electronic waste is emerging as a critical global
environmental health issue because of its massive production volume and insufficient management policy in
many countries. Faster technological innovation and consequently a high obsolete rate poses a direct challenge
for its proper disposal or recycling. This problem has assumed a global dimension, of which India is an
integral and affected part (Mundadaetal., 2004). The 4th EU-India Environment formconsiders India as a
significant “greymarket” as it reported growth of 434,000 metric tons of e-Waste in the country.The electronics
market in India jumped from US$ 11.5 billion in 2004 to US$ 32 billion in 2009 making it one of the fastest
growing electronics market worldwide with the potential to reach US$150 billion by 2010 (Agnihotri, 2011).Rani
et al.,(2012) found that in India the growth rate of the cellular phones (80%) is very high compared to that of
PC (20%) and TV (18%).Acc to HCL (2010), India had 400 million mobile phone base in 2009 and 10
million new mobiles are added every month and number is expected to be 10 fold by 2025.Brigdenet al.,
(2005)cites examples of the hazardous conditions in developing countries as “For all dusts (e-Waste) collected
from the workshops in China, the concentrations of lead were hundreds of times higher than typical levels
recorded for indoor dusts in other parts of the world”.
E-WASTE AWARENESS :
Awareness and understanding of environmental issues provide the basis and rationale for commitment
and meaningful action towards environmentally sound and sustainable development. The task of creating a
sustainable future must be shared between both developing and developed nations.Information about issues
regarding the environment and aware of deteriorating environmental conditions and raises their consciousness
to hazards they may get exposed to (Kukreti et al., 2006). Man should also have an awareness of his
community and associated problems (Stapp, 1969). Public awareness of the health and environmental threat
posed by e-waste is virtually nonexistent (Liu et al., 2009). Fundamental educational institutions i.e. schools
are the perfect places to develop awareness about various environmental threats but they lack the awareness,
especially of e-Waste generation and management (Kumar et al., 2013).The technological and non-
technological higher educational institutions too lack the awareness of e-Waste and hazards caused by it
(Bala&Goel, 2012). Taman University reported that e-Waste knowledge and awareness level among public
is severe in its survey report, “A study on Electronic waste” by Yosuf( 2005). Another study (Gupta, 2011)
shows that manufacturers and consumers have low level of awareness regarding hazards of incorrect e-
Waste disposal. The higher educational institutions especially the technological institutions add to the e-
Waste.Kumar et al ,(2013) reveals that the schools don’t have the knowledge of e-Waste and they believe
it as common type of wastes generated. Bala&Goel (2012) in a study found that there is no significant
differenceof e-waste awareness among studentsthere of professional and non-professional streams and
moreover there is no difference in the awareness regarding E-waste management in college going students
of professional and non-professional streams.Tyagiet al.,(2013) in a study, A Study of Public Awareness
about E – Waste,reported that there is a significant difference regarding the of e-waste awareness and the
respondents’ occupation and income. The researcher found that 83% academicians and 70% students
were aware of e-waste as compared to other set of respondents which comprised of business persons and
housewives. The researcher found that majority were not aware of the electronic waste.
The research studies have revealed that the e-waste awareness is very low. People are not aware
of the hazards of e-waste.It can be concluded that the e-Waste is rapidly growing and there is lack of
awareness about this issue. It can be sensitized that people still remains unconcerned electronic waste and
are least concerned of the hazards products hazards caused by e-Waste. The concept of awareness especially
regarding e-Waste has not been introduced among the students while educationalinstitutions are more equipped
to technological gadgets The cause of present condition may be the lack of education, lack of the information
provided while purchasing the appliances.
E-WASTEGENERATION :
India, a growing economy has a population of over 1 billion, which is estimated to generate
approximately 400,000 tonnes of electronic waste per year from computers, mobile phones and television
sets only. The e-waste is expected rise at a rate of 10-15 per cent per year(Sinhaetal.,2011). E-waste
constitutes only 1.5-8 per cent of municipal solid waste, yet it is accumulating at a rate three times that of
other solid waste (Rani etal., 2012). Kumar &Kumar (2012)reports that UnitedStates exports about 80
percent of its e-waste generated to India, China and Pakistan, andunorganized recycling and backyard
scrap-trading makes 100 percent of total e-waste. A Swiss e-Waste program reported thatin terms of e-
Waste among the all five continents, central and middle Asia contributes 25 percent e-Waste while Africa
generates only 2 percent of total PC waste all across the world (Schulep, 2010).Reports of Waste Management
in Turkey,National Regulations and Evaluation of Implementation Results,(2007)depicts that waste
management problem, which is growing rapidly can only be realized when the education institutions, civil
society and individuals as well as central administration, local administrations, industrial and commercial
establishments and waste sector are aware of their responsibilities and fulfill them.There is no factual data
regarding the amount of e-Waste produced in developing countries.Previous studies (SVTC 2001; Puckett
et al., 2002;Johnson,2006; Schmidt,2006; Ying, 2011)supports thepresent scenario depicted by Xiaoet al.,
2007, that the developed counties flow of their e-Waste into the developing counties as low price
products.About 80% of the e-waste generated in the US is exported to India, China and Pakistan(Rani
etal.,2012).Thereis no reliable database of the total amount of e-Waste in India(Jain &Sareen 2005; Agnihotri
2011; Mundadaet al., 2004; Premlataet al., 2013).The market supply is applied to e-Waste estimation in the
Indian context, considering constraints in data collection as a result of the informal nature of the e-Waste
trade (Kurian,2007).The decreasing average life span of products,faster technological innovation leads to e-
Waste generation (Ronald & Roy, 2009). Acc to HCL till 2010,ICT accounts for 25%of e-waste produced.
ICT equipment typically found in universities and colleges include telephones, mobile phones, AV equipment,
imaging equipment, PCs, laptops, HPCs, servers and networks comes under the category of e-Waste.The
statistical calculations forecast the volume of obsolete PCs generated in developing countries will exceed
that of developed regions by 2016-2018 (Logistic Model&Material Flow analysis).In another study Robinson
(2009) shows that computers, mobile telephones and television sets will contribute 9.8 million tons in e-
Waste stream by 2015. India had 400 million mobile phone base in 2009 and 10 million new mobiles 2009, are
added every month and number is expected to be 10 fold by 2025 (Electronics Industry in India, 2009).By
the end of 2000, 5 million personal computers (PCs) were on the Indian market, while the IT industry’s fiscal
year 2001–2002 recorded the sale of 1.65 million PC units(Mundadaet al.,2004 ; TEDDY-TERI Energy
Data Directory and Yearbook). By 2020, e-waste from old computers will have increased by 200 % to 400
% from 2007 levels in South Africa and China and by 500 % in India.By 2020, e-Waste from discarded
mobile phones will be approximately 7 and 18times higher than 2007 levels in China and India,
respectively(UNEP, 2012).Till 2030, there would be two obsolete PCs in the developing world for every PC
gone obsolete in the developed world (Dwivedi& Mittal, 2012; Grant &Oteng-Ababio, 2012 ).These figures
indicate that there will be a rise of 4.2 million in e-Waste stream from 2010 to 2015 resulting from only
computers, mobile telephones and television sets.Kalana (2010) in a survey on household in Malaysia found
that about 95% of the respondents ‘preferred method of obtaining electric and electronic equipment is by
purchasing the electrical and electronic equipment from retail outlets or shops. On the other hand, illegal
disposal sometimes occurs in the name of charitable donation according to United Nations Environment
Programme (UNEP 2012). Recently, Toxics Link reveals that 70 percent ofWEEE disposed in New Delhi
of India was imported from developed countries(Bhuttaet al.,2011). The increase of e-waste in such large
amount is a matter of concern and society has to adopt certain adequate strategies and programmes to
safeguard environment.
It is quite clear that e-waste is generated at huge proportions, and our economy needs to reduce the
e-waste generation in order to maintain the healthy environment. The increasing proportions of electronic
waste are not merely for landfills and recycling but they are also hazardous to human health.
STRATEGIES& PROGRAMMES :
The study in Thailand categorized e-Waste produced in higher educational institutions into eight
types: e-Waste came from IT and telecommunications equipment, consumer equipment, lighting equipment,
electrical and electronic tools, large household appliances, monitoring and control instruments, small household
appliances and medical devices (Lertchaiprasert&Wannapiroon, 2013; Kumar et al., 2013).Students are
neither aware of the e-Waste hazards nor the institutes have proper set up for its management or follow any
of the identification procedure for e-Waste with their year of manufacturing as mandated. It’s necessary to
increase public awareness about the effects of exposure to metals from e-Waste and arouse local governments’
interest in public health and safety, so that an infrastructure for safe management of e-Waste can be
established.It’s only the education that molds the mind and shapes thought to behavioral
changes(Ching&Gohan, 1992; Fien,2010; Kumar et al., 2013).Caprice (2008) identifies education as a critical
driving force for change and regional advocate organizations to adoptvariety of strategies for implementing
programs in environmental education.Bartosh(2003), Tal(2004)and Kumaretal.,(2013) supported the view
that environmentaleducation program can foster awareness process among the individuals.
Various researchers (Kalana, 2010;Prena, 2012; Kumar etal., 2013) studies revealed thatknowledge
about waste management and the activities of the students have created some awareness of the issue in the
community.e-Waste awareness programmehas been started in schools of Darjeeling.”Nokia-Planet
KeRakhwaale” is awareness program being run in whole mass ofDarjeeling, India (Prerna,
2012).Chakraborty&Rahman (2005) found BCEE’s waste management education project raised level of
awareness by 32% after the implementation of co-curricular module that was used both in primary and
secondary schools.The survey in Malaysia (Kalana, 2010)shows that after conductingeducational programs
on e-Waste there was increase in awareness among people and 57percent of the respondents became
aware of e-wastehazard but they were unaware of proper ways of disposing the e-Waste.Comber (2012)
too aimed to raise awareness and break the habits of inappropriate recyclers and to support new and
improved behavior through: (1) the provocative nature of the system itself(2) evoked processes of social
influence and self- reflection.There is a need to be realized that waste is never a waste; it’s a matter of our
use of product.The strategy of 3R (reduce, repair and reuse) was formulated in theNational 3R Strategy of
Waste Management in Bangladesh (Majumder2010), which emphasized that public awareness is the most
important part of strategy for promotion of 3R for changing our behavior and practices towards waste
disposal. Implementation of 3R practices largely depends upon behavioral factors.Joshi &Purushottam (2011)
proposed a web based solution framework for e-waste management in which they suggests that a higher
percentage of channelized e-waste recycling can be predicted when there are efforts towards awareness
and a reduction in gap between the buyer and the seller.Blevis introduced the term Sustainable Interaction
Designproposing a rubric for understanding the material effects ofparticular interaction design cases in
terms of forms of use,reuse, and disposal(Kim &Palous,2011).
The various strategies had been proposed but the REUSE component lies in all the strategies. This
is very helpful in reducing the e-waste and extending the life of the product by repair.
Education is essential tool for achieving sustainability. With the aim of promoting and generating the
essence of waste management, the Department of Environmental Affairs and Development Planning
(DEADP) 2005 approached the Western Cape DoE to partner in a project which aimed to include Integrated
Waste Management into the existing schools curriculum, in order to educate as many children as possible
and Waste Management in Education (WAME)was established(Desa etal., 2012).In the field of curriculum
development on e-waste, UNESCO had released toolkits and learning material that integrate the principles,
values, and practices of sustainable development into all aspects of education and learning. It is anticipated
that these educational efforts will bring about a changes in behavior to encourage a sustainable future for
both the present and future generations (UNESCO, 2008).Consistent campaigning for e-Waste and role of
media(Brookset al., 2013) withuse of technology such as video, audio clip,social networking and photo
post.(Mbajurir, 2011)states thatawareness among people as it acts as key role in changing the
attitude.Inventory of Electric and Electronic Wastes, South America, developedframework of the Strategic
Plan for the Implementation of 20thBasel Convention, (2010)and for global waste challenge, with the objective
of identifying, developing and generating alternatives for managing critical issues associated to the rapid
expansion of electric and electronic wastes all over the world and its environmentally sound
management.Gamba&Oskamp (1994), Tomlinson(2010) in “Greening through IT”, includes an eclectic mix
of personal anecdotes and selected examples from wide-ranging academic programs to demonstrate the
importance, first of education to the “green revolution,” and second, of the central role of IT in creating and
disseminating knowledge.STEP(2009),The Tisbili Organization (1997) and many other favoradoptinge-
Wasteprogrammeas part of curriculum of students of higher educational
institutions.Lertchaipraser&Wannapiroon(2013) suggests that thehigher educational technical institutions
can transfer-cum share low efficiency electronic equipment to other department for e-Waste
reduction.Mundadaet al (2004)opinioned that e-Waste management is a new challenge for waste management
in India and suggested for its proper management, various measures for improvement in product design by
using safe and environmentally friendly raw materials.Caprice(2008)in International Society for Technology
in Education had summarized how to manage e-Waste system in following five steps.
Step 1 Educate yourself about local, national, and international legislation.
Step 2 Investigate recycling options from the companies that sell you equipment.
Step 3 Learn about shredding and sorting and how to certify that recycling is happening.
Step 4 To determine the correct procedures for separating electronic equipment part and select
educational e-Waste in institutions for preparing to recycle in next process.
Step 5 Put together your plan for responsible; e-Wastemanagement.
Educational programmes can increase the e-waste awareness among the people. The implication of
these programmes in the society is can a government or organizational effort but effectiveness of the
programme gets decided by the role played by each individual of the society which can be in form of
donating the electronic waste, buying the green products participation and similar other sectors.
Conclusion
In India, e-Waste management is now becoming a challenge. Government of India remained in the
for front of safe guarding its environment by framing various policies and enacting suitable laws, though
the lack of cooperation on the part of public and lacuna in its enforcement did not yield desired result. The
policy planning body of Government of India came out with umbrella legislation in the name of environment
protection act and framed many rules under this act, one such rule namely the “Electronic Waste (Management
& Handling) Rules, 2005 and thereafter similar guidelines in 2011. This rule deals with the collection, segregation
and disposal of electronic waste.It can be concluded that the e-Waste is rapidly growing and there is lack of
awareness about this issue. The higher education system which shows essence of electronic products needs
to focus on development of awareness regarding e-Waste and respond to e-Waste by educational programs
and strategiesfor the reduction of e-Wasteas the higher educational institutions also contribute their share to
e-Waste. There is still a need for awakening the youth about the degradation of environment by e-Waste.
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A STUDY OF THE EFFECTIVENESS OF MONTESSORI’S CONCEPT ON PRE-PRIMARY
TEACHERS OF AHMEDABAD CITY
Malek Parveenbanu M. *
ABSTRACT
The present study was conducted with the objective of studying & investigating the Effectiveness
of Montessori’s concept on Pre-primary teacher of Ahmadabad city. The highest responsibility of the
development of Nation on the schools at all the stages of primary, secondary and higher secondary
Education.
Self made Check list was employed to 60 teachers serving his duty in different Pre Primary
schools in Ahmadabad city of Gujarat State. The Researcher of this paper have studied effectiveness of
Montessori’s concept, which are calculated in respect to objectives towards the teachers.
INTRODUCTION : The mind is the single most powerful tool ever created by God in the history of
mankind. If we take a look at all of the God’s creations from sunset to sunrise, from the tips of the
Himalayas to the bottom of the ocean, there is nothing as deep or as significant as the power of the human
mid. The human mind is what we have at our beck and call and yet we choose to ignore it for most of our
lives. Now, this human mind always goes after something to get something sensible. If one’s thought is what
it should be, one will have little trouble with his action. Yet it is to be remembered that, to be useful to
mankind, thought must result in action. There must be no laziness, but constant activity in good work.
Sometimes we fail in our work but as above lines says we learn wisdom from failures much more than from
success. But work we must.One of the Italian proverb that reads ‘Non c’ e beneficio Senza Sacrificio’.
The translation of this is, ‘There is no benefit without sacrifice’. How true this is. If we want the
good things in life, we must work for them. Every good work needs a diligent effort. When it comes to
growth and development of a child, the idea becomes even more touchy.
Giju Bhai Badheka said, “A child is a complete person who has intellect, emotions, mind
and understanding, has strengths and weaknesses- and has likes and dislikes……… let us
understand the emotions of the child” Gone are the days when a small and tender child used to go
through the tormenting, typical, traditional style of teaching. Now the trend has been changed drastically. A
different scenario we can visualize before us. A proverb says; “Many men, many mind”Accordingly
“many minds” have applied their fabulous creativity to change the traditional concept of teaching children.
Madam Maria Montessori, who was a doctor by qualification and profession at the start of her career,
became one of the greatest pioneers of education of the children of the pre-school age. Her play-way
method, is a blessing for kids like walking in the grace of the God.
A practical, natural, appreciable, lovable concept which renders an aesthetic outlook to children. Its
an innovative concept wherein a teacher is not a teacher but a director or directress. But the question is
how far this concept is being followed in the school and what is the effect of it on teachers and upto what
extent students are learning. And the researcher has decided to conduct a research on the following topic.
STATEMENT OF THE PROBLEM : A Study of the Effectiveness of Montessori’s Concept on Pre-
Primary Teachers of Ahmedabad city
DEFINING THE PHRASES OF THE PROBLEM : Effectiveness: Efficiency, efficacy, potency,
activeness, powerfulness Goodwill’s The little Giant Book of Synonyms & Antonyms by Sam Phillips (Goodwill
publication house New Delhi)
Operational Definition : Effectiveness means a quest or check towards production of the result.
Montessori : Montessori, Maria (1870-1952) An Italian Physician who was an early expert in the field
of cognitive development in young children. She developed schools in Rome, based on particular methods
and instructional materials, that were rapidly replicated across western Europe and the united states.
Montessori Method: An approach to early childhood education developed by Maria Montessori that
emphasizes training of senses through a variety of experiences, exercises, and materials. The instruction is
individualized within the range of available materials.
OBJECTIVES OF THE STUDY
(i) To study the inclination of pre-primary teachers of Ahmedabad city towards Madam Montessori.
(ii) To study the approach of pre-primary teachers of Ahmedabad city towards perceiving training of Early
Childhood Care and Education.
* Assistant Professor, JG College of Education (GUJ. Medium), Gujarat University, Ahmedabad.

(iii) To study upto what extent the pre-primary teachers of Ahmedabad city able to play the role of directress
according to Montessori’s concept.
(iv) To study the pre-primary teacher’s intimate knowledge of the child.
(v) To probe into the fact whether pre-primary teachers of Ahmedabad city has Doctor-cum-scientist-
cum- missionary attributes.
(vi) To see to it that pre-primary teachers of Ahmedabad are really rendering the child a natural growth.
(vii) To study how or in what ways pre-primary teachers of Ahmedabad city providing a suitable environment
for the growth of the child according to his own inner law.
(viii) To study the prominent virtues present in pre-primary teachers of Ahmedabad city for guiding children.
(ix) To get into matter whether pre-primary teachers of Ahmedabad city fulfilling the various theory and
principles of education set by Montessori.
(x) To study the knowledge of teachers regarding Montessori’s life.
LIMITATIONS OF THE STUDY
(1) The study is restricted to Ahmedabad City.
(2) The study is limited to English medium Pre- Primary School only.
POPULATION OF THE STUDY : Here in this study the researcher has very appropriately delimited the
area i.e. to Ahmedabad city and in that also specifically pre-primary teacher and that too of English medium.
SAMPLE SELECTION OF THE STUDY : Researcher has selected Random Sampling Method followed
by Lottery Method. The researcher has covered the all areas of Ahmadabad city. 60 teachers were selected
from the 30 Pre-Primary schools chosen from different areas through random sampling technique. In this
way total 60 teachers were selected as sample whose details is presented in table 1.
Table –1
No. of Teachers from Area wise
Sr.No. Name of the Pre-Primary School No. of Teacher
1 Euro Kids, Naroda, Ahmedabad 02
2 Little Angels School, Krishnagar, Ahmedabad 02
3. Little Angles School, Sardar Nagar, Ahmedabad 02
4. Kidz Kollege Pre Primary School, Bapunagar, Ahmedabad 02
5. Kidzee, India Colony, Ahmedabad 02
6. Euro Kids, Maniagar, Ahmedabad 02
7. TheTree House, Maniagar, Ahmedabad 02
8. Bachpan Play School, Ghodasar, Ahmedabad 02
9. Kidzee, Vatva, Ahmedabad 02
10. Kidzee, Narol, Ahmedabad 02
11. Shanti Juniors, Jodhpura, Ahmedabad 02
12. Euro Kids, Juhapura, Ahmedabad 02
13. Mera Day Care, Vejalpur, Ahmedaba 02
14 Bright Star, Satellite, Ahmedabad 02
15. Red Bricks Junior Preschool, Satellite, Ahmedabad 02
16. Swaym Kids, Vastrapur, Ahmedabad 02
17. Sunsmile Play School, Vastrapur, Ahmedabad 02
18. Toddles Den, Navarngpura, Ahmedabad 02
19. Penance, Naranpura, Ahmedabad 02
20. Butter Fly, Naranpura, Ahmedabad 02
21. Future Stars, Drive In Road, Ahmedabad 02
22. The Young Titans, Drive In Road, Ahmedabad 02
23. Bal Ghar, Ashram Road, Ahmedabad 02
24. Golden Katar KG School, Shahibag, Ahmedabad 02
25. Bachpan Play School, Shaibag, Ahmedabad 02
26. Tinkerbell Pre-School, Usmanpura, Ahmedabad 02
27. MR Rajpura Day Care, Stadim Marg, Ahmedabad 02
28. Vimukti Vishwa Vidhyalaya Gurukulam, Sabarmati, Ahmedabad 02
29. Wonder World, Motera, Ahmedabad 02
30. Little Angels Play Schools, Ranip, Ahmedabad 02
Total 60
RESEARCH METHODOLOGY
Since the study is entire based on education thus it is an educational survey. The researcher tried
level best to apply this method to check the effectiveness of Montessori concept on pre-primary teachers of
Ahmedabad city.
TOOLS
Researcher has employed self made checklist as a tool for the study. It’s a check that how far
Montessori’s concept has been in use as a part of play-way method or it is just safe in books and training
centers.
DATA COLLECTION
For this study the researcher has done some prior homework which includes prepared talk about the
research i.e., the rationale, aims, objectives, and methods of the study and along with this a letter of introduction
from the supervisor. The researcher chose the right time for the approach to various English medium schools.
The researcher met the principal of the respected school and took permission for collecting data from the
pre-primary teachers of their schools. Select only two teachers from respective school With respect to
lottery system, checklist has been distributed for taking responses from teachers by researcher, half an hour
has been allotted to them within which they have to complete. Teachers gave their sincere support and filled
the checklist on the basis of their knowledge and experiences.
ANALYSIS OF DATA
For the collection of the data the researcher selected checklist as a tool. Quantification of data obtained by
the checklist is generally achieved through tabulation and counting. Data have to be converted into proportions
or percentages. It consist of counting of frequencies, calculating percentages and averages and computing
means, medians and coefficient of correlations and when needed.
Table No. 1
Teachers’ responses in percentage
Sr.No A B C D N
Total % Total % Total % Total % Total
1 28 46.67 4 6.67 24 40.00 4 6.67 60
2 36 60.00 10 16.67 14 23.33 0 0.00 60
3 6 10.00 25 41.67 8 13.33 21 35.00 60
4 15 25.00 6 10.00 6 10.00 33 55.00 60
5 11 18.33 45 75.00 1 1.67 3 5.00 60
6 7 11.67 10 16.67 11 18.33 32 53.33 60
7 3 5.00 37 61.67 8 13.33 12 20.00 60
8 47 78.33 12 20.00 0 0.00 1 1.67 60
9 19 31.67 10 16.67 9 15.00 22 36.67 60
10 23 38.33 8 13.33 15 25.00 14 23.33 60
11 18 30.00 1 1.67 27 45.00 14 23.33 60
12 10 16.67 12 20.00 35 58.33 3 5.00 60
13 17 28.33 9 15.00 1 1.67 33 55.00 60
14 13 21.67 41 68.33 5 8.33 1 1.67 60
15 2 3.33 2 3.33 51 85.00 5 8.33 60
16 10 16.67 11 18.33 21 35.00 18 30.00 60
17 6 10.00 6 10.00 33 55.00 15 25.00 60
18 8 13.33 43 71.67 2 3.33 7 11.67 60
19 43 71.67 6 10.00 1 1.67 10 16.67 60
20 40 66.67 3 5.00 9 15.00 8 13.33 60
A B C D
90%
80%
70%
60%
Percentage
50%
40%
30%
20%
10%
0%
1 2 7 11 12 16 20 14 17 18 10 15 19 8 9 13 3 4 5 6
Questions
i ii iii iv v vi vii viii ix x

Objectives
Teacher Responses in percentage as per Objectives

Graph No. 1
OBJECTIVES
i Inclination towards Madam Montessori— Question: 1
ii Training of Early Childhood Care and Education— Question: 2
iii To study upto what extent the pre-primary teachers of Ahmedabad city able to play the
role of directress according to Montessori’s concept— Question: 7
iv Intimate knowledge of the child— Question: 12, 11
v Doctor-cum-scientist-cum-missionary attributes— Question: 16, 20
vi Natural Growth— Question: 14,18, 17
vii Inner law— Question: 10
viii Prominent Virtues— Question: 15, 19
ix Theory and principles of education set by Montessori— Question: 8, 9, 13
x Knowledge regarding Montessori’s life— Question: 3, 4, 5, 6
INTERPRETATION OF DATA : After collecting and analyzing the data, the researcher has to accomplish
the task of drawing inferences followed by report writing. Interpretation refers to the task of drawing
inferences from the collected facts after an analytical and/or experimental study. Interpretation is the device
through which the factors that seem to explain what has been observed by researcher in the course of the
study can be better understood and it also provides a theoretical conception, which can serve as a guide for
further researches. Interpretation has been carried out through tally marks and percentage of the total. The
relative frequencies within the scoring categories and among the categories help the interpreter to decide
the nearest result and impact and effectiveness of Montessori’s concept on pre-primary teachers of Ahmedabad
city the table no. 1 shows results of the analysis which are as follows :
Statement No. 1: While analyzing the score it has been found that out of the total population, for the first
statement 46.67% of teachers have opted for option ‘A’, 40% teachers are in favour of option ‘B’, and
6.67% of teachers are in favour of option ‘C’ and again 6.67% of teachers fall in the category of option ‘D’.
Statement No. 2: While examining it has been observed, for this statement out of the total population 60%
of teachers are highly inclined towards option ‘A’, 23.33% of teachers have chosen to be a part of option
‘C’, only 16.67% of teachers have opted for ‘B’ and no one falls in the category of option ’D’.
Statement No. 3: While interpreting the score it has been found that, for statement 3 out of total population
41.67% of teachers have opted for option ‘B’, 35% of them are in side of ‘D’, 13.33% favours ‘C’, and only
10% are with option ‘A’.
Statement No. 4: While analyzing it has been unravelled that out of total population majority of teachers
i.e., 55% of them are favouring option ‘D’, while 25% belong to ‘A’, and 10% teachers are with option ‘B’
and again 10% are with ‘C’.
Statement No. 5: While interpreting the scores it has been found that for this statement out of total population
an acute projection is towards option ‘B’ i.e., 75% teachers, 18.33% of teachers are with option ‘ A’ , 5%
are with ‘D’ and only 1.67% are found to be fall in category ‘C’.
Statement No. 6: For this statement out of total population 53.33% of teachers have opted for ‘D’, 18.33%
of them opted ‘C’, 16.67% teachers are with ‘B’ and a least amount i.e., 11.67% favours ‘A’.
Statement No. 7: While going through the various option of this statement it has been found that out of total
population 61.67% of teachers are in favour of option ‘B’, 25% of them are with ‘D’, 13.33% of the
teachers are falling in the category of option ‘C’ and only 5% of them are left in with ‘A’.
78.33% teachers are in favour of option ‘A’, 20% of teachers are with option ‘B’, a very less percent of
teachers i.e., 1.67% have opted for ‘D’, and none of the teachers have selected option ‘C’.
36.67% of teachers have opted for option ‘D’, 31.67% of teachers are in favour of option ‘A’, 16.67% have
selected for option ‘B’, and 15% of teachers have chosen option ‘C’.
Statement No. 10: During the examination of scores it has been observed that out of total population
38.33% of teachers are positively with alternative ‘A’, 23.33% of teachers have selected option ‘D’, 25% of
them are in favour of option ‘C’, and 13.33% have gone for ‘B’.
Statement No. 11: While scrutinizing the scores it has been under light that out of the total population 45%
of teachers are showing favouritism towards option ‘C’, an average range i.e., 30% of teachers falls under
the category of option ‘A’, 23.33% of teachers have chosen option ‘D’, and a nominal range 1.67% of
teachers have opted for option ‘B’.
Statement No. 12: While probing into the scores it has been revealed that 58.33% of teachers are inclined
towards option ‘C’, 20% of teachers have chosen ‘B’, 16.67 teachers shows positive response towards
option ‘A’ and only 5% of teachers favour ‘D’.
Statement No. 13: While looking carefully into the scores researcher has noticed that 55% of teachers are
showing an affirmative approach towards option ‘D’, 23.33% responded towards option ‘A’, 15% of teachers
are with ‘B’, and very less teachers i.e., only 1.67% favoured ‘C’.
Statement No. 14: While dealing with scores it has been seen that a steep rise is towards option ‘B’ i.e.,
68.33% of teachers are with it, 21.67% of teachers are partial towards option ‘A’, 8.33% of teachers have
opted ‘C’ as their option, and only 1.67% of teachers are coming under option ‘D’.
Statement No. 15: While plunging into the scores it has been found that an incredulous amount of teachers
i.e., 85% are getting well along option ‘C’, 8.33% of teachers have deviated towards ‘D’, and an equal
ratios of teachers i.e., 3.33% have opted for option ‘A’ and ‘B’ respectively.
Statement No. 16: While investigating the scores an assertive response i.e., 35% of teachers have opted
for option ‘C’, 30% of teachers favour ‘D’, 18.33% of teachers are with option ‘B’, and 16.67% of teachers
are in favour of ‘A’.
Statement No. 17: while diving deep into the scores it has been acquired that out of total population 55%
of teachers have opted for option ‘C’, 25% of teachers preferred ‘D’, an equal ratio of 10% of teachers
have shown response to option ‘A’ and ‘B’ respectively.
Statement No. 18: While examining the scores it disclosed that out of total population that an unbelieving
portion of teachers i.e., 71.67% are bound to option ‘B’, 11.67% are responding to ‘D’, 13.33% favoring ‘A’,
and only 3.33% lies in the range of option ‘C’.
Statement No. 19: While analyzing the scores it has been brought into focus that 71.67% of teachers are
incredibly opting for option ‘A’, 16.67 % of teachers have opted for ‘D’, 10% of teachers are at the side of
option ‘B’, and a nominal amount i.e. only 1.67% of teachers have opted ‘C’ as their option.
Statement No. 20: while interpreting the scores it has been found that out of total population an acute rise
has been found in favour of option ’A’ i.e., of 66.67% of teachers, 15% of teachers have chosen ‘C’ ,
13.33% teachers are inclined towards ‘D’ and only 5% of teachers are subjected to option ‘B’.
FINDINGS OF THE STUDY
(1) Majority of teachers are inspired by Mahatma Gandhi.
(2) A nominal percentage of teachers are in favour of Gijubhai Badheka.
(3) 60% of teachers believe that Early Childhood Care and Education training enhances the way and
method of teaching
(4) 23.33% of teachers have strongly believed that it is a naturalistic, pragmatic, idealistic, rationalistic
and humanistic approach.
(5) Majority of teachers have a positive attitude towards perceiving training of Early Childhood Care
and Education.
(6) An average population of teachers know the birth place of Montessori, which shows the lack of
knowledge about Montessori.
(7) Lack of knowledge about Montessori can be observed.
(8) Majority of teachers (75%) have a misconception that after Montessori’s schooling,
(9) Only 16.67% of teachers know how cleverly she signed herself as M. Montessori to get admission
in medical college because during those days females were not allowed for medical profession.
(10) Majority of teachers i.e. of 61.67% prefer to play with children. It shows that they also enjoy with
the children.
(11) Only 13.33% of teachers feel to guide children while they play according to Montessori concept that
means only this much percentage of teachers follow or play the role directress.
(12) Majority i.e. 78.33% teachers opted for 25-30 students per class. They may strongly feel that
individual attention can be given more in a small class.
(13) Teachers do not know that Montessori’s Didactic apparatus absolutely neglect the training of
imagination.
(14) Teachers are highly believe in forming habits and as such in keeping children under restriction .
(15) Very less teachers are found to be incline towards the development of child according to his/her
own inner law.
(16) Highly educated can’t reach to the level of child or might not be undergone through the training of
Early Childhood Care and Education.
(17) Teachers are unconcerned of the scientific term ‘paedometer’.
(18) Majority of teachers (55%) feel fairy tale increases the imaginative power. May be this much
percentage of teachers have very critical outlook or critical thinking.
(19) Majority of teachers say that children choose the play activity according to their own will. It is good
that teachers feel the importance of natural growth.
(20) 85% of teachers prefer to say ‘keep quite’. It is good that atleast they have enough patience to hold
themselves back from beating the children.
(21) Teachers can be considered to come under the aspect of Doctor –cum-scientist-cum-missionary
attributes.
(22) Teacher are in favour of natural growth of the child. which occur will be suppressive which is also
true according to Montessori’s concept.
(23) Teacher have dynamic attitude towards development of child thus they prefer the modern concept.
(24) Majority of teachers (71.67%) have opted that “I must grow and allow the child to grow”. Here the
very practical approach of the teachers can be felt, that they also want to grow along with the
children
(25) Only 13.33% of teachers are in favour of Doctor-cum-scientist-missionary.
CONCLUSION : ‘Curiosity’ is such a term that takes the man from one end to other end but his eyes are
always curious to know that what is beyond that end also. It’s same as when one gazes at the horizon he
feels that may be somewhere earth and sky are meeting and to find that out he goes on and on. Research is
also a curiosity, a quest towards truth, that how far the existing truth is truth. For the time being, it can be
considered this particular study has ended but it has ended on few papers then too it has left some imprints
to follow more in research by providing new areas for a march toward world class standards.
This research doesn’t end here but a projection of one of the concepts which has enabled the
Montessori concept in our schools; it also enlightens the pre-primary teachers towards the work of philosophers
and educationist. So that their works may get highlighted. Teaching them with these principles and implementing
them will surely help us to reach a new level for reform & innovations in Education.
Refrences :
Aggarwal, J.C., Gupta, S. Early Childhood Care and Education Principles and practices, Delhi : Shipra
Publications, 2007.
Bhatia Kamala, Bhatia B.D. The Principles and Methods of Teaching, New Delhi : Doaba House, 2003.
Sankhala, D.P. Research Methodology in Education, New Delhi : Adhayayan Publishers, 2007.
Sharma Ritu, Educational Research and Statistics, New Delhi : Alpha Publication, 2007.
Sharma, S.R. Problems of Educational Research, New Delhi : Anmol Publications, 2007.
Swaroop Saxena, N.C., Philosophical and Sociological Foundation of Education, Meerut : R.Lall
Book Depot, 2004.
Zina O’ Leary, The Essential Guide to Doing Research, New Delhi : Vistaar Publications, 2005.
PRESENT STATUS OF GUJARATI LANGUAGE TEACHING
IN SECONDARY SCHOOLS OF SOUTH GUJARAT
Dr. D. M. Gamit *
ABSTRACT
Gujarati language can be saved in its proper form if Guajarati language teaching proved to be
effective at the secondary level and students understand its importance and create awareness towards
their mother tongue. In this research paper the investigator had thought to research related to the
present status of Gujarati language teching at secondary level.
1.1 Introduction
If human being had no language, expression would be impossible. Each animal utters sound and it is
the ability gifted by God. Man applies sounds in the form of vocal symbols and expresses abstract emotions
concretely, which we call the ‘language’. Sanskrit word ‘Bhash’ means to speak. So many definitions of
language are found. E. S. Strutevent had given clear definition of language. According to him..
“A language is a system of arbitrary vocal symbols by which members of a social group co-operate
and interact.”
Many social groups take co-operation with the help of arbitrary vocal symbols. As a result of this
fact, the language was born. The invasions from regional as well as foreign people are continued so the
existence of the mother tongue is in danger. Foreign means the attack of English language and regional
means regional and vernacular language spoken in that particular state. If we think over this issue, the
mother tongue can be preserved in its original form. The institutions like Gujarati Sahitya Parishad, Gujarati
Sahitya Academy and Gujarat Vidyapith try their best for the existence of Gujarati language.
With above view point, the investigator had thought to research related to the present status of
Gujarati language teching at secondary level. Gujarati language can be saved in its proper form if Guajarati
language teaching proved to be effective at the secondary level and students understand its importance and
create awareness towards their mother tongue.
1.2 Statement of the problem
The title of the study is..
“Present Status of Gujarati Language Teaching in Secondary Schools of South Gujarat”
1.3 Importance of the study
This study focuses on the present status of Gujarati language teaching in the secondary schools of
the South Gujarat. Importance of the study will become more fruitful if the teaching work is done according
to the present real situation in schools. The study will be also useful to solve the problems related to Gujarati
subject. The directions and suggestions for Gujarati language teaching will be available with the help of this
study.
The study will be useful to teachers, students, makers of the curriculum, and administrators of the
Gujarati subject. It will be also useful for effective teaching with suitable teaching methods, producing
teaching aids and making teaching of Gujarati subject more interesting and effective. This study will provide
guidance to the researchers and syllabus constructors of Gujarati subject.
Due to globalization, this study will present the real picture of teaching of Gujarati subject. If the
study is proved to be helpful to satisfy the needs of Gujarati subject, it will be of more importance. If this
study provides guidance to make Gujarati language teaching solid, the investigator will feel to be satisfied
himself.
1.4 Objectives of the study
Each research has some objectives within it. Objectives are like breathing air of any research. The
following objectives were decided for this study.
(1) To obtain the opinions of teachers related to objectives and achievements of Gujarati language.
(2) To obtain the opinions of teachers related to curriculum and text book of Gujarati language.
(3) To obtain the opinions of teachers related to availability and use of TLMs for Gujarati language in
the secondary schools of South Gujarat.
** I/C Principal at Government B.Ed. college Kachhal, Ta.- Mahuva, Dist.- Surat.
(4) To obtain the opinions of teachers related to in service training given to teachers of Gujarati language
in the secondary schools of South Gujarat and its effectiveness.
(5) To obtain the opinions of teachers related to various activities for Gujarati language in the secondary
schools of South Gujarat.
(6) To obtain the opinions of teachers related to facilities of reference books in libraries for Gujarati
language in the secondary schools of South Gujarat.
(7) To know the opinions of teachers in relation to teaching methods and techniques used by teachers to
teach Gujarati language in the secondary schools of South Gujarat.
(8) To know the opinions of teachers in relation to homework given for developing habits of assignments,
reading and practice of Gujarati language in the secondary schools of South Gujarat.
(9) To know the opinions of teachers in relation to problems aroused during the teaching of Gujarati
subject in the secondary schools of South Gujarat.
(10) To know the opinions of teachers in relation to love of teachers towards teaching of Gujarati language
and mother tongue in the secondary schools of South Gujarat.
(11) To know the opinions of teachers in relation to teaching Gujarati language and its usefulness in the
secondary schools of South Gujarat.
(12) To know the opinions of teachers in relation to evaluation and results of Gujarati subject in the
secondary schools of South Gujarat.
(13) To collect the information of the present status of Gujarati language from students of the secondary
level studying in the secondary schools of South Gujarat.
(14) To collect the information of the present status of Gujarati language from lecturers of Gujarati
subject and experts engaged to provide training to the teachers of Gujarati subject in the secondary
schools of South Gujarat.
(15) To collect the information of the present status of Gujarati language from the principals, observers
and the investigator himself by observing the teaching of Gujarati subject in the class rooms.
1.5 Questions of the study
(1) How are the opinions of teachers related to objectives and achievements of Gujarati language?
(2) How are the opinions of teachers related to curriculum and text book of Gujarati language?
(3) How are the opinions of teachers related to availability and use of TLMs for Gujarati language in
the secondary schools of South Gujarat?
(4) Which kinds of opinions do the teachers have in relation to in service training given to teachers of
Gujarati language in the secondary schools of South Gujarat and its effectiveness?
(5) Which kinds of opinions do the teachers have in relation to various activities for Gujarati language in
the secondary schools of South Gujarat?
(6) What are the opinions of teachers related to facilities of reference books in libraries for Gujarati
language in the secondary schools of South Gujarat?
(7) Which characteristics do teaching methods and techniques used by teachers to teach Gujarati language
have in the secondary schools of South Gujarat?
(8) What are the opinions of teachers in relation to homework given for developing habits of assignments,
reading and practice of Gujarati language in the secondary schools of South Gujarat?
(9) What are the opinions of teachers in relation to problems aroused during the teaching of Gujarati
subject in the secondary schools of South Gujarat?
(10) What are the opinions of teachers in relation to love of teachers towards teaching of Gujarati
language and mother tongue in the secondary schools of South Gujarat?
(11) What are the opinions of teachers in relation to teaching Gujarati language and its usefulness in the
secondary schools of South Gujarat?
(12) What are the opinions of teachers in relation to evaluation and results of Gujarati subject in the
(13) How is the present status of students of Gujarati language of the secondary level studying in the
(14) Which information of the present status of Gujarati language was collected from lecturers of Gujarati
subject and experts engaged to provide training to the teachers of Gujarati subject in the secondary
schools of South Gujarat?
(15) Which information of the present status of Gujarati language was collected from the principals,
observers and the investigator himself by observing the teaching of Gujarati subject in the class
rooms?
1.6 The scope and limitation of the study:
The area of any research is extremely wide. Considering this fact, this study has some limitations
like other researches. Such limitations depend on geographical situations, the sample selected for study,
collected data and objectives of the study.
The limitations of this study are stated as below.
· This study had been made limited for 15% secondary schools in the South Gujarat area.
· To collect data, questionnaire for students, opinionnaire for teachers, interview sheet for experts
and college lecturers teaching Gujarati subject and observation sheet for principals, observers and
the investigator himself are used.
· Randomly sampling method was used to select schools for data collection.
· The statistical analysis of this study has been limited to decide percentage, average score, chi-
square value priority etc. Beside this, it has been also limited to generalization of qualitative
information.
1.7 Construction of the tools for the study
Some tools are required to collect the data for any research. They are called the ‘Research Tools’.
Success or failure of any study depends on validity of the collected data and the data depends on
construction of the tools. So the tools should be reliable and valid.
According to objectives, the following tools were constructed for this study.
An opinionnaire was constructed to collect information from the teachers teaching Gujarati subject
in the secondary schools.
A questionnaire was constructed to collect information from students studying in the secondary
schools.
An interview sheet was prepared for interviewing thecollege lecturers and experts giving training of
Gujarati subject to the secondary teachers in colleges and schools of South Gujarat.
An observation sheet was prepared for the principals, observers and the investigator to observe
teaching of Gujarat subject in class rooms.
1.8 Population and sample for the study
1.8.1 Population
“Universe means all the responders. Population means a part of the universe, the way by which the
researcher enters in.”
This study is aimed to observe the present status of Gujarati language in the secondary schools of
South Gujarat.
The detail of the district wise number of schools of South Gujarat is mentioned in table – 1.1
Table – 1.1
District wise number of schools of South Gujarat
No District of South Gujarat Total schools
1 Narmada 68
2 Bharuch 242
3 Surat 459
4 Navsari 157
5 Valsad 170
6 Dang 26
7 Tapi 87
Total 1209
1.8.2 Method of selection of the sample
“A sample is a small part or small size selected from the population with a view to study.”
The investigator had selected 15 % Gujarati medium schools from each district of the South Gujarat.
The data was collected from teachers teaching Gujarati subject in those schools. Out of those 15% schools,
one class for each std. VIII, IX and X was selected using randomly sampling method and data was also
collected from the students studying in those classes.
The investigator had also personally visited the lecturers of Gujarati subject of the colleges and the
experts of Gujarati subjects engaged to provide training to the secondary teachers and collected information
from them.
The investigator had visited the selected secondary schools to know about the status of Gujarati
language and observed the teaching of the teachers with the principals and observers.
1.9 The Method of Data Collection
Tools are important for any research but the method of the data collection is equally important. Even
if tools are constructed accurately and scientifically, the collection of the data is not done scientifically then
the validity of that research will be in danger. The investigator had sent the opinionnaire to the teachers
teaching Gujarati subject personally as well as by post in schools included in the sample and collected them
in the fixed time period from them. The questionnaires were given to students personally in those schools by
the investigator himself. The investigator had also personally visited the lecturers of Gujarati subject of the
colleges and the experts of Gujarati subjects engaged to provide training to the secondary teachers and
collected information from them. The investigator had visited the selected secondary schools to know about
the status of Gujarati language and observed the teaching of the teachers with the principals and observers.
1.10 The Method of Data Analysis for the study
To analyze the opinions collected from the teachers of Gujarati subject from 15% schools of the
South Gujarat, chi-square value (x2) for each statement was calculated. The following formula was followed
to find out chi-square value (x2).
Where fo = Observed value

Fe = Expected value
å = Total
The percentage of agreed and disagreed responders towards statements in the opinionnaire was
found out. The average score for each statement was calculated and the priority of the statements was
decided.
The qualitative information was in the form of general information of teachers and open answer
questions. It was generalizes, analyzed and then interpreted.
The data collected from students at secondary level was in the form of answers filled in the
questionnaires. That qualitative data was also analyzed.
The qualitative information was collected from the lecturers of Gujarati subject of the colleges and
the experts of Gujarati subjects engaged to provide training to the secondary teachers. It was generalizes,
analyzed and then interpreted.
The data was collected from the principals, observers and the investigator by observation teaching
of Gujarat subject in class rooms. The information was collected in the observation sheets. It was generalizes,
analyzed and then interpreted.
1.11 Major conclusions of the study
1.11.1 The conclusions of the data of the opinionnaire for the teachers of Gujarati language.
(1) The conclusions related to objectives of Gujarati language teaching and its out put.
1. The teachers were seemed giving introduction of author, his other creations and the type of literature.
2. The teachers were seemed reciting the poem and providing enjoyment of the poetry.
3. The teachers were seemed giving knowledge of prose, poetry and grammar included in the respected
content to the students.
4. The teachers were seemed reading the language with proper speed, pause, stress and rhythm and
inspiring students to express with correct pronunciations.
5. The objectives of the language learning of std. VIII, IX and X were found the teachers appropriate
for the age and level of students.
(2) The conclusions related to syllabus and text book of Gujarati subject.
1. The teachers had found that equal importance was given to all three parts – prose, poetry and
grammar.
2. They also had found that objectives of teaching mother tongue were mentioned in the syllabus for
guidance.
3. They had expressed their opinion that the syllabus was created to fulfill the skills of reading and
writing.
4. Modern literature is included in the text book so they believed that the syllabus was modern.
5. It was seemed that prose and poetry included in the in the syllabus represented various forms of
literature.
(3) The conclusions related to teaching aids and their availability for Gujarati language teaching.
1. Most of the teachers were found using chalk boards while teaching in the class rooms.
2. Most of the teachers had taken the text book as the most useful friend for language teaching.
3. Most of the teachers were found studying available magazines in the schools.
4. Most of the teachers were found using dictionaries for preparation of their subject.
5. Most of the teachers were found using reference books.
6. Most of the teachers were found using teachers handbooks for guidance of teaching.
(4) The conclusions related to Gujarati language and inservice training.
1. Feedback was found much necessary after the in-service training.
2. Information of new and latest trends was obtained in the in-service training.
3. It was felt that self learning activities should be give n to students during in-service training for
teachers.
4. In-service training was to be proved useful for quality education.
5. Lack of management was found in the in-service training programmes.
(5) The conclusions related to Gujarati language and various activities.
1. The teachers were found providing activities of essay writing.
2. The teachers were found providing activities of poem recitation and prose reading.
3. The teachers were found providing activities of letter writing, dictation and elaborating the ideas.
4. The teachers were found arranging activities like reading of great thoughts and news in the class
rooms and in the prayer assembly.
5. The teachers were found arranging elocution competitions, in schools.
6. The teachers were found providing activities of dictation.
7. The teachers were found providing activities of story telling by students in the class rooms.
8. The teachers were found providing guidance for independent writing to students.
9. The teachers were found arranging good hand-writing competitions in schools.
10. The teachers were found arranging correct spelling competitions in schools.
11. Very less planning of meeting with poets was found.
12. The teachers had not inspired the students for preparing hand written issues.
(6) The conclusions related to Gujarati language and related literature.
1. The teachers were found inspiring the students to read news papers and magazines.
2. The teachers were found explaining the students the techniques of using a dictionary and an
encyclopedia and their usage.
3. The teachers were found studying latest magazines.
4. The teachers were found studying reference creations and discussing it among students in the class
rooms.
5. The reference books were to be proved useful to satisfy the interest of reading to students.
(7) The conclusions related to teaching methods of Gujarati language.
1. Most of the teachers were found using the question-answer method to discuss the content.
2. Most of the teachers were found asking questions to check the understanding to students and
involved them in discussion.
3. Most of the teachers were found inspiring the students to prepare project work related to content.
4. Teachers had used lecture method also to discuss the content
5. Teachers were using inductive-deductive method while teaching grammar.
6. Teachers were using Group Discussions and Seminars Method for writing essays.
(8) The conclusions related to assignment work and Gujarati language teaching
1. The teachers were found giving assignment keeping the good characteristics of assignments in
mind.
2. The teachers were trying to create the atmosphere for students where they do assignment work
with great enthusiasm.
3. It was found that they explained to students how to do assignment work.
4. Students were found eager for assignment work.
5. Less awareness was found for fixed time table and remedial work after evaluation of assignments.
6. The teachers believed that assignment work was a burden on the students.
(9) The conclusions related to problems of Gujarat language teaching
1. The teachers were found explanation about palatal and dental letters to improve pronunciations.
2. The students coming from primary level were found weak in Gujarati language.
3. Many spelling mistakes were found in writing of students.
4. Mistakes in pronunciations were also found.
5. The teachers had found it difficult to finish the teaching of syllabus of Gujarati language with the all
activities within the fixed time period.
6. Lack of time was faced by teachers in examining the assignments of students.
(10) The conclusions related to Guajarati language teaching and its usefulness in life
1. It was found that value oriented thoughts of life could be attained by Gujarati language.
2. Interaction of most of the teachers was found in Gujarati language.
3. The teachers were found teaching in a way that students would be able to use the language in the
schools.
(11) The conclusions related to Gujarati language teaching and love towards mother tongue
1. Most of the teachers were found interested in reading literature.
2. Teachers were aware of spellings.
3. Teachers were found explaining the implied meaning of poems after recitation.
4. Teachers were found interested in teaching grammar.
5. Students were found interested in learning of prose lessons.
6. Less interest was found in creations of poems among the teachers.
7. Teachers were not found writing articles about enjoyments of poems in magazines.
(12) The conclusions related to evaluation of Gujarati language
1. It was seemed that the present system of examination was in written form and measured only
memory of students.
2. Such examination led the students for cramming.
3. The teachers had agreed with the fact that the present evaluation system followed the fixed system
decided by the education board.
4. It was cleared that the time allotted to evaluation was very limited.
5. It was also felt that the originality of students could be developed by such exams.
1.11.2 The conclusions related to open answer questions
1. Teachers were found using teaching aids like chalk board, charts, pictures, tap recorders and
computers.
2. Teachers had given some suggestions e.g. the selection of experts should be done properly for in
service training. The expert should teach an activity class using teaching aids and a test should be
arranged.
3. Teachers were found arranging activities like projects on authors, pronunciation tests, essay
competitions, elocution competitions, poem recitation, group reading, group discussions, story
competitions, spelling competitions, dramatization of prose lessons etc.
4. Teachers were using dictionaries.
5. Teachers were found using lecture method, group discussion and questioning techniques.
6. Teachers had suggested including interesting prose and poems and items which were useful to life.
7. Teachers had emphasized on oral expressions by students.
8. Teachers had mentioned some problems like mistakes in spellings and pronunciations and dislike
towards language.
9. Teachers had emphasized on correct pronunciations and the seminars by experts of language.
10. Teachers had also emphasized on writing skill, spelling correction, detailed study of grammar and
objective type of questions for better result.
11. Teachers had emphasized on oral expression while evaluating the students.
12. Teachers had regarded the exams as the test of memory.
13. Teachers had suggested to allot marks to oral expression of students.
14. Teachers had suggested to evaluate the students properly in which the marks of bad hand writing
and incorrect spellings should be cut off.
15. Teachers were found giving importance to lectures and seminars on literature to keep the Gujarati
language alive in the present situation.
16. Teachers had also emphasized on the knowledge of national as well as international language with
the knowledge of the mother tongue.
1.11.3 The conclusions related to data collected from students studying at the secondary level
(1) The conclusions related to data collected from students of std VIII about the present
status of Gujarati language teaching
1. Variety was seen in the presentation of the content.
2. More effective presentation was found in the content of short story ‘Anjalpani’
3. The writing was not found in the straight line and there were spelling mistakes also.
4. The introduction of the author was related to the text book.
5. Students were found less familiar with modern literary persons.
6. Students were found more familiar with folk songs.
7. Activities like essay writing competitions, story writing competitions, elocution competitions, poem
recitation competitions, completing lines of the poem, maxim reading competitions, etc. were found
on wide basis.
8. Most of students had mentioned Navneet, Essay books, Apekshits and Assignment books as reference
books.
9. Students were found more interested in poems and stories.
10. Students were found less interested in points of grammar.
11. Students were seen using Gujarati language at home, schools, friend circle and in village.
12. Students had suggested to use more essay type questions.
(2) The conclusions related to data collected from students of std IX about the present status
of Gujarati language teaching
2. More effective presentation was found in the content of short story ‘Jivram Bhatt Jamva Betha’
3. The better presentation of ‘Itihas nu ek panu’, Govindo pran hamaro re’, ‘O vrajnari’, ‘Santo!
Amere vahevariya’ was found.
4. The better explanation of one act drama, sonnet and folk song was given.
5. Students were found more familiar with Narsinh Mehta and Dalpatram.
6. Students had mentioned the activities like essay writing competitions, elocution competitions, hand
writing competitions, singing competitions, project work, quiz and report writing.
7. Most of students had mentioned Navneet, Essay books, Apekshits and Assignment books as reference
books.
8. Students were found more interested in poems and stories.
9. Students were found less interested in points of grammar.
11. Students felt that the mother tongue was easier to speak, write and understand.
12. Students had suggested more optional questions.
(3) The conclusions related to data collected from students of std X about the present status
of Gujarati language teaching
2. More effective presentation was found in the content of short story ‘Chhakado’
3. The better presentation of ‘Sur paneshvar’, ‘Sona na vriksho’, ‘Prithvi vallabh’, ‘Chakshu shrava’,
trees, women education and time table was found.
4. The better explanation of sonnet and gazal was given.
5. Students had mentioned Ramayana, Mahabharat, books on Swami Vivekananda, Gandhiji and
grammar, Prerna nu zarnu, Gujarati assignment book, news papers, stories of Akbar-Birbal, English-
Gujarati Dictionaries etc as reference books.
6. Students had mentioned that the activities like poem recitation, essay writing, story telling and
dramatization of prose lessons etc. were arranged.
7. The activities like writing similar words, reading by the teachers, question-answers, grammar and
assignments were felt uninterested by the students.
9. Students had mentioned that Gujarati language was theirs own and all the communications was
done in Gujarati language.
10. Students were of opinion that the questions should be essay type.
1.11.4 The conclusions based on Interview sheet collected from experts engaged in training of
Gujarati subject and lecturers of Gujarati subject in the colleges of South Gujarat
1. Teachers should be equipped with the knowledge of his subject.
2. Teachers should use reference books and teaching aids keeping latest trends in centre.
3. Teachers should teach using examples from present context.
4. Teachers should arrange various activities of language teaching.
5. Teachers should emphasize on pure language and correct pronunciations.
6. The expert had found that the syllabus of Gujarati subject at secondary level was according to age
and levels of the students.
7. Teachers should emphasize on improvement of hand writing and spellings to make Gujarati language
teaching more qualitative.
8. Teachers should arrange the activities by which the skills of reading, writing and listening can be
developed to achieve the objectives of Gujarati language teaching.
9. More importance to practical work should be given during in service training.
10. In service training should be arranged among small groups.
11. Those experts who had innovative teaching methods should be selected.
12. Teachers should teach using stories and songs to create interest towards Gujarati language.
13. Prose lessons should be taught using dramatization and group discussions.
14. Internet should be used by the teachers.
15. More mistakes in pronunciations, spellings and grammar were found among students.
16. Continuous Comprehensive Evaluation system should be implemented for evaluation.
1.11.5 The conclusions based on observation of teaching of Gujarati subject by Principals,
Observers and the Investigator
1. The teachers were found using various techniques while introducing the lesson.
2. The teachers were found providing information about the author, his creations, type of literature and
the origin of the creation.
3. The teachers were found using various teaching aids.
4. The teachers were found arranging various activities in the class rooms.
5. The teachers were found filled with self confidence and they had mastery over various skills.
6. The questions by teachers were found appropriate.
7. Class interaction of teachers was found better.
8. Teachers were trying to give assignments to check understanding of students according to the
content.
9. The teaching work of teachers was found proper to achieve the objectives of language teaching.
BIBLIOGRAPHI
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WEBSITES
· www.gujarateducation.gswan.in
· www.gujarateducation.gswan.in/deo/surat/about.htm
· www.gujarateducation.gswan.in/deo/surat/contact.htm
· www.gujarateducation.gswan.in/deo/surat/edu.htm
· www.gujarateducation.gswan.in/matrixgride/index.htm
ATTITUDE TOWARDS COMPUTER EDUCATION AMONG SENIOR
SECONDARY SCHOOL STUDENTS
Dr. Lalit Mohan *
Mrs. Sumit Sharma **
Abstract
Computer education provides a teaching medium that can result in more effective learning which
is based on the concept of child centered learning. Computers in education bring qualitative improvement
in teaching-learning process and help to raise standards. Utilization of computers has brought expansion
of educational facilities in the light of man-power needs and in quality of educational opportunities. The
use of computers on the part of students can enhance learning through various ways such as simulations,
drill games, word processors, data bases, spread sheets, specific professional software packages, internet
surfing, e-mail, etc. Seeing the era of computers, more exposure must be given to application software
through which students can do the given assignments as per need instead of using readymade application.
Therefore, the time is ripe to consider seriously the importance and role of computers in education
system at school level. The utilization of the potential of computers in schools depends on the positive
attitude of students and teachers towards computer education. Positive attitude towards computers not
only enhances computer literacy level among students but also make them develop positive attitude
towards other subjects of study in their classrooms. The development of positive attitudes depends on
personal factors such as gender, locality and subjects of study which are influenced by socio-cultural
factors as supported by previous studies in the field of ICT education. Therefore, researchers had tried
to study the effect of locality, gender and stream of study on the attitude towards computer education
and gave suggestions, on the basis of inferences, to remove the disparities in students’ attitude towards
computer education.
Introduction :
There is a concrete role of computers in society and schools. It is discussable about bringing to
educational change through computer developments. Computers provide work speed, work efficiency, work
power and removal of human error from work activities. The computer as productivity tool and instructional
technology has great role in education (Usun, 2004). Computer through its electronic information sources
offers today’s students various opportunities different from their predecessors. The information required
can be delivered from the most appropriate source to the users, the user can re-specify his or her needs
dynamically and the information is obtained when it is wanted that has become ‘just in time’ than ‘just in
case’. Consequently, the user selects only the information needed to clarify the specific query and finally the
information is only stored on the users’ wish. Computer based electronic information; therefore, provide a
number of advantages over traditional print based sources. The electronic web-based information sources
are often faster than consulting print indices. They open up the possibility of searching multiple files at one-
time, a feat accomplished more easily than when using printed equivalents. Computer education has several
unique characteristics that lead many educational researchers and practitioners to regard it as a potential
tool for improving teaching and learning. For instance, the World Wide Web provides a media-rich environment
for teachers and learners to access vast resources and it supports synchronous and asynchronous
communication which overcomes time and spatial constraints of learning (Tiene and Ingram, 2001).
The students’ ability to find and retrieve information effectively is a transferable skill to be useful in
future life as well as enabling the positive and successful use of the computers-based resources in learning
at school. Yu et al (2010) claimed that web-based instruction has the potential to enhance and sustain the
learners’ skills. It improves the students’ ability to identify the essential information and the capacity to use
the concepts they have learned and those they have not yet learned is improved.
Computers facilitate learning at large and intend to provide immediate feedback, stimulate students’
through simulations, motivate students towards the task, perform experiments and do animation for better
understanding of concepts. In view of this, Spaulding (2008) felt the need of advanced and effective integrated
technology into the classroom teaching and learning at school level. On the integration of information and
communication technology (ICT) into schooling, NCERT acknowledged the pedagogical rationale behind
* PGT (English) Deptt. of Higher Education (H.P.)

** Assistant Professor (Education)Deen Dayal Upadhyaya B.Ed. College Mehre Dist.Hamirpur (H.P.)
this integration and brings to the fore its manifold implications with respect to large scale introduction of ICT
in schools. In order to make computer education meaningful and purposeful tool in the hands of students, the
National Curriculum Framework For School Education (NCF, 2005) pleads for adequate infrastructure
facilities, children’s access to computer resources, professional development opportunities for teachers,
development of appropriate curriculum models and pedagogy that make best use of ICT facilities and
availability of appropriate learning material in support of computer education.
In India, computer aided education at the primary stage was allowed as an innovative activity under
the District Primary Education Programme (DPEP) since 1995. Such a provision still exists under Sarva
Shiksha Abhiyan (SSA) at elementary level and Rshrtiya Madhyamic Shiksha Abhiyan at secondary level.
However the quality is uneven and the entire effort lacks a sense of direction and purpose and a clear
understanding of the future course of action (Rahman and Jhingran, 2005). The main constraints to adoption
of computers in teaching and learning are not primarily technical but are organizational and social in nature.
Chanlin et al (2006) have identified four factors that influence use of technology in creative teaching are
environmental, personal, social and curricular. These factors are in congruence with Hung and Koh’s (2004)
socio-cultural dimensions i.e., school structure, teacher beliefs and classroom dynamics.
In one of the study, Papestergiou (2008) indicated that undergraduate students had moderate
familiarity with computer and internet use. Though the students felt self-efficacious towards computers and
internet yet their computer and internet self-efficacy was not high. Another study by Romero and Marin
(2010) surveyed the use of information and communication technology among students and concluded that
students seem not to use ICT tools widely because they have not been trained in the use of ICT tools to
access, manage, analyse, evaluate and select effectively both information and data in the process of knowledge
construction.
One of the factors in the successful implementation of computers in the classrooms is users’
acceptance which in turn might be greatly influenced by users’ attitudes (Kilic, 2001). It was held by Chen
(2008) that positive attitude of both students and teachers had led to an increased demand for more computer
based technologies and they held positive attitude towards the usage of computer technology and internet as
both an instructional and a learning tool.
The govt. of India has planned to take greater input of computer technology in education now-a-
days. The country is becoming favourable for the use of computers at school level on account of the
increasingly reduced cost of computer hardware coupled with the availability of trained software professionals.
The state govt. of Himachal Pradesh has also introduced the computer education in school curriculum as an
optional subject entitled Information Practices (IP) course. The basic purpose of introducing this subject is
to make the students able to use computers effectively in their learning. At senior secondary level, it is
aimed at enabling the students to acquire keyboard skills and to make them able to know various basic
window programming along with development of skills to access web-based applications. The acquisition of
these skills is possible due to favouable attitude towards computers education. In view of this, the present
problem was selected for study.
Statement of Problem : Attitude towards computer education among senior secondary school students.
Objectives: The objectives of the study are as given below:
1. To study the effect of locality, gender and stream of study on the attitude towards computer education
among senior secondary school students.
2. To study the interactional effect of locality and gender, locality and stream of study, and gender and
stream of study on the attitude towards computer education among senior secondary school students.
3. To study the triple interactional effect of locality, gender and stream of study on the attitude towards
computer education among senior secondary school students.
Hypotheses : The hypotheses of the study are as given below:
1. There is no significant effect of locality on the attitude towards computer education among senior
secondary school students.
2. There is no significant effect of gender on the attitude towards computer education among senior
3. There is no significant effect of stream of study on the attitude towards computer education among
senior secondary school students.
4. There is no significant interaction of locality and gender with regard to attitude towards computer
education among senior secondary school students.
5. There is no significant interaction of locality and steam of study with regard to attitude towards
6. There is no significant interaction of gender and steam of study with regard to attitude towards
7. There is no significant interaction of gender, locality and steam of study with regard to attitude
towards computer education among senior secondary school students.
Method : The survey method under descriptive method of research was used by the investigators in the
present study.
Population and Sample : In the present study, the students of class 10+1 and 10+2 of govt. senior secondary
schools of district Hamirpur (H.P.) comprised the population of study. To conduct a survey study, a
representative sample of the population is required to be selected. Thus, a sample is selected by following a
specific sampling technique. In the present study, a sample of 500 students was selected, using simple
random sampling technique, from 14 govt. schools of district Hamirpur (H.P.).
Research Tool : The instrument used to collect data about the research is known as research tool. For
collecting the data in the present study, ‘Selwyn’s Computer Attitude Scale For 16-19 Education’ was used.
The scale consists of 21 items in which 11 items are of negative and 10 items are of positive nature which
are to be rated on 5-Point Likert type scale. The scale was found to have an internal reliability co-efficient
(0.90), test-retest reliability (90.93) and significant construct validity (p<0.01).
Statistical Technique Used : Data collected were further analysed by using the statistical technique of
analysis of variance (ANOVA). In the present study 2X2X3 factorial design was used. The 2X2X3 factorial
design consisted of two levels of locality (rural and urban), two levels of gender (male and female) and three
types of stream (science, arts and commerce). Further, t-test was used in case of significant F-value to test
the separate pair-wise differences.
Analysis and Interpretation of data : The means of attitude towards computer education with respect
to locality, gender and stream of study are given in table 1 as below:
Table 1
Means of Attitude towards Computer Education in relation to Locality, Gender and Stream of Study
Gender Male Female Total
Mean
Locality Science Arts Commerce Science Arts Commerce
Rural 82.33 74.36 78.90 83.93 78.66 81.26 79.90
Urban 83.36 78.56 80.86 85.46 78.50 81.46 81.36
Total Mean 82.84 76.46 79.88 84.69 78.58 81.36 80.63
From the means of attitude towards computer education score of secondary school students F-
values were calculated in order to study the main and interactional effects of factors such as locality, gender
and stream of study. The summary of results is given in table 2 as under:
Table 2
Summary of ANOVA : Attitude towards Computer Education in Relation to Locality, Gender and Stream
of Study.
Source of Variation SS df MS F
Locality 220.90 1 220.90 5.48*
Gender 266.95 1 226.95 6.62*
Stream 2387.73 2 1193.86 29.64**
Locality x Gender 96.10 1 96.10 2.38
Locality x Stream of Study 10.21 2 5.10 0.13
Gender x Stream of Study 10.00 2 5.00 0.12
Locality x Gender x Stream of Study 78.21 2 39.10 0.97
Error Variance 14016.26 348 40.27
Total 17086.38 359
*Significant at 0.05 level of significance
**Significant at 0.01 Level of significance
MAIN EFFECTS
Table 2 reveals that the calculated F-value for the main effect of locality on attitude towards computer
education for df 1 and 348 came out to be 5.48 which is significant at 0.05 level of significance. Therefore,
Ho1 was rejected. From this it is evidently clear that there is a significant effect of locality on the attitude
towards computer education and the students from urban areas have statistically higher mean (M=81.36)
attitude score than that of students from rural area (M=79.90). Thus, the urban area senior secondary
students have high attitude towards computer education than that of rural area senior secondary students.
Table 2 reveals that the calculated F-value for the main effect of gender on attitude towards computer
education for df 1 and 348 came out to be 6.62 which is significant at 0.05 level of significance. Therefore,
Ho2 was rejected. From this it is evidently clear that there is a significant effect of gender on the attitude
towards computer education and the female students have statistically higher mean (M=81.54) attitude
score than that of male students (M=79.72). Thus, the female senior secondary students have high attitude
towards computer education than that of male senior secondary students.
Table 2 reveals that the calculated F-value for the main effect of stream of study on attitude towards
computer education for df 1 and 348 came out to be 29.64 which is significant at 0.01 level of significance.
Therefore, Ho3 was rejected. From this it is evidently clear that there is a significant effect of stream of
study on the attitude towards computer education among senior secondary school students. Further, to
locale the significant difference among science, arts and commerce stream students, t-test was employed;
the detail of which is given in the following table:
Table 3
Mean Difference, S ED and t-value
Sl. No. Pair of Comparison Mean Difference S ED T-value
1. Science-Arts 83.66-77.45=6.21 0.87 7.13**
2. Science-Commerce 83.66-80.79=2.87 0.79 3.63**
3. Commerce-Arts 80.79-77.45=3.34 0.83 4.02**
**Significant at 0.01 level of significance
Table 3 clearly shows that the computed t-values for comparing science stream students with arts
and commerce stream students, and commerce stream students with arts stream students on the attitude
towards computer education for df 238 came out to be 7.13, 3.63 and 4.02 respectively which are significant
at 0.01 level of significance. Therefore, it is evidently clear that there is a significant difference in the
attitude towards computer education among science, arts and commerce stream students. Further, science
stream students have statistically high mean (M=83.66) attitude score than that of arts (M=77.45) and
commerce stream students (M=80.79). Thus, science stream senior secondary school students have higher
attitude towards computer education than that of both commerce and arts stream senior secondary school
students.
INTERACTIONAL EFFECTS
For the interactional effects of locality and gender; locality and stream of study; gender and stream
of study; and locality, gender and stream of study; the calculated f-values for df 2 and 348 came out to be
2.38, 0.13, 0.12 and 0.97 respectively which are not significant. Therefore, Ho4, Ho5, Ho6 and Ho7 were
accepted. From this, it is evidently clear that there is no significant effect of interaction between the factors
under investigation: locality and gender; locality and stream of study; gender and stream of study; and
locality, gender and stream of study with respect to attitude towards computer education among senior
secondary school students. Thus, it is inferred that male and female students from urban as well as rural
areas studying in science, arts and commerce streams do not interact significantly with respect to attitude
towards computer education.
Findings : From the interpretation and analysis of the data, following findings were drawn:
1. There is a significant effect of locality on the attitude towards computer education among senior
2. The urban area students have high attitude towards computer education than that of rural area
students. This result is contrary to that of Papastergiou (2008) who found no significant difference
in the attitude towards computer education among rural and urban students.
3. There is a significant effect of gender on the attitude towards computer education among senior
4. The female students have high attitude towards computer education than that of male senior secondary
school students. This is not in agreement with the finding that males exhibited more positive attitude
towards computers than females Witley (1997) and girls were less likely use computers and were
less confident in using ICT than boys (Graff, 2003).
5. There is a significant effect of stream of study on the attitude towards computer education among
senior secondary school students.
6. The science stream students have higher attitude towards computer education than that of both
commerce and arts stream senior secondary school students.
7. There are no significant interactional effects of locality and gender; locality and stream of study;
gender and stream of study; and locality, gender and stream of study with regard to attitude towards
computer education among senior secondary school students. This result is partially in agreement
with that of Guan et al (1998) who found that there were no interactions between types of courses
and gender with respect to attitude towards computers.
8. The male and female senior secondary school students from rural as well as urban areas studying in
science, arts and commerce stream do not interact significantly with regard to attitude towards
computer education.
Implications and Suggestions :
From the above, it was found that urban students have high attitude towards computer education
than that of rural students. A number of reasons may account for this which may be casual approach, poor
training and lack of awareness about role of computer education in case of urban students. In order to
remove the disparity among urban and rural students, teachers should equip the students with multiple skills
to operate a computer system effectively and students must be made aware about the increased role of
computer education in learning so that urban students may become serious about computer education.
Therefore, it is suggested that better facilities and improved infrastructure should be made available for
computer education in schools. It was held that computer access and training statistically influenced the
attitudes towards computers and better computer facilities should be given to teachers and school
administration to enhance the computer usage and to increase the integration of information technology in
schools (Kassam and Tahir, 2000).
Results have shown that female students did have high attitude towards computer education than
that of male students which might be the result of lack of interest in computer education among male
students and less time spend on a computer by them. For making the male students’ attitude high towards
computer education, they should be given more time with computer usage and topics of their interest to be
made available during computer education.
Further, it was found that science stream students possess high attitude towards computer education
than that of both arts and commerce stream students. The reason behind this may be the fact that both arts
and commerce stream students have apprehension about further career choices in the field of computer.
Therefore, both arts and commerce stream students should be given proper guidance that computer is not
subject specific and all the students irrespective of their stream of study may choose computer both as a
course as well as career option in the future life.
From the findings it is clear that factors such as locality, gender and stream have no interactional
effect on the attitude towards computer education. This could be due to the fact that homogeneous groups
are formed for imparting computer education and there is no transaction of knowledge and skills related to
computers among senior secondary school students. From this it is implied that heterogeneous groups should
be formed for the purpose of computer education and opportunities should be provided to the students so
that they may interact with the students of other streams, gender and locality with regard to transaction of
knowledge and skills related to ICT.
Hence, efforts should be initiated to remove the disparities among students with regard to computer
education so that development of skilled and productive man power to be made possible.
References
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examination of Secondary School Students and Teacher Attitude. Dissertation Abstracts
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Innovations in Education and Teaching International, 47, 2, 187-199.
HIV/AIDS AWARENESS OF HIGHER SECONDARY SCHOOL STUDENTS
Dr. Kamalnayan B. Parmar *
¾ Introduction:
School children of today are exposed to the risk of being victims of HIV/AIDS - which was quite
unknown to their predecessors a few decades ago. The epidemic of HIV/AIDS is now progressing at a
rapid pace among young people. Programme managers and policy makers have often recommended that
schools can act at the centre point for disseminating information and education on HIV/AIDS. Hence
school education has been described as a ‘social vaccine’, and it can serve as a powerful preventive tool. In
India, there is a wide gap between the inputs in the HIV/AIDS curriculum for schools and the actual
education that is imparted.
¾ Why HIV/AIDS education for students is an issue?
Educating students reduce stigma and discrimination, by dispelling false information that can lead to
fear and blame. This is crucial for prevention, as stigma often makes students reluctant to be tested for HIV
and individuals that are unaware of their HIV infection are more likely to pass the virus on to others about
HIV and AIDS necessitates discussions about sensitive subjects such as AIDS and drug use. Many people
believe that it is inappropriate to talk to students about these subjects and fear that doing so will encourage
young people to indulge in risky behaviours. Such attitudes are often based on moral or religious views rather
than evidence, and severely limit AIDS education around the world.
As children are a valuable resource for the future of a country, it is imperative that they be equipped with
ample amount of information so as to protect themselves and their counterparts from falling a prey this still-
an-incurable killer disease. With this background, the present study was conducted with the following objectives:
¾ Objectives of the study:
- To assess the awareness of school children regarding HIV/AIDS;
- To provide suggestions for school AIDS education.
- To know HIV/AIDS awareness of boys and girls of Anand district
- To suggest remedies to schools and students for prevention of HIV and AIDS
- To compare HIV/AIDS awareness of boys and girls of rural and urban area.
- Equipped secondary school students about danger of HIV/AIDS for their better future
¾ Hypotheses of the study:
1. There will be no significant difference between HIV/AIDS awareness mean scores of boys and
girls of Anand district.
2. There will be no significant difference between HIV/AIDS awareness mean scores of rural and
urban area students of Anand district.
3. There will be no significant difference between HIV/AIDS awareness mean scores of rural area
boys and girls of Anand district.
4. There will be no significant difference between HIV/AIDS awareness mean scores of urban area
boys and girls of Anand district.
boys and urban boys of Anand district.
girls and urban girls of Anand district.
¾ Sample of the Study:
Researcher is working in Education college of Anand district so it is very convenient to select higher
secondary students of class 11 from the rural and urban area schools of Anand district.
Urban Schools of Anand District:
1. Khetiwadi High School, Near NDDB Campus, Anand
2. Pioneer High School, Bhalej Road, Anand.
* Associate Professor, Shree R P Anada College of Education, Borsad

Rural Schools of Anand District:
1. Shree J D Patel High School, Borsad
2. Anklav High School,Anklav.
There were 160 students studying in standard 11 from rural, 160 students from urban area included
in this research. In which 160 boys and 160 girls were the part of research.
¾ Research Methodology:
To know awareness of students about HIV/AIDS scale with 30 questions three point scale were
prepared and verified by research experts. There were Agree, Neutral and Disagree three point scales with
a view to know awareness of students about HIV/AIDS. Statements were related to knowledge about
HIV/AIDS, relationships with HIV/AIDS infected people. Data were collected, calculated with SPSS-21
version and interpreted according to hypotheses. Statistical ‘t’ test was administered to obtained results.
¾ Analysis and interpretation:
A nalysis of collected data according to hypotheses is as under.
Hypotheses :1 There will be no significant difference between HIV/AIDS awareness mean scores
of boys and girls of Anand district.
Table: 1
Significant difference between HIV/AIDS awareness mean scores of boys and girls of
Anand district
HIV /AIDS NUMBERS MEAN Standard t value t table SIGNIFICANCE
Deviation
Boys 160 31.77 8.22 4.58 1.96(0.05) SIGNIFICANT
Girls 160 35.92 7.98 2.58(0.01) AT 0.01
TOTAL 320
SED 0.906
M1-M2 4.15 Ho1 is rejected at o.o1 level
t value 4.58
According to table: 1 t calculated value 4.58 is higher than t table value.H01 is rejected at 0.01
levels. There is seen significant difference between HIV/AIDS awareness scores of standard 11 boys and
girls of Anand district. Mean score of girls is higher than boys. Girls of standard 11 of Anand district are
more aware about HIV/AIDS than boys.
Hypotheses : 2 There will be no significant difference between HIV/AIDS awareness mean scores
of rural and urban area students of Anand district.
Table :2
Significant difference between HIV/AIDS awareness mean scores of rural and urban students
of Anand district
Deviation
Rural 160 32.35 6.89 3.29 1.96(0.05) SIGNIFICANT
Urban 160 34.75 6.15 2.58(0.01) AT 0.01
TOTAL 320
SED 0.730
t value 3.29
According to table: 2 t calculated value 3.29 is higher than t table value.H02 is rejected at 0.01
levels. There is seen significant difference between HIV/AIDS awareness scores of standard 11 rural and
urban area students of Anand district. Mean score of urban students is higher than rural students. Urban
students of standard 11 of Anand district is more aware about HIV/AIDS than rural area students.
Hypotheses: 3 There will be no significant difference between HIV/AIDS awareness mean scores
of rural area boys and girls of Anand district.
Table:3
Significant difference between HIV/AIDS awareness mean scores of rural
area boys and girls of Anand district
Deviation
Boys 80 30.33 6.11 1.96(0.05) SIGNIFICANT
2.78 2.58(0.01) AT 0.05
Girls 80 33.22 7.01
TOTAL 160
SED 1.040
t value 2.78
According to table: 3 t calculated value 2.78 is higher than t table value at 0.05 level.H03 is rejected
at 0.05 levels. There is seen significant difference between HIV/AIDS awareness scores of standard 11
rural area boys and girls of Anand district. Mean score of rural girls is higher than rural boys. Rural area girls
of standard 11 of Anand district are more aware about HIV/AIDS than rural area boys.
of urban area boys and girls of Anand district.
Table :4
Significant difference between HIV/AIDS awareness mean scores of urban area boys and girls
of Anand district
Deviation
Boys 80 32.22 7.25 1.96(0.05) SIGNIFICANT
2.42 2.58(0.01) AT 0.05
Girls 80 35.12 7.88
TOTAL 160
SED 1.197
M1-M2 2.9
t value 2.42
According to table: 4 t calculated value 2.42 is higher than t table value at 0.05 level.H04 is rejected
at 0.05 levels. There is seen significant difference between HIV/AIDS awareness scores of standard 11
urban area boys and girls of Anand district. Mean score of urban girls is higher than rural boys. Urbanl area
girls of standard 11 of Anand district are more aware about HIV/AIDS than urban area boys.
Hypotheses : 5 There will be no significant difference between HIV/AIDS awareness mean scores
of rural area boys and urban boys of Anand district.
Table:5
Significant difference between HIV/AIDS awareness mean scores of rural area boys and urban
area boys of Anand district
Deviation
Rural Boys 80 30.33 6.11 1.78 1.96(0.05) NOT SIGNIFICANT
Urban Boys 80 32.22 7.25 2.58(0.01)
TOTAL 160
SED 1.060
M1-M2 1.89 Ho5 is accepted
t value 1.78
According to table: 5 t calculated value 1.78 which is not higher than t table value at 0.05 level.H05
is accepted. There is no any significant difference between HIV/AIDS awareness scores of standard 11
rural area boys and urban area boys of Anand district. Mean score of rural boys is nearer to rural boys.
of rural area girls and urban girls of Anand district.
Table : 6
Significant difference between HIV/AIDS awareness mean scores of rural area girls and urban
area girls of Anand district
Deviation
Rural Girls 80 33.22 7.01 1.61 1.96(0.05) NOT SIGNIFICANT
2.58(0.01)
Urban Girls 80 35.12 7.88
TOTAL 160
SED 1.179
M1-M2 1.9 Ho6 is accepted
t value 1.61
According to table: 6 t calculated value 1.61 which is not higher than t table value at 0.05 level.H06
is accepted. There is no any significant difference between HIV/AIDS awareness scores of standard 11
rural area girls and urban area girls of Anand district. Mean score of rural boys is nearer to rural boys.
¾ HIV/AIDS education at Schools
Schools play a key role in delivering HIV/ AIDS education
Schools play a pivotal role in providing AIDS education for students. Not only do schools have the capacity
to reach a large number of young people, but school students are particularly receptive to learning new
information. Therefore schools are a well-established point of contact through which students can receive
AIDS education.
¾ HIV/AIDS education outside of school
· Although offering HIV/AIDS education at school is a principal method of reaching large numbers
of students, there are 75 million children around the world who are either unable to go to school or
choose not to. In order to ensure that all students are reached with basic AIDS education, programmes
that target young people outside of school are essential. Young people who are in school also benefit
from receiving further information about HIV and AIDS from other sources, adding to and reinforcing
what they learn in school.
· Families, friends, the wider community, mass media and popular culture all influence young people,
and it is important that they convey accurate educational information about HIV and AIDS.
· Peer education is the process by which a group is given information by someone who is a member
of the same group or community, and who has already been trained in the subject. Peer education
programmes are important for HIV prevention, as they are a cost-effective means of influencing
the knowledge and attitudes of young people. Peer education harnesses this method of sharing
knowledge to convey accurate information about HIV and AIDS to young people.
· Peer education is a particularly effective way of targeting difficult to reach groups, such as young
people who do not attend school, with vital AIDS education. Young people, that is not in school.
¾ Making HIV/AIDS education effective:
There is no set age at which HIV/AIDS education should start, and different countries have different
regulations and recommendations. Often young people are denied life-saving AIDS education because adults
consider the information to be too ‘adult’ for young people. These attitudes hinder HIV prevention, as it is
crucial that young people know about HIV and how it is transmitted before they are exposed to situations
that carry a risk of HIV infection.
¾ Conclusion:
- Study was conducted to know awareness of standard 11 students of Anand district.
- Findings are clear that there is significant difference between HIV/AIDS awareness score of boys
and girls, rural and urban area students, rural boys and girls and urban area boys and girls, Here it is very
clear that the HIV/AIDS awareness scores is very poor of all groups. Students of Anand district of standard
11 is very much poor in awareness of HIV/AIDS. There is prompt need to educate standard 11 students of
Anand district rural and urban area about HIV/AIDS for their better future.
HIV and AIDS education should begin as early as possible. Information can be adapted so that
awareness of AIDS can begin from an early age whilst still ensuring that topics are age-appropriate. This
information provides the foundation on which children can build AIDS specific knowledge and skills as they
develop.
Simply providing young people with information about HIV and AIDS is not enough to ensure that
they will absorb and retain that information. Effective AIDS education encourages young people to participate
and engage with the information that is being presented to them by offering them the opportunity to apply it.
Effective AIDS education encompasses both scientific and social aspects of HIV and AIDS.
Knowledge of the basic science of HIV and AIDS is important for understanding how the virus is passed on
and how it affects the body, for example. But AIDS education that deals only with medical and biological
facts, and not with the real-life situations that young people find themselves in, does not provide young
people with adequate AIDS awareness.
References:
1. Best & Khan, (1995): “Research in Education”, Mc Graw Hill Publication, New Delhi.
2. Garrett Henry E (1971): “Statistics in Psychology and Education”, Vakils Lifer and Simons (p)
Ltd. Mumbai
3. HODGKINSON N.( 1996): AIDS: “The Failure of Contemporary Science.” How A Virus that
Never Was Deceived the World. London: Fourth Estate,
4. HOLUB B & HOLUB C. (1999) :”AIDS: Myths, Truths, Solutions.” Melville, NY.
5. ROGERS, B. (2002):”Classroom Behaviour”, Paul Chapman, London. (Revised edition).
6. ROOT-BERNSTEIN RS.( 1993): “ Rethinking AIDS: The Tragic Cost of Premature Consensus.”
New York: The Free Press,: 512.
7. SHILTS R.(2001):” And the Band Played On. Politics, People and the AIDS Epidemic. “New
York: St. Martin’s Press, 1987: 630.
8. WALKER MJ.( 1994):” Dirty Medicine. Science, big business and the assault on natural
health care.” Slingshot Publication,: 727.
9. WILLNER RE.(1994):” Deadly Deception: The Proof that AIDS and HIV Absolutely Do Not
Cause AIDS.” Boca Raton, Florida: Peltec Publishing Company, 266.
FAMILY THERAPY : AN INEVITABLE NEED OF DYSFUNCTIONAL FAMILIES
Ashutosh R. Pandya *
Snehlata A. Agnihotri **
ABSTRACT
Family counseling is an umbrella term for many therapeutic approaches where family is treated as
a whole rather than considering single member for independent treatment. Many of us are unfamiliar
with concept, process and techniques of assessment of family therapy, how important it is for improving
family communications bringing positive changes in lives of many, although facing many limitations as
every therapy has.
INTRODUCTION : Counseling is a form of psychotherapy, that aims to assist people who are experiencing
problems in various areas including relationship problems, academic or school related problems depression,
anxiety, trauma, and issues from past that negatively affect the person’s daily functioning.
Most of the time we consider counseling and guidance in relation to a single individual or sometimes
group, but what happens when the problem of a child or a person is due to faulty family systems, counseling
will bring only short time help but FAMILY THERAPY an extension of counseling can bring about a permanent
solution to one’s problem.
According to Burke (1989),
“It is artful application of scientifically derived psychological knowledge and techniques
for the purpose of changing human behavior”
In recent years there have been changes about the notion of family, because of great diversity in
people’s expectations related to family life and its functions like:
Socialization, economic co-operation, care, supervision, reproduction, social family attributes,affection,
emotional support and companionship etc.
When these functions are not properly carried out a dysfunctional family comes into existence
which have characteristics like
* lack of autonomy * lack of flexibility
* extreme detachment * faulty problem solving skills
* low level of support * in consistent application of affection
* increased degree of expressed hostility
All these bring stress and pain in members and the need of what we call FAMILY THERAPY,
which is important to treat dysfunctional families.
CONCEPT OF FAMILY THERAPY : The term family therapy was coined by American psychiatrist
Nathan Akerman in 1950’s, its key features are as follows:
¾ It’s a branch of psychology which works for families
¾ It gives treatment of more than one family member in the same therapeutic session
¾ Its s a form of psychotherapy involving all family members
¾ Mainly deals with problems involving family structure & interactions patterns
¾ Roots of family therapy lies in child guidance, group therapy, psychoanalysis, schizophrenic studies
PROCESS OF FAMILY THERAPY : It focuses on resolving specific problems where family members
and therapist are present in most of the sessions. Family therapist who work as a team, also model new
behaviors for the family through their interactions with each other during sessions
It is mainly based on family systems theory problems are treated by changing the way the systems
works rather than trying to fix a specific member.
Family therapist can be a psychiatrist or a social worker, clinical psychologist or other professional.
Family therapist typically look for the level and types of emotions expressed, patterns of dominance and
submission etc.
IMPORTANCE OF FAMILY THERAPY
Family therapy becomes an important need for families which have members having Common child
psychiatric disorders, marital and family distress, child abuse, depression, schizophrenia, eating disorders,
families with problems across generational boundaries.
* M.Sc,M.Ed, Ph.D persuing (RAI. UNI ,DHOLKA)
** M.Sc, M.Ed ,M.Philstudent (GUJ UNI)
LIMITATIONS OF FAMILY THERAPY
Giving therapy to a dysfunctional family becomes complicated when following features occurs in a
family
¾ Members of family cannot take part in therapeutic sessions
¾ Family where either or both parents are psychotic
¾ Member with rigid personality structure
¾ Family violence and sexual abuse
¾ Unstable families or on verge of breakup
HOW PSYCHOTHERAPY IS DIFFERENT FROM COUNSELLING
Counseling and psychotherapy are frequently used interchangeably and are based on very similar
types of treatment but main point of difference is -Counseling is basically given to healthy person for
enrichment, choosing goals, making decisions related to present and future but psychotherapy deals with
emotional stress or pain in relationship
Counselee is a client not patient, where counselor focuses on changing behavior of counselee.
Psychotherapy on the other hand is “treatment of mental and emotional disorders” using certain techniques
with goal of personality growth and bahaviour modification.
TECHNIQUES FOR ASSESSMENT IN FAMILY THERAPY
Family tree, time lines and genograms are three basic techniques used in different approaches of
family therapy
1) FAMILY TREE: here family relationship are represented in a tree structure known as pedigree
or ancestor chart. Here elder generations are represented on top and younger one as branches.
2) TIME LINES: it mainly show changes in occupation, location, life courses, illness and other
predictable and unpredictable life events like leaving home , death of parent or spouse etc , loss,
conflicts, closeness, communication ,power and family beliefs, myths and life changes.
The therapist develops working hypotheses regarding family interactions. Assessment information
is gathered from five areas:
¾ Transactional pattern of the family
¾ Family’s system flexibility & its capacity for elaboration and restructuring.
¾ Systems resonance and its sensitivity
¾ Family’s developmental stage
¾ Families life context including the sources of stress and support
3) GENOGRAM: The genogram is a map of family process described as a graphic representation
of families that chart the interactional processes over three generations.
It records important facts, life changing events & complex relationship of family systems.
Data are initially drawn from client’s memories as they report or interpret events.
These are recorded with standardized symbols that indicate date, description of events, perceived
relationship between family members, pertinent information about death, birth addiction and illness and
family secrets known to the clients.
Based on these techniques different approaches are used by family therapist. Some of them are
present oriented while others are past oriented depending on the case.
CONCLUSION
Family therapy basically is needed when individual is problematic behavior is due to faulty family
system, interactions which requires therapist to reduce family’s distress as soon as possible which could be
cognitive, emotional or behavioral or even change in relationship. The techniques are tools for achieving
therapeutic goals considering what is in the best interest of the family.
REFERENCES
Barker, P.(1986) Basic family therapy. London: Collins
Carr, A. (2000). Family therapy: Concept, process &practices. New Delhi: Wiely & Sons
Sharf, R.S (2004). Theories of Psychotherapy and Counseling, Pacific Grove, CA. Brooks/Cole
Howells, J.G. (1975). Principles of Family Psychiatry. New York: Brunner/Mazel
http://www.family tiesproject.org/genograminstructions.htm.
A STUDY OF THE PROBLEMS OF EDUCATED WORKING WOMEN IN THE MEDICAL
AND HEALTH SECTOR OF AHEMADBAD DISTRICT
Dr. Usha Baxi *
Abstract :
The women of today are striving hard to stand equal to the men, and leaving no area untouched by
them. The Medical and Health is such a sector where the problems of women and children are numerous
and needs women to work in this field. By giving more participation to the women in the field of medical
and health, the society will become stronger and rustle up healthy generation. While working in the field,
the women are facing lot of difficulties. In order to evaluate these problems the research study has been
carried out and for this purpose data were collected from 200 women through a questionnaire filled by
each of them and after analyzing the data received from the working women in the medical and health
sector of Ahmedabad District, the result of the research study concluded as hereunder.
After anylyzing the data received and application of statistics, we reached on the following results.
· The problems of working women in the medical and health sector of rural and urban areas are
equall, except that the working women in the rural areas have to face scarcity of facilities/resourcws,
where as the working women in urban areas have to face higher working load.
· The problems of rural and urban working women in the medical and health sectorare the same. Still
the women belonging to backward classes have to face the narrow thinking of their families and the
women of higher classes have to adjust themselves with the services.
· The problems of highly educated and less educated working women the medical and health sector
of Ahmedabad District are equall, still the highly educated women have to face tough competitions
for their promotion and less educated women have to take much more time in understanding the
problems related to the health, as a result work is delayed.
· The problems of married and unmarried working in the medical and health sectorin Ahmedabad
District are the same. Still the merried women have to face difficulties in working freely and the
unmarried women have to follow the set rules forcefully.
· The problems of women belowng to higher and lower economic level working in the medical and
health sectorin Ahmedabad District are the same. Still the women having higher economic level get
favourable working area and they get more facilities. The women of lower economic levels have to
struggle hard for solving the problems of their house and family.
· The problem of socially oriented and self oriented working women in the medical and health sector
of Ahmedabad District are the same. Still the socially oriented women become popular immediately
and achieve more professional success. The self oriented women take time in identification and
making a place and they are unable to get success in this area.
1.0 Introduction :
In the ancient period the status of women was very high, and the women also walked with men
shoulder to shoulder and active to prove herselves more powerful. They used to defeat men in all walks of
life including knowledge and polemics. The status of women detorated a lot during the middle period and
they forced to live captive in the house due to the feeling of insecuriety during the Mughal period.
Today women have regained their status and continuing their efforts to keep the men at the rear.
The women are more studious and labourious and shown their abilities in all walks of life. They manage the
balance between the house hold needs and their professional requirements. They have brought revolution in
every field. They have not only earned reputation in the field of education but also created a place in the field
of health and medical science and proved themselves good medical specialists.
The women have to strive hard for achieving their place in the society as well in their jobs. They
have to work hard and put a lot of efforts to cope with the requirements of their families and employment.
They have made many sacrifices for this purpose. They have to give up their night sleep and peace of mind,
and then only they reached on this place. They have struggled hard to achieve their goals, whether in the
field of education, or industry, business, as it was very difficult to stand equal footing with the men. They
have to wage a war to make a place for them. The fight of working women in the medical and health sectors
* Principal, R.K.Patel, College of Education, Post Kalmipura, Teh. Talod, Dist. S.K
is much harder, may be giving duty for longer hours, carrying much work load, and indifinate timings and
serving the people, which make their tasks much more difficult and stranious. It is also a difficult task to take
care, the house hold, children, husband and old family members and coordinate them all at the same time.
When the investigator started takking interview with the women of this sector, many of them came
out to share their difficulties and problems. The women having less experience were found in tension in
some matters comparing with more experienced women. In many matters they need guidance. Many times
there was lack of guidance. The married women have to face many difficulties in absence of means, while
going for carrying out duties in the interior places. Some times working in night shifts is painful for them and
difficult to cope with house hold work and job.
Looking to all these problems, the investigator put her little effort to select this topic and tried to
findout difficulties and problem and their possible solutions.
2.0 Statement of the Problems :
Therefore the investigator has selected the topic, “A Study of the Problems of Educated Working
women in the medical and health sector of Ahemadbad District.”
3.0 Objective of the Study :
Following objects have been decided for the present study.
3.1 To conduct study on the Problems of Educated Working women in the medical and health sector of
Ahemadbad District.
3.2 Conduct study on the problems of working women in rural and urban areas of medical and health.
3.3 Conduct study on the problems of higher and lower class working women in the field of medical and
health.
3.4 Conduct study on the problems of highly educated and less educated working women in the field of
medical and health.
3.5 Conduct study on the problems of married and unmarried working women in the the field of medical
and health.
3.6 Conduct study on the problems of highly experienced and less experienced working women in the
field of medical and health.
3.7 Conduct study of the problems of higher economic level women and downtrodden economic level
working women in the field of medical and health.
3.8 Conduct study of the problems of social oriented and self oriented working women in the field of
medical and health.
4.0 Hypothesis :
4.1 There will be no substantial difference in average marks obtained between the rural oriented and
urban oriented working women in the field of medical and health.
4.2 There will be no substantial difference in average marks obtained between the backward class
women and higher class working women in the field of medical and health.
4.3 There will be no substantial difference in average marks obtained between the highly educated and
less educated working women in the field of medical and health.
4.6 There will be no substantial difference in average marks obtained between the society oriented and
self oriented working women in the field of medical and health.
5.0 Limitation of the Study :
5.1 The present research study will be limited to the Ahmedabad District.
5.2 The present research study covered the problems of working women in the field of medical and
health.
6.0 Research Methodology :
Survey method will be used for the study of the problems and analysis.
6.1 Tools
Following tools have been used in the present study
6.1.1 Questionaire has been developed for the study of the problems of women
6.2 Sample :
For conducting study on the problems of working women in the field of medical and health, 200
women will be selected through arbitrary method and questionnaire will be get filled by them.
6.3 Variable :
Following variables were fixed for the present study.
6.3.1 Dependent Variable
Following dependent variable has been adoped :
6.3.1.1 The problems of working women in the medical and health sectorin the Ahmedabad District.
6.3.2 Independent Variable
Following Independent Variable has been adoped.
6.3.2.1 Area – Rural and Urban area.
6.3.2.2 Cast – High Cast and Low Cast catogary.
6.3.2.3 Education – Highly Educated and Less Educated.
6.3.2.4 Marrital Status – Married and Unmarried.
6.3.2.5 Economic Status – High Economic Status and Low Economic Status
6.3.2.6 Aptitude – Society Oriented and Individual Oriented.
7.0 Methods for Data Collection :
7.1 Problem Questionaire has been filled up for data collection in the present research study.
8.0 Method of Statistical Analysis :
To draw numerical result, ‘t’ test has been adopted, in which Mean, SD, Mean defiance, Stand
Definition has been used.
Ho:1 There would be no substantial difference between Rural and Urband Women of Ahmedabad
District.
Table – 1 (8.1)
Significance of Problems of Working women in the medical and health sector of Rural and Urban area
S.No Area Num Mean %Area 6D MD T Remarks
1 Urban 111 309.74 72.47 10.50 1.16 6.11 NSS
2 Rural 89 318.20 73.63
For significant value of t is 0.05 classes and 1.96 classes and 0.01 classes and 2.58 classes. Here in
table 8.1 the value of t is 0.11, which is not significant.
This proves the hypothesis Ho1 that there is no significant difference between the problems of
women of Rural and Urban area working in medical and health sector of Ahmedabad District. Means the
problems of working women in the medical and health of rural and urban areas of Ahmedabad District are
similar.
Ho:2 There would be no substantial difference between Higher Class and Lower Class Working
women in the medical and health sector of Ahmeda District.
Table – 2 (8.2)
Significance of Higher Class and Lower Class Women
S.No Area Num Mean %Area 6 D MD T Remarks
1. High class 109 312.02 80.16 12.21 1.17 0.96 NSS
2. Low class 91 314.03 92.50
For significant value of t are 0.05 classes and 1.96 classes and 0.01 classes and 2.58 classes.
Here in table 8.2 the value of t is 0.96, which is not significant.
higher and lower class working women in medical and health sector of Ahmedabad District. Means the
problems of women of higher and lower class working in the medical and health sector of Ahmedabad
District are similar.
The study of highly educated and less educated working women in the medical and health sector of
Ahmedabad District.
Ho : 3 There will be no significant difference between the highly educated and less educated working
women in the medical and health sector of Ahmedabad District.
Table -3 (8.3)
The significance of highly educated and less educated women
S.No Area Num Mean %Area 6 D MD T Remarks
1. Highly educated 109 312.02 80.16 12.21 1.17 0.96 NSS
2. Less educated 91 314.03 92.50
For significant value of t are 0.05 classes and 1.96 classes and 0.01 classes and 2.58 classes. Here
in table 8.3 the value of t is 0.59, which is not significant.
women of highly educated and less educated working women in medical and health sector of Ahmedabad
District.
Means the problems of women of highly educated and less educated working women in the medical
and health sector of Ahmedabad District are similar.
The Study of the Problems of Married and Unmarried Working women in the Medical and health
sector of Ahmedabad District.
Ho : 4 There will be no significant difference between the Married and Unmarried working women in
the medical and health sector of Ahmedabad District.
Table -4 (8.4)
The significance of Married and Unmarried Working women in the Medical and Health sector of
Ahmedabad District
S.No Area Number Mean %Area 6 D MD T Remarks
1. Married 112 302.83 86.02 9.03 9.03 0.73 NSS
2. Unmarried 88 311.86 88.50
Married and Unmarried working women in medical and health sector of Ahmedabad District.
Means the problems of Married and Unmarried working women in the medical and health sector of
Ahmedabad District are similar.
Ho : 5 There will be no significant difference between women of high and low economic standards
working in the medical and health sector of Ahmedabad District.
Table -5 (8.5)
The significance of Women of hight and low economic classes working in the Medical and Health sector
of Ahmedabad District
S.No Area Number Mean %Area 6D MD T Remarks
1. High
Economic 87 316.30 80.50
Standard 11.99 2.31 0.20 NSS
2. Low Economic 113 311.86 88.50
Standard
For significant value of t are 0.05 classes and 1.96 classes and 0.01 classes and 2.58 classes. Here in table
8.5 the value of t is 0.20, which is not significant.
This proves the hypothesis Ho5 that there is no significant difference between the problems of high
and low economic standards working women in medical and health sector of Ahmedabad District.
Means the problems of High and low economic class working women in the medical and health
sector of Ahmedabad District are similar.
Ho : 6 There will be no significant difference between society oriented and individual oriented working
women in the medical and health sector of Ahmedabad District.
Table -6 (8.6)
The significance of Society and Individual Oriented Working women in the Medical and Health sector of
Ahmedabad District
S.No Area Number Mean %Area 6 D MD T Remarks
1. Society Oriented 116 313.43 77.02 10.94 2.55 0.233 NSS
2. Individual Oriented 113 315.98 77.00
society and individual oriented working women in medical and health sector of Ahmedabad District.
Means the problems of Society and Individual Oriented working women in the medical and health
9.0 The concluding results of the Research Study.
After collecting data and application of statistics and the data analysis following results were
drawn:
9.1 The problems of working women in the medical and health sector of rural and urban area of
Ahmedabad District are similar.
- Still the working women in the medical and health sector of rural area of Ahmedabad District have
to face the problem of scarcity of means
- Where as the working women in medical and health sector of urban area are facing the problem of
heady workload.
9.2 The problems of working women in the medical and health sector of higher and bakward classes
are similiar.
- Still the women of backward classes have to face the narrow mindedness of their families.
- And the women of higher classes have to make adjustment with them.
9.3 The problems of highly educated and less educated working women the medical and health sector
of Ahmedabad District are similar.
- Still the highly educated women have to face the problems of tough competitions for their promotions.
- The less eduated women take more time to understand the problems of health and take longer time
in making decisions; resulting delay in working.
9.4 The problem of married and unmarried working women in the medical and health sector of Ahmedabad
District are similar.
- Still the married women have to face difficulties in working independently.
- And the unmarried women have to follow forcefully the rules and regulations of the society.
9.5 The problems of high economic status and low economic status working women in the medical and
health sector of Ahmedabad District are similar.
- Still the women having high economic status get working are according to their expectations and get
more facilities.
- The women having low economic status have to strive hard even to solve the house hold and family
problems.
9.6 The problems of society oriented and individual oriented working women in the medical and health
- Still the society oriented women become popular in very short time and achieve more professional
success.
- Individual oriented women take much time in creating their identity and place and can not achieve
success in this field.
10.0 Recommendations of the Research :
- The working women in the medical and health sectorin the rural area of Ahmedabad District have
to face more problems; therefore, the Government should provide more resources.
- A get to gether should be arranged in rural areas for the working women in the urban areas and in
urban areas rural areas for the working women the rural areas through seminars or workshops etc.
so that they may learn from each other.
- The women should be provided more participation in the economic and social coordination programmes
and more opportunities to integrate into rural and urban people so that they can get better opportunities
for their professional success.
- The qualification should be made basis for progress and promotion so that the women of low economic
status can progress alongwith the women of hight economic status.
- To count down the problems of women of backward classes meetings of medical and health should
organized and awareness should be brought out by discussing the problems of general working
women.
- To take benefits from the experiences of higher educated women they should be entrusted the
charge of team leaders or incharge and the less educated women be given opportunity to learn from
them.
DECLARATION
STATEMENT OF OWNERSHIP AND OTHER PARTICULARS ABOUT “INTERNATIONAL
JOURNAL OF EDUCATION FOR HUMAN SERVICES” REQUIRED FOR REGISTRATION OF
NEWSPAPER (CENTRAL RULES)
Place of publication : Ahmedabad
Periodically of publication : Bi-annual
Printed at : Shardul Printing Press, Rambha Complex,
Income Tax,Asharam road, Ahmedabad-380014,Gujarat,India.
Publisher’s Name : Trustee,
Shree Swami Tejanad Cheritabale Trust,Ahmedabad.
Nationality : Indian
Address : 7, Shailganga Tenament, Nr. Sonanagar, Chandkheda,
Ahmrdabad, Gujarat, India
Editor’s Name : Dr.Manoj Shastri
Nationality : Indian
Address : 7, Shailganga Tenament, Nr. Sonanagar, Chandkheda,
Ahmrdabad, Gujarat, India
I hereby declare that the particulars above are true to the best of my knowledge and belief.
Sd/-
Trustee,
A COMPARATIVE STUDY OF EXPERIMENTAL AND LECTURE METHODFOR THE
TEACHING OF SCIENCE IN VIII STANDARD
Dr. ManojKumar C. Shastri *
ABSTRACT
21st Century is the age of Science and Technology. Edwin Toffler has written in his book named
‘Third Wave’ that during the period of third wave, man will become knowledge power personality as
well as technocratic. It seems that what Toffler has said is proving to be right today. At present stage,
human being is becoming sick day by day because of lack of understanding. Man has adopted materialism
and made progress. But, along with it, he has become victim of dissatisfaction and as a result, the whole
society is disturbed by various problems. Teacher and student are also
The function of education is to bring changes in student’s behavior. This process is a lifelong one.
One of the important obstacles found in this process is that of Methodology of Teaching. If one can
understand this process, the child can be properly guided in the direction of development. In this study,
the researcher has tried to know by examining the Proper Methodology for science and technology of
students of A.G.teacher’s School. The researcher has decided to do a comparative study of two
methodologies i.e. lecture method which is a traditional method and other is experimental method in
teaching of science at the grassroots’ level of secondary stage of the school.
INTRODUCTION :
In education a teacher is a person who educates others. The role of teacher is often formal and
ongoing, carried out by a way of occupation or profession at a school or other place of formal education.
It is the teacher who uses various resources and strategies to make a classroom teaching more effective
or productive.
For the effective teaching to take place a good method must be adopted by a teacher. Teachers
often use various methods and techniques which cater to multiple styles to help students retain information
and strengthen understanding. A variety of strategies and methods are used to ensure that all students have
equal opportunities to learn.
Teaching methods are best articulated by answering the questions, “What is the purpose of education?”
and “What are the best ways of achieving these purposes?” For much pre-history, educational method were
largely informal and consisted of children imitation or modeling their behaviour on that of their elders, learning
through observation and play. Pedagogy is usually the different ways a teacher can teach.
Methodology can properly refer to the theoretical analysis of the methods appropriate to a field of
study or to the body of methods and principles particular to a branch of knowledge. The word method is
often used very loosely but a methods is not merely a device adopted for communicating certain items of
information to students and exclusively the concern of the teacher who is supposed to be at the ‘giving end’.
A method must link up the teacher and his pupils into an organic relationship with constant mutual interaction.
According to Aurbindo,
“The first principle of true teaching is that nothing can be taught. The teacher is a helper and a
guide. His business is to suggest and not to impose”.
In the modern era of advancement, industrialization and privatization, every educational institutes,
students, teacher and also parents all have different approaches to fulfill the good or target. Every student
has started looking forward with various resources like books from library, internet-surfing, magazines,
journal etc to widen their horizon of their knowledge. Teachers keeping all demand into consideration try to
work hard provide best to students. Teacher is the one who has changed according to the trend and adopted
various methodologies so as to feed best to students.
A teacher has many options when choosing a style to teach by. The teacher may write lesson plans
of their own, borrow plans from other teachers, or search online or within books for lesson plans. When
deciding what teaching method to use, a teacher will need to consider students background knowledge,
environment and learning goods.
* Associate Professor in Education, University School of Psychology, Education & Philosophy, Gujarat
University, Ahmadabad-380009 Gujarat, INDIA
Now a day’s student learns by various methods like learning by doing, through experiments, projects,
discussions etc. They learn the concept by looking into working things. Teacher knows that students learn in
different ways but almost all the children will response well to praise. Students have different ways of
absorbing information and of demonstrating their knowledge. Looking into various changes in the field of
education, teaching – learning process, the researcher has decided to do a comparative study of two
methodologies i.e. lecture method which is a traditional method and other is experimental method in teaching
of science at the grassroots’ level of secondary stage of the school.
STATEMENT OF A PROBLEM
A Comparative Study of Experimental and Lecture Method for the Teaching of Science in VIII
Standard
OBJECTIVES OF THE STUDY
(1) To study the level of scholastic achievement of experimental group students.
(2) To study the level of scholastic achievement of controlled group students.
(3) To compare the scholastic achievement of experimental and controlled group students.
HYPOTHESIS OF THE STUDY:
Once the selection and definition of a problem have been accomplished, the derivation of hypothesis
is important steps in the research process. The hypothesis is precisely defined as a tentative or working
problem, and the theory as the final hypothesis which is defensibly supported by all the evidences. The
researcher has following hypothesis
There will be no significant mean difference between the scholastic achievement scores of
experimental group students and controlled group students.
LIMITATION OF THE STUDY
(1) This study is restricted to VIII standard students of A.G.Teachers’ School.
(2) The study is limitedfor English Medium students.
PLANNING OF STUDY:
A research proposal is a systematic plan, which brings to focus the preliminary planning that will be
needed to accomplish the purpose of the proposed study. It is just like the blueprint which the architect
prepares before the construction of a building starts.
After the identification and selection of a problem, the researcher should write out a proposal,
synopsis, or plan for research including a statement of the problem and hypotheses, the research procedures,
the sample to be selected, the qualitative or quantitative techniques to be used for the analysis and interpretation
of data. So chapter one was accumulation of the above mentioned data.
The theoretical and empirical framework from which the problem arises must be brief described.
Both conceptual and research literature are to be reviewed for this purpose. The latest research trends
pertinent to the problem should also be mentioned in this section. The researcher has to make it clear that
her problem root in the existing literature, but needs further research and exploration. A brief resume of
related studies found in journals, magazines, abstracts and reports should be made. So chapter two is the
discussion about the literature related to the study. This provides evidence that the researcher is familiar
with what is already known and also with what is unknown and unproved. An analysis of the previous
research eliminates the risk of duplication what has been done, and provides a basis for formulating hypotheses.
In this research the sample is VIII standard students of the A.G.Teachers’ School for children. The
research is carried forward by experimental research methodology and self prepared tool by the researcher
is being used to the study the variables. Later chapter includes the analysis and interpretation of the data.
And at the end the last chapter will summarize the findings of the study, suggestions to be taken care of, and
new areas for further studies.
POPULATION OF THE STUDY :
The researcher has population for study as the students of VIII standard studying in Ahmedabad
city schools following Gujarat Education Board Pattern. Here the age of the member of population vary 12
to 14 years or (+ 13) approximately.
SAMPLE SELECTION OF THE STUDY :
For the present study, the researcher has selected VIII standard students of A.G.Teachers’ School.
Such a sample is said to be a purposive sample. The researcher has taken total sixty students of Class VIII
and taught them for twelve periods within the school timing according to their regular time. The sample
selected here has characteristics such as it is a true representative of the population, free from biasness,
comprehensive, approachable, good size, feasible, practical, accurate, and economical.
RESEARCH METHODOLOGY :
In this study the researcher has adopted experimental method to carry out research work the
researcher has selected the VIII Standards students as a sample for the study, consider their unit test marks
to equalize the group and then randomly, dividing them into two groups i.e. controlled group and experimental
group.
Control Group: The group that does not receive any experimental treatment is called the control group. It
is the group that is not exposed to some independent variable or in exposed to another independent variable
for comparison purposes. Here this group is taught by lecture method.
Experimental Group: The group that is given the independent variable treatment or is exposed to some
independent variable and called the experimental group. Here this group is taught by experimental method.
An experimental design is to the researcher what a blueprint is to an architect. It provides the
researcher an opportunity for the comparisons required by the hypotheses of the experiment and enables
researcher to make a meaningful interpretation of the results of the study with help of statistical analysis of
the data. There are various types of experimental designs. The nature of the problem determines which type
of design is most appropriate and applicable and how the design should be used to meet the requirement of
the experiment. The experimental design used here is two groups simple randomized design.
Two-groups simple randomized design–In a two group simple randomized design, first of all the
population is defined and then from the population a sample is selected randomly from the population, be
randomly assigned to the experimental and control groups. Such random assignment of items to two groups
is technically described as principle of randomization. Thus, this design yields two groups as representatives
of the population. Since the elements constituting the sample are randomly drawn from the same population
and randomly assigned to the experimental and control groups, it becomes possible to draw conclusions on
the basis of samples applicable for the population. Two groups simple randomized design-flow chart is
shown below:
Population
Purposive Sampling
Sample
Randomly Assigned
Experimental Group Control Group
Treatment A Treatment B
(Experimental method) (Lecture method)
The two groups (experimental and control groups) of such a design are given different treatments of
the independent variable. The merit of such a design is that it is simple and randomizes the differences
among the sample items. But the limitation is that the individual differences among those conducting the
treatments are not eliminated, i.e., it does not control the extraneous variable and as much the result of the
experiment may not depict a correct picture.
The main advantage of this design is randomization, which assures statistical equivalence of the
groups prior to the introduction of the experimental treatment. Since no pre-test is used, this design controls
for the main effects of history, maturation, and pre-testing. Moreover, there can be no interaction effect of
pre-test and independent or experimental variable. Hence, this design is especially recommended for the
experiments in which pre-test sensitization is likely to occur. This design is useful in the experimental studies,
especially at kindergarten or primary stages, in which a pre-test is either not available or not appropriate. If
necessary, this design can be extended to include more than two groups.
TOOL OF THE STUDY
The researcher has used self prepared test as a tool for the study. Researcher has taken unit test
mark to equalize the group then after teaching the students a post test administered. A Post–test is the test
that is administered to the students after the teaching methodology is applied to them.
The sample selected here is purposive sample. This sample is divided into two groups randomly on
the basis of their unit test scores. After dividing students randomly in two groups, to observe the equivalence
of two groups, unit test score of students were observed; it was found that both the groups were equal. Then
experimental method and lecture method were allotted randomly. Teaching work is done for two respective
groups for twelve periods and light topic of science is taught. After the teaching programme is over self
prepared achievement test was given to students. To analyse the achievement scores and to check the null
hypothesis t-test is used.
Moreover as it is an experimental study the researcher has selected a topic of science subject and
taught the topic with lecture method and experimental method to controlled group and experimental group
respectively. Same content is taught to both groups within same time duration. The content is taught to
experimental group by making them perform experiments while the same is taught to controlled group using
lecture method. Researcher has used effective lecture method which suggests to take measures to make
lecture effective. So not only chalk and talk but few diagrams were displayed in order to explain the content.
Due care is taken by the researcher while experiments are done by the students. Students did practical
individually.
After completion of teaching work by both methods, an achievement test is given to both the groups.
Question paper was same for all. This post test consists of two sessions in which first session is theory
based test while in second session is purely experimental. While preparing the question paper the researcher
has taken care of each general objectives i.e. understanding, knowledge, skill and application.
DATA COLLECTION :
Data collection is essentially an important part of the research process. During this process inferences,
hypothesis or generalizations tentatively held may be identified as valid, verified as correct, or rejected as
untenable. The data in the present study is in the form of scholastic achievement scores of students in
science subject.
In educational research, usually two types of data are recognized. They are quantitative and qualitative
data. Quantitative data are got by applying various scales of measurement. The quantitative data are either
parametric or non-parametric. Parametric data are measured data on interval or ratio scales of measurement.
Non-parametric data are obtained by applying nominal or ordinal scales or measurement. These data are
either counted or ranked. Qualitative data are verbal or other symbolic materials. In the present study the
researcher has taken scholastic achievement score after teaching them, with different methodologies i.e.
experimental group with experimental method and controlled group with lecture method, a post-test is
administered. These scores of post test are the data for the researcher.
ANALYSIS AND INTERPRETATION OF DATA :
The researcher has tabulated the data in tables, calculated the mean, standard deviation and t-value
for comparison of two methods of teaching science. The reasons for selecting a particular test of significance,
the assumptions underlying its use and the confidence level chosen in arriving at the results are presented
carefully.
Once the research data have been collected and the analysis has been made, the researcher can
process to the stage of interpreting the results.
OBJECTIVE:1
“To study the level of scholastic achievement of experimental group students.”
To study the above mentioned objective the researcher has obtained the scholastic achievement
scores of experimental group and represent them in a frequency table, table 1.
Table-1
Frequency Table of Scholastic Achievement Scores of
Experimental Group
S. No. Class Interval Frequency
1 0-10 0
2 11-20 0
3 21-30 0
4 31-40 0
5 41-50 0
6 51-60 0
7 61-70 4
8 71-80 8
9 81-90 17
10 91-100 1
Total
Mean : M1
Standard Deviation 3080.57.26
From table 1 it is evident that here the mean of scholastic achievement scores is 80.5 and the
standard deviation of the scores is 7.26. Moreover a graph is plotted for experimental group shows negative
skewness.
According to Riggleman and Frisbee, “Skewness is lack of symmetry when a frequency distribution
is plotted on a chart, skewness present in the items tends to dispersed more on one side of the mean than on
the other.”
Frequency Distribution for Experimental Group

Graph 1
From Graph 1, it is observed that the frequency distribution is asymmetric and the distribution is
shifted towards right side, which shows that there is a significant effect of experimental method on the
scholastic achievement scores of students in science subject. Also the highest scholastic achievement scores
are obtained by the students falling under class interval 81-90 i.e. 17 students.
OBJECTIVES:2
To study the level of scholastic achievement of controlled group students.
To study the above mentioned objective the researcher has obtained the scholastic achievement
scores of controlled group and represented them in a frequency table. i.e. Table 2
Table- 2
Frequency Distribution of Scholastic Achievement Scores of
Controlled Group
S. No. Class Interval Frequency
1 0-10 0
2 11-20 0
3 21-30 0
4 31-40 0
5 41-50 1
6 51-60 0
7 61-70 8
8 71-80 17
9 81-90 4
10 91-100 0
Total
Mean : M2
Standard Deviation 3074.17.09
From the above table 2 it is evident that here mean of scholastic achievement scores is 74.1 and the
standard deviation of the scores is 7.09. Moreover the graph is plotted for controlled group also shows
negative skewness.
Frequency Distribution for Controlled Group

Graph 2
From the Graph 2 it is observe that there is an effect of effective lecture method on the scholastic
achievement scores of students in science subject. But when the mean scholastic achievement scores are
compared with that of experimental group, then it is significantly observed that mean scholastic achievement
scores of experimental group have greater value than that of controlled group.
HYPOTHESIS:1
“There will be no significant mean difference between the scholastic achievement scores of
experimental group students and controlled group students.”
So as to analyse this hypothesis, a comparison of scholastic achievement scores of experimental
and controlled group are shown in Table 3
TABLE 3
COMPARISON OF EXPERIMENTAL AND CONTROLLED GROUP
Variables N Mean SD t-value
Experimental group 30 80.50 7.26 3.45**
Controlled group 30 74.11 7.09
** = significance level of 0.01.
From Table 4.3 it is evident that tcal = 3.45 which is more than t0.05 = 2.04 and t0.01 = 2.75 level of significance.
Hence the hypothesis that “There will be no significant mean difference between the scholastic
achievement scores of experimental group students and controlled group students”, will be rejected of 0.01
level. It means that there is a significant difference between the scholastic achievement scores of experimental
group students and controlled group students.
From table 3 it is also observed that the mean scholastic scores of experimental group is 80.50 and
that for controlled group student is 74.11, which indicates that experimental group students scholastics
achievement is superior than those of controlled group students scholastics achievement. The graphical
presentation of this is shown in Graph 3
Mean of Achievement Scores of Experimental Group and Controlled Group

Graph 3
FINDINGS
(1) The frequency distribution of post test scores is asymmetric in nature and shows negative skewness.
Negative sknewness indicates that there are some students whose scholastic achievement scores
are above the mean scholastic achievement score of subject science in VIII standard.
(2) Negative skewness of scholastic achievement scores signifies that scholastic achivement scores
tends to disperse more towards right side of the mean than the other side. This indicates that mean
scholastic score value of experimental group students is greater than that of controlled group students.
(3) Out of hundred cases in ninety nine cases there exists a significant difference between the scholastic
achievement scores of experimental and controlled group students in science subject of VIII standard.
Moreover experimental group students have higher scholastic achievement scores than controlled
group students. Thus it indicates that experimental method is more effective than lecture method in
teaching of science in VIII standard.
EDUCATIONAL IMPLIMENTATION:
The study done by the researcher has two independent variables as experimental method and
controlled method. The effect of methodologies is studied by imposing them on VIII standard students of
A.G.Teachers’ School. The study is carried forward for total twelve periods of one hour each and same
science content is taught to the students by different methodologies.
From the previous sections it can be clearly stated that teaching by one method to all students is not
the proper method. Moreover experimental method has proved its superiority over the other teaching method
in teaching of science in VIII standard. So students have great interest in experiments. In short it can be
concluded that more and more exposure to experimental set up should be given to the students to improve
their scholastic achievement scores in subject.
In the era of modern science and technology the society has various demands. When we look in our
past or current way of teaching methodologies of teaching of science, they are limited to some extent. It has
been observed during the research that students learn the concept by doing and when they see the things
working. This research is a sort of step ahead to the practical aspect of teaching learning process and is an
addition to the quantum of existing knowledge for a March toward world class standard.
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DEVELOPMENT AND ENVIRONMENT ISSUES : GANDHIAN PERSPECTIVE
Dr. Haribhai M.Patel *
“The greed of gain has no time or limit to its capaciousness. Its one object is to produce and consume. It has
pity neither for beautiful nature nor for living human beings. It is ruthlessly ready without a moment’s
hesitation to crush beauty and life out of them, molding them into money.”
- Ravindranath Tagore
I
The emergence of environmental concerns during the past two decades has led several people to
question whether growth of the cost imposed on the environment through depletion of non-renewable natural
resources. A question also arises whether poverty and environmental degradation are inter related? What is
the relation between environment and economic growth? The inter relationship between poverty, environment
and development has also been recognised.
The inter relationship between poverty and environment has been recognised by the World Commission on
Environment and Development Report as “poverty is a major cause and effect of global environmental
problem.”1
The problem of envirounmental imbalance is not related with any country, caste or religion but this
problem is related with the very existence of humanity, animal and plants kingdom. To think that the this
problem will affect only the developed nations and third world countries and developing nations will keep
intact from their ill-effects has proved wrong. In fact it has no limitation, it is global in nature.
Since last three and four decades different scientists, philosophers, and human welfare associations
are worried about environmental imbalance. In 1972 first time a environmental conference was organized in
Stockholm in which Shrimati Indira Gandhi expressed her concerned on environmental imbalance and stated
that the major challenge before the human being is pollution. In same way in 1992 a conference was held to
discuss the problem of environmental problems in Rio de Janeiro. In this context Director general of FAO
warned in a conference on Forests and Trees held in Paris (1986),
“When society is bent on destroying the very natural resources essential to its well being, not to say
its survival, it is a symptom of ills which are far more serious: a failure to live in harmony with the environmental,
a profound crisis of development and a future rashly mortgaged.”2
Lot of literatures have been written on environmental imbalance as “The silent spring” (Rachel
Carson, 1962)” The limits to growth” (The club of Rome, 1972), “Beyond the limits” (The club of Rome,
1972), Stockholm (1972), A new look at Life on Earth (J. E. Love stock), Small is Beautiful (E.F Schumacher).
They all present a grim picture of environmental condition.
At the international and national levels, 1992 was a vibrant year as environmental concern, the
conservation strategy and policy statement on environment and development were presented to parliament
during his period.3 One of the more positive approaches was the radical concept of economic development.
“...sustainable development as an approach to environment implies meeting the needs of the present without
compromising the ability of future generation to meet their needs.”4 Poor people are pushed towards the
exploitation of marginal areas of low productivity, tend to over exploit the natural resources resulting in a
consequent decline in productivity. Cyclical relationship between poverty and environmental degradation
takes place. As poverty increases, natural environment degrades, the prospects for further livelihood decline.
Environmental degradation generates more poverty. At least 500 million of the world’s poorest people live in
ecologically marginal areas.
Another reason for environmental pollution and degradation is over utilisation of renewable resources.
The use of firewood – the use of most renewable resource is driven by expanding population. Within 40
years the amount of cropland available per person is projected to fall by half from today’s already meagre
0.27 hectare. Soil degradation has reduced the availability of agricultural land per capita. By 2050 more than
2 billion people will live in regions facing land scarcity, with extensive and increasing desertification and land
degradation, particularly in parts of South Asia and sub-Saharan Africa, about a third of the earth’s original
forest have disappeared. Two-fifths of the worlds people depend on water absorbed by the mountain ranges.
* Assi.Professor, Dept. of Gandhian Studies, Gujarat Vidyapith,Ahmedabad.

But when the trees have been felled, rain water sheet off the land, causing floods and droughts. Tens of
millions of hectares in India have become more vulnerable to flooding as a result of deforestation.
Different studies indicate that consumerist life style is mainly responsible for such a condition.
Today there are three major problems of an environment :
1. Decrease in quality of renewal resources,
2. Depletion of non renewal resources and
3. Pollution.
Pollution (air, water, soil), green house effect, acid rain, global warming can be seen as logical
culmination of over industrialization and over production.
It should be noted that renewable sources of energy, evils of large scale industrialisation and dangers
of environmental pollution were recognised by Gandhiji eight decades ago, as he put more emphasis on non-
violent upliftment of village economy and the utilisation of labour-intensive technique of production.
At present, because of scientific inventions and industrial revolution living standard of people based
on material resources has become more consumerist, consequently natural resources are being exploited
more and more. Nature is being understood as a slave. We are trying to control the nature. Forgetting that
human beings are part of nature, nature is being made a means to provide luxury hence approach to
development has proved a serious threat to our environmental balance.
In other words the way we live is not just somewhat unsustainable; it is far beyond a sustainable
level of resource use and environmental impact. If all the people we are to have on earth soon were to have
the Australian average per capita energy use then world energy production would have to be 9-10 times
what it is today. Yet the top priority in our society is to increase production, consumption, living standards and
the GDP, all the time and without limit. We Cannot reduce these demands for resources from nature and the
dumping of wastes into nature unless we change to a very different society, one in which all can live well on
very low material living standards.
In the heavily industrialized areas of North America and Europe the rainfall has become acidic due
to the amount of nitrogen and sulphur entering the atmosphere especially from cars and power stations. As
a result forests and lakes are dying. This is one more factor reducing the productivity of agriculture and
more importantly degrading the life support systems of the planet. There will be strong pressure to increase
use of fossil fuels and fertilizers in coming decades, increasing the release of acid to the atmosphere.
The expansion of human activity is destroying habitats and causing the extinction of plant and
animal species at an accelerating rate. This is probably the most serious of all ecological problems. There
are probably 10 to 30 million species in existence, mostly undiscovered as yet. In the 300 years to 1970
humans probably caused the extinction of about 300 species. Some biologists estimate that we are now
losing 17,500 species every year, about 2 every hour. In the next 20 years on million plant and animal species
could be made extinct. At this rate, in the next 50 years half of all species could be lost.5
The most serious environmental concern of all is that we are damaging the biological processes that
provide and renew the conditions all life on earth needs, such as an
The most serious environmental concern of all is that we are damaging the biological processes that
provide and renew the conditions all life on earth needs, such as an appropriate climate and a constant
supply of nutrients. Every organism depends for its existence on a fairly stable supply of nitrogen, phosphorus,
oxygen, etc. Where did the oxygen you just breathed in come from ? It was produced by organisms such as
trees and phytoplankton on the surface of the sea. But we are clearing trees and we are allowing ultraviolet
light to damage those micro-organisms.
II
In this grim situation we see only one way to preserve the environment that is the way of Gandhi i.e.
simple, easy and nature oriented life. Following his path existence of animals, plants and human can be
preserved. He translated the philosophy of nonviolence not only in personal and spiritual life but social and
political life also. Gandhiji in Hind swaraj condemned the curse of heavy industrialization and advocated the
simple and non concumeristic life style. He wrote,
“God forbid that India should ever take to industrialization after tha manner of the west if ann entire
nation (India) of 300 million took to similar economic exploitation it would strip the world like locusts.”6
Gandhiji was always against the industrialization because he understood that exploitation of resources
and nature will ultimately pose a serious threat to human existence. In 1909 he presented a vision of ideal
society that was based on simple life style and decentralized mode of production. In this way we see here
the objective of preserving environmental in his thought. Gandhiji wrote in a simple word that may be a
perfect statement of environmental conservation : “Nature Produces enough to meet the needs of all the
people, but not enough to satisfy the greed of every one.”
Here we get the seed of 1987 Brundtland commission’s report which emphasized on sustainable
development preserving the natural resources.
Gandhiji asked people to observe eleven vows so that a natural and social justice could be developed
in the society. For environmental balance and equality he chalked out a system of Trusteeship which was
based on old age principle of Aparigraha (Non-possession). He says people should utilize the natural resources
according to their needs. One should avoid the possessive nature because this will lead to depletion of
natural resources. Hence there should be a feeling of to wards nature.
Gandhiji believed that industrialization and to much consumerism would lead to social and economic
disparity. Secondly, the rich people will exploit the resources for their luxury that will eventually lead to
environmental imbalance. N. Patric Paritore says : “Gandhi spoke of self sufficiency and equal distribution
of resources.”7
Gandhiji was always against the such development model that could pose the serious threat to
human existence. He states : “A wise man utilizes the present to undertake an act of production, as it were
An ordinary man treats the present as an act of consumption. People of the west are now beginning to
realize that they have sacrificed the future for the sake of the present.”8
In this way Gandhiji warned about this five aspects of so called modern civilization : 1. Uncontrolled
industrialization, 2. Tendency of Consumerism, 3. Centralised capitalistic mode of production, 4. Avoidance
of rural economic system and 5. Urbanisation.
Cultivation of an ecocentric culture is crucial to achieving a lasting solution to the ecological crisis.
Such a culture was embedded in Gandhian ideas and behavior. For only in such a world community with
ecological sensitivity a general consensus in favour of the kinds of far-reaching, substantive reforms that will
protect biodiversity and life support systems can be achieved.
Such a comprehensive ecocentric perspective 9
1 Accepts the need for the protection of large tracts of representative ecosystems;
2 The development of a humane population policy that respects the carrying capacity of ecosystem;
3 The “rights’ of other species to share the Earth’s life-support system; and
4 a fundamental re-evaluation of human needs, technologies, and lifestyles in such a way as
a To minimize energy and resource consumption and
b Minimize or eliminate pollution;
5 The provision of adequate compensation whenever ecological reforms are likely to produce
inequitable consequences for certain social groups, classes, or nations.
6 It should be brought about by non-violent means.
Gandhiji said : “we are opposed to slavery which was more or less rooted out from our society. It
requires our going a step further in the same direction to feel opposed to slavery of Nature forces. It is bound
to sound ridiculous to some but not all that we should be compassionate to Nature in the same way in which
we should be compassionate to human beings.”10
Gandhiji wanted that people should behave like a trustee of Natural resources. It is their duties to
preserve the natural resources along with the proper utilization for their needs. As human beings are part of
nature hence they should utilized it according to their needs not for wants. Today earth can be saved only by
proper understanding of the principle of the ‘Earth is One.’ Gandhiji always used to say ‘Think Globally and
Act Locally.’ Simple life style, voluntary poverty, minimizing needs and proper understanding of the relationship
between ‘Man and Nature’ and its different aspects can save us from future holocaust.
Gandhiji expressed his views in Harijan on 7-9-1934 regarding urbanization of India:
“. . . It is a process of double drain from the villages. Urbanization in India is slow but sure death for her
villages and villagers. Urbanization can never support ninety per cent of India’s population, which is living in
her 7,00,000 villages.
Urbanization leads to Industrialization and then environmental problems.In this connection Gandhiji’s thought
are still very much on the fringe, but they have the possibilities of becoming part of mainstream transformation
provided the Gandhian movement can address this issues sensitively and deftly, and grasp the opportunities
that are being offered by the contemporary environmental crisis.
Footnotes
1. (Edi.), Environment, Employment and Development
2. Environmental Awareness, Quarterly Journal of the International Society of Naturalists, Baroda,
July-Sept. 1989, p. 92
3. Nayyar, K. R.; Politics of sustainable Development, Economic and political weekly, 28th May, 1994
p-1928)
4. Ibid: p-1327)
5. Ibid Bifani,P.; Environmental Degradation in rural areas p-106 in Bhalla, A. S.
6. M. K. Gandhi, Hind Swaraj, Navjivan Publication Ahmedabad
7. N. Patrick Peritore : Environmental Attitudes of India Elites – Challenging western post modernist,
Model’s in Asian survey (Berkeley, USA) August, 1993
8. Shethi J. D. Gandhi Today, New Delhi, 1978, p. 81
9. J. C. Kumarappa, Economy of Permanance, Sarva Seva Sangh Pakashan, Varanasi, 1984, p. 4
10. Pravin Sheth, Green Plus Gandhi, Peace Research Centre, Gujarat Vidyapith, Ahmedabad 1994, p.
56-57
Published Books by SSTCT Publication, Ahmedabad

1. Philosophical Foundation of Education (ISBN : 978-81-922135-9-0.)
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7. Educational Management (ISBN : 978-81-922135-5-2.)
8. Teaching Learning Process (Teacher & Student Perspective) (ISBN : 978-81-922135-6-9.)
9. Teaching Learning Process-Learning Theories. (ISBN : 978-81-922135-7-6.)
10. Educational Planning & Finacing (ISBN : 978-81-922135-8-3.)
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NEED FOR INNOVATIVE JOB – ORIENTED COURSES
Dr. Harish M. Desai *
ABSTRACT
In an era of globalization driven by technology, there is a tremendous impact on education in
general and physical education in particular. There is a paradigm shift in the knowledge sector and each
discipline of knowledge has to be innovative to stay relevant. In this perspective, physical education has
also. Scope for moving from traditionalism to more jobs oriented in a world, where the people are more
health conscious than ever before. There is also an opportunity to capitalize the technology in general
and information technology in particular in this field. Therefore, time has come to restructure the curriculum
which will address and cater the students of physical education to explore new awareness of the potential
strength physical education from globalization perspective.
The world that we are now living in, is a world of change world of advancement and world of technological
developments. The old expression “It was good enough for my father, so it’s good enough for me” is no
longer appropriate for a society in which the scientific technological development of each day discards many
of our previously established believes and theories. It is believed that knowledge doubles itself in one decade.
The speed at which new scientific disciplines in recent times, have emerged is really incredible. Physical
Education is now became a scientific discipline with much wider and varied objectives.
CHANGE-NEED OF THE HOUR
To ensure a better status for the profession there is an urgent need to start innovative job-oriented
courses alongwith conventional Certificate, Diploma, Degree and Integrated courses in Physical Education.
No doubt, today one can pursue C. P. Ed. to D. Lilt. course in Physical Education in India. But, today is an
age of growth, change and complexity and hence our courses in Physical Education and Sports should be in
line with the changes in the society. Today every individual is career conscious and so he/she wants to join
only job oriented courses. Because career building is an important aspect of life. The foundation
stones of the course, the life would take, are laid by the career you choose.
Innovative Job-Oriented Courses
The open market, the globalization, the revolution in information technology, the passion to look
beautiful and fit, rise in health consciousness and to excel in sports performance for recognition as well as
for rewards has extended the hope of job-oriented courses in Physical Education and Sports. Today is the
age of specialization and one has to specialize in some type of job. The scope of conventional jobs as
physical education teachers in schools and colleges is narrowing down. Now it is high time for our Physical
Education Training Colleges to start job-oriented innovative courses in fitness, yoga, sports journalism,
sports medicine, sports psychology, sports management, remedial massage, community development, nutrition,
recreational leadership, public relations, etc. These courses are the demand of the day and professional
training colleges should modify their courses as per the emerging trends and needs of the modern society.
Brief details of these courses is given below:
(1) Sports Reporter/Editor/Journalism: Today sports journalism is the most demanding and job-
oriented profession in India and abroad. Today there is scarcity of technically qualified and trained
sports reports and sports editors in print as well as in electronic media. At present post-graduate
Diploma or Degree Course in Sports Journalism has vast scope in the country. Sports writers is also
the need of the day.
(2) Sports Psychologist : Today the importance of sports psychology in improving the sports
performance is a well established fact. Slowly and slowly the demand for sports psychologists is
increasing and after completing, diploma or degree course in physical education or diploma course
in coaching, one should go for specialization course in sports psychology. Such courses should be
started by Physical Education Training Colleges and University departments.
(3) Sports Commentator/Expert : Today sports commentary has become very common in almost all
the games played at national and international level. If someone-is good in spoken English, Hindi or
local language and has deep knowledge of the concerned game then he can work as Commentator/
Expert for such games. Today it is upcoming and respected profession in the country.
* Former Head & Lecturer, Physical Education (Acad.) Department, Gujarat University, Ahmedabad.
(4) Sports Manager/ Administrator/Consultant : Today Physical Education and Sports have become
international disciplines and had already accepted as Human Rights by UNESCO in 1978. Keeping
this in view, since decades many foreign universities are running M.B.A. course in Sports
Management for Sports Managers, Sports Administrators and Sports Consultants. Now in India
also there is need to start M.B.A. course in Sports Management.
(5) Athletics/Sports Trainer: Today along with coach Athletics/Sports Trainer is also attached with
the sports teams. Today Athletics/Sports Training is a technical job because it may differ for individual
and team games as well as to the different positions taken by the players in the same game. For
example, training for football goalkeeper is quite different than other football players of the same
team. Thus, specialised Athletics/Sports Training during diploma or degree courses in physical
education or sports. Even 8 to 10 weeks special vacation course for Athletics/Sports training may
be started in training colleges and universities.
(6) Personal/Corporate Fitness Trainer : Today awareness for health has developed in general
public. Not to become sick, prevention is better than cure, run for health, fit people, fit nation, etc.
slogans are accepted by common man. Today upper class rich families have started engaging
personal fitness trainers. This is very common in Actors and Actress. Such fitness trainers are in
great demand in Health Clubs and Five Star Hotels. Today many corporate houses have also started
engaging fitness trainers for their workers and employers. Because there is direct impact of fitness
on the production. Three to six months special fitness programme is the need of the day.
(7) Massage Therapist: Today many health clubs, Five Stare hotels and massage parlors for relaxation
utilize services of massage therapists and pay handsome amount to them.Special six months to one
year Massage Therapist Course may be started at Physical Education Training Colleges, Medical
Colleges or Paramedical Colleges or Physical Education Departments of Universities.
(8) Sport Nutrition expert/Consultant: To improve performance at national and international level
nutrition play a vital role and nutrition specialists prescribe special diet to the athletes and players by
keeping in view their age, sex, type/nature of game, type of competition, etc. So there is need to
start special nutrition course of six months to one year duration in training colleges or even in
medical colleges.
(9) Yoga Instructor/Expert/Consultant : Today Yoga has been accepted all over the world and thus
there is great demand of Yoga Instructors, Experts and Consultants in India and abroad. Today
various Yoga institutes are running certificate and diploma courses in Yoga and thus those who are
interested in Yoga may join such courses. At present it is one of the most job-oriented course in
India and abroad.
(10) Recreational Leader : Today there is great demand of recreational leaders in industrial and private
clubs specially in urban areas. Trained Physical Education Teachers with pleasing personality, good
manners and love for recreational activities can work successfully as recreational order. It is a well
reputed and well paid job.
(11) National/International Official: Today like players and coaches, national and international officials
are also well paid and get due respect. Those who have love for officiating should pass officials
examinations and after getting necessary officiating experience they can reach to national and
international level of officiating.
(12) Sports Medicine Expert/Consultant : Today Sports Medicine is a upcoming profession. Today
sports and games are becoming more and more competitive. Sports injuries, sports diet, doping,
women in sports etc. are burning problems of modern sports arena. Sports Medicine Expert/ consultant
can do a lot in these fields of sports arena. Special Diploma Course in Sports Medicine is the
need of the day.
(13) Technical Advisor for Sports Manufacturers : Today sports is a multibillion business. Today
Indian sports goods are accepted all over the world. Today, sports goods have become very well
technical and sophisticated and therefore there is need for technical advisors in sports industries in
India and abroad.
(14) Sales Advisor for Sports Industries: Today marketing is upcoming profession. Sports marketing
is a need of the day. So trained Physical Education teachers and coaches with marketing training
can work as Sales Advisors in sports industries. Three to six months special sports marketing
course is a need of the day because sports marketing is a upcoming profession in India.
(15) Health and Sports Equipment Repairer : Today sports and health equipments are becoming
very costly and every time it is not possible to purchase new health and sports equipments. Not only
this to repair health and sports equipments require technical knowledge and skill. Thus health and
sports repairing is upcoming job and there is need to start 4 to 6 weeks Workshops for trained
Physical Education Teachers and Coaches and if needed 3 to 6 months special course for
health and sports equipments repairing may be started by training colleges or university
departments.
Along with above started job-oriented careers and courses in the field of Physical Education and
Sports, many other jobs like Stadium Supervisors, - Public Relation Officers, Dope Controller, Experts,
News Readers etc. are also coming up. Thus, if we start innovative job-oriented courses alongwith present
conventional courses in physical education and sports them there is no doubt that the profession of Physical
Education and Sports has bright future in the country.
References:
Bailey, R., (2005). Evaluating the relationship between physical education, sport and social inclusion.
Education Review, 57, (1), 71-90.
Bureau of the Committee for the Development of Sport, (2002). Draft conclusions on improving physical
education and sport for children and young people in all European countries.
MSL-IM16 (2002) 5 Rev.3. 16th Informal Meeting of European Sports Ministers, Warsaw, Poland, 12-13
September. Strasbourg, Council of Europe
Hardman, K., (2007). Current Situation and prospects for physical education in the European Union.
Directorate General Internal Policies of the Union, Policy Department Structural and Cohesion
Policies, Culture and Education, IP/B/CULT/IC/2006/10. 12 February
Zouabi, M., (2005). Sport and Physical Education in Tunisia. In U. Pühse & M. Gerber (Eds.).
International Comparison of Physical Education. Concept - Problems - Prospects. Aachen,
Meyer & Meyer Verlag. pp.672-685
Zouabi, M., (2005). Sport and Physical Education in Tunisia. In U. Pühse & M. Gerber (Eds.).
International Comparison of Physical Education. Concept - Problems - Prospects. Aachen,
Meyer & Meyer Verlag. pp.672-685.
National Conference on Technical Vocational Education, Training and Skills Development: A Roadmap
for Empowerment (Dec. 2008): Ministry of Human Resource Development, Department of
Education, India
Skill Formation and Employment Assurance in the Unorganised Sector (2009): National Commission for
Enterprises in the Unorganised Sector.
Technical and Vocational Education and Training in India (Nov.2008): Report compiled by Perya Short,
Education Counseller (South Asia)
PROTECTION OF TRADITIONAL KNOWLEDGE: A BURNING QUESTION IN CURRENT
INTELLECTUAL PROPERTY RIGHTS REGIME
Hardik Parikh *
Abstract
Traditional Knowledge protection has always been a matter of great concern for the countries like
India which are very rich in bio-diversity and ancient culture. With the development in all spheres,
different laws are also enacted considering the variety of subjects, society and problems. One of the
important fields in law is Intellectual Property Rights in which the exclusive rights in terms of limited
monopoly in respect of commercial exploitation are given to the person who possess any kind of intellectual
creativity. Today mostly all kinds of fields have been covered under the Intellectual Property regimes
which are very beneficiary to the holders of Intellectual Property. However some of the fields like
Traditional Knowledge are left outside the scope of Intellectual Property Laws because of its unique
characteristics. No specific legal provisions are able to protect Traditional Knowledge directly and
therefore various questions including bio-piracy have been emerged. In this article, the efforts have been
made to understand the real scope of Traditional Knowledge and to justify the needs of its protection
along with the suggestions regarding the requirements of separate legal provisions.
Introduction :
We got hurt while playing or a housewife gets a cut on the fingers while chopping vegetables,
immediately grandma applies turmeric paste on the wound that is healed in a day or two. In case of complaint
about indigestion or stomach ache, she prepares ginger or lemon decoction which solves the problem. We
are also observing in the villages Vaidhyas and Hakims who cure many diseases with herbs. Bone setters
set the broken bone with herbal medicines. Even the bites of various insects including snakes and scorpions
are cured with the use of plants and roots. These are few examples of Traditional Knowledge which is
practiced by various tribal and local communities of villages in India. This practices last from over 5000
years.
Since many centuries, people of India have great connection with the nature and we are also identified
as nature worshipers. During this time, the people got mingled with the nature and understood the secrets of
plants and their medicinal characteristics. Such knowledge is not restricted to the medicines but it applies to
various fields of life. Ayurved, Sidha and Unani are nothing else but applied systems of medicines by use
of Traditional Knowledge.
Traditional Knowledge: Meaning :
The word Traditional Knowledge is itself a suggestive word. Traditional means hereditary or which
is given by generation to generation. Knowledge means useful information. Thus Traditional Knowledge
refers to that useful information which is passes through generation to generation. As we reached to 21st
century, we have achieved great development and have done many inventions which can make the human
life very easy, smooth and comfortable and most of such inventions have been protected under various
intellectual property laws. But still, some communities are in existence in some parts of the world, where, the
development has not reached. Such communities have very perfectly preserved their knowledge by passing
that to their generations in heritage. India has very rich heritage of knowledge and in ancient period, everyone
had such knowledge but with development and urbanisation, linkage between ancient culture and men has
been disturbed and today very few people in urban areas are aware with such knowledge but, some
communities in villages have preserved it For example, Patola of Patan is an art which is available with few
families only. The Fish Therapy for asthama is exclusive knowledge of some communities of Hyderabad.
Thus, this kind of knowledge which is preserved by some communities is considered as Traditional Knowledge.
Thus, Traditional Knowledge refers to knowledge, innovations and practice of indigenous and local
communities around the world. This is the knowledge which has been preserved in human memories and not
written anywhere. It is accessible through recall and practice of learned skills in a useful way in day to day
life. The term also refers the knowledge that has been accumulated by any society in the course of long
experience in a particular place, landscape or ecosystem. Traditional Knowledge means and includes Spiritual
Experience, Philosophies, Politics, Technologies, Subsistence Activities and External relations of all forest
dwelling people whose lifestyle is strongly influenced by their own traditions.
Assistant Professor of Law and Microsoft India Research Associate, Gujarat National Law University, Gandhinagar.
According to World Intellectual Property Organisation (WIPO), ‘traditional knowledge’. refer[s] to
tradition-based literary, artistic or scientific works; performances; inventions; scientific discoveries; designs;
marks, names and symbols; undisclosed information; and all other tradition-based innovations and creations
resulting from intellectual activity in the industrial, scientific, literary or artistic fields. “Tradition-based”
refers to knowledge systems, creations, innovations and cultural expressions which: have generally been
transmitted from generation to generation; are generally regarded as pertaining to a particular people or its
territory; and, are constantly evolving in response to a changing environment. Categories of traditional
knowledge could include: agricultural knowledge; scientific knowledge; technical knowledge; ecological
knowledge; medicinal knowledge, including related medicines and remedies; biodiversity-related knowledge;
“expressions of folklore” in the form of music, dance, song, handicrafts, designs, stories and artwork; elements
of languages, such as names, geographical indications and symbols; and, movable cultural properties. Excluded
from this description of TK would be items not resulting from intellectual activity in the industrial, scientific,
literary or artistic fields, such as human remains, languages in general, and other similar elements of “heritage”
in the broad sense.”
The characteristics of Traditional Knowledge are: (1) It is held collectively, (2) It is not documented
anywhere but transmitted orally from generation to generation, (3) It is in the state of constant evolution
responding to the constant challenges and needs.
Traditional Knowledge as an Intellectual Property :
The term Intellectual Property reflects the idea that its subject matter is the product of the mind or
the intellect. They are commonly defined as the right to protect the creation of human mind. Intellectual
Property Rights are those legal rights which governs the use of such creation of mind. These could be in the
form of Patents, Trademarks, Copyrights, Geographical Indications, Industrial Designs, Layout-Designs
(Topographies) of Integrated Circuits, Plant Variety Protection etc. which are different in scope, duration,
purpose and effects. Intellectual Property Rights exclude third party from exploiting the protected subject
matter without authorization of the right holder and due to this aspect, the owner of such intellectual property
can disclose them without fear of loosing control over it. Moreover, every individual person has a personality
of his own and accordingly a person gets ideas and these ideas or intellect is regarded as the exclusive
possession of a man against all and therefore, the intellect is considered as a property of human being. The
Intellectual Properties are Intellectual Property comes under international legal protection. Thus, intellectual
property rights can be defined as the rights given to people over the creations of their minds. They usually
give the creator an exclusive right over the use of his/her creations for a certain period of time. Today these
rights are governed worldwide by Trade Related aspects of Intellectual Property Rights (TRIPS) agreement.
One of such Intellectual Property Rights, which itself is an emerging area, is Traditional Knowledge.
The main issue and challenge is the protection of Traditional Knowledge as Intellectual Property.
The primary beneficiaries of this kind of protection are indigenous people and the community groups. However,
the state as guardian of its people’s culture and heritage also has an interest in the preservation of the
Traditional Knowledge, which exists within it. The protection of Traditional Knowledge has been advocated
in many national, regional and international levels. The provision contained in Article 8 (j) of the convention
on Biological Diversity (CBD) as adopted in 1992, triggered a number of proposals to deal with this issue at
the national and international level.3 It is stated in Article 8 (j) that: “Each contracting party shall as far as
possible and as appropriate, Subject to its national Legislation, respect, preserve and maintain knowledge,
innovations and practices of indigenous and local communities embodying traditional lifestyle relevant for
the conservation and sustainable use of biological diversity and promote their wider application with the
approval and involvement of the holders of such knowledge, innovations and practices and encourage the
equitable sharing of the benefits arising from the utilization of such knowledge, innovations and practices..”4
Article 27.1 of Trade Related Aspects of Intellectual Property Rights (TRIPS) requires members to
grant for innovations in all fields of technology provided they are new, involve an inventive step and are
capable of industrial application.5 Moreover, Article 27.3 permits signatories of the TRIPS agreement to
exclude from patentability “plants and animals other than microorganisms and essentially biological processes
for the production of plants or animals, other than non-biological or microbiological processes.”6
Most notably, in 2000, an Intergovernmental Committee on Intellectual Property and Genetic
Resources, Traditional Knowledge and Folklore was established under the auspices of WIPO. A corollary to
the assumption of the necessity to protect Traditional Knowledge is the assertion of the right of indigenous
peoples and traditional communities “to determine the appropriateness of the use being made of their culture”.
It is recognised that each indigenous community must retain permanent control over all elements of its own
heritage. It may share the right to enjoy and use certain elements of its heritage under its own laws and
procedures, but always reserves a perpetual right to determine how shared knowledge is used.7 The main
Objective of protection would be to obtain recognition and some compensation for the commercial use of
Traditional Knowledge outside the community of the society, which generated it, either by excluding the
unauthorised use by third parties, or by ensuring a right to remuneration or benefit sharing for such use. This is
most important in the context that more than 80% of medical plants are collected from forests or uncultivated
sources. So its protection in form of a recognised Intellectual Property has became a need of an hour.
Importance of Traditional Knowledge :
Traditional Knowledge has been a part and parcel of the lives of son of the soil and thus all the
indigenous communities. The Traditional Knowledge has been utilized by these communities in their day to
day lives but more importantly as a tool towards better and prudent management of scarce resources. This
Traditional Knowledge have been realised by these indigenous communities for a sustainable development
and is a key to their existence and the survival of their natural surroundings for use by their future generation.
This role of Traditional Knowledge is very much true for communities around the world but more importantly
for communities in the developing nations.
Traditional Knowledge is like an umbilical cord of a community’s identity besides commanding huge
utility value. For developing countries, Traditional Knowledge is essential for ensuring food security and
health of millions of people in the developing world. According to the World Health Organisation, in many
countries traditional medicinal system provides the only affordable cure to the poor. Many modern medicines
have been derived from the knowledge of healing properties of plants, animals etc. Traditional practices and
efforts of local farmers have led to the evolution of modern farming techniques.
The role of Traditional Knowledge with its spiritual, cultural and economic value is being increasingly
recognised today. Such knowledge has been used for centuries by indigenous and local communities under
local laws, customs, and traditions. Such knowledge economy passes the totality of all knowledge and
practices, whether explicit or implicit, used in diverse facet of life. This knowledge which is the result of
community’s cooperative efforts is built on the foundation of past experiences and observations. The Products
based on traditional knowledge are important sources of income, food and healthcare for large parts of the
population in developing countries in particular and, in turn for their sustainable socio-economic development.
Traditional Knowledge evolves over a period of time by contributions of members of a particular
society. Modified, enlarged and enriched, it becomes a valuable knowledge for the particular society since it
is tasted through use over a period of time. It is generally an attribute of a community intimately linked to a
particular socio-economic context through various economic, cultural and spiritual activities. What makes
traditional knowledge traditional is not its antiquity, but the way it is acquired and used. In other words, the
social process of learning and sharing knowledge, which is unique to each culture, lies at the very heart of its
traditionality.8
Traditional Knowledge is not static. It is inherently dynamic, as it evolves in response to challenges
posed by the environment. The changing social environment alters its form and content; thus it is subject to
a continuous process of verification, adaption and creation. Traditional Knowledge encompasses the entire
field of human endeavor. It includes a broad range of subject matter such as agriculture, scientific, technical,
ecological, medicinal and biodiversity related knowledge; expression of folklore in the form of music, dance,
song, handicrafts, designs, stories and artwork, element of languages, such as names, geographical indications
and symbols; and movable cultural properties.9
What is the need to protect Traditional Knowledge ?
Protection of Traditional Knowledge has always been a matter of interest in view of the rich countries
like India. The knowledge of such kind has always been in the hands of the indigenous and local communities
which are being exploited on large scale without a share of profit being handed over to them. These resources
are used in such way that leads to bio piracy. The unique nature of such knowledge makes it unfit for
protection by the existing legal structure.
As social structure became complex and human settlement pattern evolved from primarily tribal
societies to complex villages and even more complex, the notion of THINE & MINE began to manifest
more and more in human life. The development of concept of private property and its spread from tangible
objects to intangible phenomenon such as knowledge intellect and ideas. The creation of the legal concept of
Intellectual Property was evidenced to this extension of the scope of ownership.
Thus the Traditional Knowledge is a valuable asset first to the local community on which depends
their livelihood and is an enabling tool for better management of their local eco-system. The Traditional
Knowledge is used as an input to modern industries such as pharma, botanical medicines, cosmetics, modern
wear, agriculture, and biological pesticides and so on. Thus protecting Traditional Knowledge has the potential
to improve the performance of many developing countries’ economy by enabling grater commercial use of
their biological wealth and increasing exports of Traditional Knowledge related products.
Several academicals studies on traditional communities provide ample evidences that the protection
of Traditional Knowledge can provide significant environmental benefits. Much of the world’s crop diversity
is in the custody of farmers who follow age old farming and land use practices in ecologically complex
agricultural systems which enable the conservation of biodiversity.
The reasons for protection of Traditional Knowledge can be ethical, economic, scientific and moral.
The question of preserving Traditional Knowledge never arose for thousand of years / centuries, than what
is its significance now? The answer to this question is attempts to get intellectual property protection on
naturally occurring substances have alerted developing countries like India about the value of Traditional
Knowledge. Such countries began to realise the importance of Traditional Knowledge only after the scientific
advanced nations of west started granting Intellectual Property Rights to Traditional Knowledge in their own
nations and even to that which actually disseminated from local and indigenous communities living in developing
nations of the World. Such use can be termed as Bio Piracy whereby unauthorised extraction of biological
resources or Traditional Knowledge of developing countries are done for obtaining patents without giving
compensation to the original knowledge holders. Patent is an exclusive right given by the Government to the
inventor for the invention. For getting patent, the criteria are Novelty, Utility and Inventiveness. Novelty
means, the Invention must be totally new or original which is not under the knowledge of any other person.
Utility refers to practical usage and industrial application of any invention. Inventiveness means non obviousness
which means the invention must be such which is not obvious and it is advanced in technology comparing to
the knowledge of any person skilled in that technology. After getting patent over the invention, the patent
holder can prevent anybody from using or producing that invention. Some of the eye opening cases in this
respect are discussed here:
1. Turmeric Patent Case : Turmeric is considered as a native plant of south Asia which is grown in
India for thousands of years. It is used in Indian system of medicine in all forms including paste,
powder, decoction, and oil etc for internal and external application. Its medicinal qualities such as
wound healer, anti-septic, anti-parasitic, blood purifier, pain reliever and cosmetic purposes are a
common knowledge in India. On March 28, 1995, two expatriate Indians at the University of
Mississippi Medical Centre namely Suman K. Das and Hari Har P. Cohly were granted a US
patent no.5, 401,504 on use of turmeric in wound healing. The patent was assigned to the University
of Mississippi Medical Centre, USA. The Council of Scientific & Industrial Research (CSIR),
India, New Delhi filed a re-examination case with the US PTO challenging the patent on the grounds
of existing of prior art. CSIR argued that turmeric has been used for thousands of years for healing
wounds and rashes and therefore its medicinal use was not a novel invention. Their claim was
supported by documentary evidence of traditional knowledge, including ancient Sanskrit text and a
paper published in 1953 in the Journal of the Indian Medical Association. Despite an appeal by the
patent holders, the US PTO upheld the CSIR objections and cancelled the patent. The US Patent
Office revoked this patent on April 21, 1998, after finding that there was no novelty and the so
called findings by innovators were already known in India for centuries. The turmeric case was a
landmark judgment case as it was for the first time that a patent based on the traditional knowledge
of a developing country was successfully challenged.Various references were given to show evidence
of Traditional Knowledge of turmeric and finally the Patent was revoked. This case also showed
that how our medicinal plants and Traditional Knowledge are exploited through bio piracy. 10
2. Neem Patent Case : A patent was granted to W. R. Grace of New York and the U S Department
of Agriculture in the European Patent Office (EPO) for a method of controlling Fungi on plants with
the help of neem oil wide patent No. 436257, September 14, 1994. Dr. Vandana Shiva, Director,
Research Foundation for Science, Technology and Ecology, Ms. Linda Bullard of International
Federation of Agriculture Movements and Ms Magda Aelvoet a green party member of European
Parliament filed a legal opposition to the grant of this patent on the ground that the fungicidal effect
of hydrophobic extract of Neem Seeds was known and used in India for centuries in Ayurvedic
Medicine to cure skin diseases and in agriculture for controlling fungal infenction in plants.
Subsequently with adequate evidences of traditional use of the fungicide in India, the EPO revoked
the patent on May 10, 2000 on the ground that there was no inventive step which is required in any
patentable invention. Against this order, the assignee preferred an appeal and EPO finally revoked
the patent rights on March 8, 2005 by stating that there existed Traditional Knowledge in India
relating to the use of the neem plant and there was no novelty and invention.11
3. Basmati Rice Case : Basmati is a traditional rice variety of Indian sub-continent specially raised in
north-western parts of India and Pakistan for thousands of years. Rice Tech. Inc. A Texas based
American company was granted a generic patent for developing Basmati rice lines and grains BAS
867, RT 1117 and RT 1121 derived from Indian basmati crossed with long grain and semi dwarf
varieties. The patent was for 20 far reaching claims including planting, harvesting, and collection
and cooking of basmati grain. Research Foundation for Science and Technology of India filed a
Public Interest Litigation in Supreme Court of India on March 4, 1998 for appropriate directions to
urge the Government of India to challenge the patent at USPTO. With the efforts of said institution
and Government of India, the USPTO was forced to reexamine and narrow down the patent on
August 14, 2001. Out of 20 claims, 15 have been withdrawn and struck down and the USPTO
confirmed the patentability of three claims of original patent relating to specific varieties bred by
RiceTec. Other two claims were amended for a narrow scop. 12
Whether Current Intellectual Property Laws are sufficient to protect Traditional Knowledge ?
Traditional Knowledge refers to the long-standing traditions and practices of certain regional,
indigenous or local communities. Traditional knowledge also encompasses the wisdom, knowledge, and
teachings of these communities. In many cases, traditional knowledge has been orally passed for generations
from person to person. Some forms of traditional knowledge are expressed through stories, legends, folklore,
rituals, songs, and even laws. “Traditional knowledge” is not recognized as “knowledge” by all who study it
since it includes beliefs, values and practices. Traditional Knowledge includes information on the use of
biological and other materials for medical treatment and agriculture, production processes, designs, literature,
music, rituals, and other techniques and arts. These broad set includes information of a functional and of an
aesthetic character, that is, processes and products that can be used in agriculture or industry, as well as
intangibles of cultural value. Traditional Knowledge is not static; it evolves and generates new information
as a result of improvements or adaptation to changing circumstances.
Several proposals have been made in the current IPR system, to protect Traditional Knowledge. Such
proposals are not sufficiently clear on the protection issue because of the diversity of Traditional Knowledge
itself. Therefore, a fundamental question, before considering how Traditional Knowledge may be protected,
is to define in a form of need for the protection of Traditional Knowledge which may include various reasons
including Equity considerations, Conservation concerns, The preservation of traditional practices and
culture,The prevention of appropriation by unauthorized parties of components of Traditional Knowledge,
and Promotion of its use and its importance in development.13 Few experts opines to protect Traditional
Knowledge under patent regime but the criteria of Novelty and Inventive Step will not be passed in case of
Traditional Knowledge. Trade Secret method to protect Traditional Knowledge will also fail due to unavailability
of Trade Secret related law in India. In such circumstances it is clear that current Intellectual Property
System is not well equipped to protect Traditional Knowledge. However, certain steps are taken by India in
furtherance of protecting Traditional Knowledge.
Indian Initiative for Protection of Traditional Knowledge :
After understaning the importance of Traditional Knowledge and considering various threats of bio-
piracy, India has taken initiative for protection of Traditional Knowledge in form of following initiatives.
1. By enactment of Various Legislations :
(A) The Geographical Indications of Goods (Registration and Protection) Act, 1999: -
This law provides for registration and protection of Geographical Indications relating to
goods in India, which is collectively hold by any community. It prevents the unauthorised use
of registered Geographical Indications by others.
(B) The Protection of Plant Variety and Farmers Rights Act, 2001: - This law protects
the rights of the farmers in respect of their contribution made at any time in conserving,
improving and making available plant genetic resources for development of new plant
varieties. It also protects the plant breeders rights to stimulate investment for research
and development and facilitate the growth of the seed industry in the country. The act also
recognise the rights of the farmers to save, use, sow, re-sow, exchange, share and sell farm
products including seed of registered variety but not the branded seed. The act contains
provisions to facilitate equitable sharing of benefits arising out of the use of plant genetic
resources that may accrue to a breeder from the sale and disposal of seeds or planting
material of a protected variety.
(C) The Biological Diversity Act, 2002: - This Act envisages three tier structure comprising
of National Biodiversity Authority, State Biodiversity Boards and Biodiversity Management
Committees, at the local level to regulate access to and utilization of biological resources. A
non citizen, who intends to obtain any biological resources occurring in India or knowledge
associated with it or transfer any biological resource or knowledge, he has to obtain approval
from the authorities. Any person, who intends to apply for patent or any other form of
Intellectual Property in India or outside the country, has to provide for benefit sharing as
determined by the National Biodiversity Authority.
2. By establishing Traditional Knowledge Digital Library :
Documentation of existing knowledge, available in public domain, on various traditional systems of
medicine has become imperative to safeguard the sovereignty of this traditional knowledge and to protect it
from being misappropriated in the form of patents on non-original innovations, and which has been a matter
of national concern. In 1999, the Department of Ayurveda, Yoga & Naturopathy, Unani, Siddha and
Homoeopathy-(AYUSH), erstwhile Department of Indian System of Medicine and Homoeopathy (ISM&H)
constituted an inter-disciplinary Task Force, for creating an approach paper on establishing a Traditional
Knowledge Digital Library (TKDL). The project TKDL was initiated in the year 2001. TKDL provides
information on traditional knowledge existing in the country, in languages and format understandable by
patent examiners at International Patent Offices (IPOs), so as to prevent the grant of wrong patents. TKDL
acts as a bridge between the traditional knowledge information existing in local languages and the patent
examiners at IPOs.The Traditional Knowledge Digital Library classifies the entire traditional knowledge
related information in modern system as per the International Patent Classification into sections, classes, sub
classes, main groups and sub groups. This classification system evolved by India is known as Traditional
Knowledge Resource Classification (TKRC).
Glittering Example of Benefit Sharing: Jeevani Medicine Issue :
Some of the scientists who were engaged in All India Coordinated Research Project on Ethnobiology,
when they were on a botanical expedition in to the Agasthiyamalai of Western Ghat in Thiruvananthapuram
District of Kerala in 1987, found that the Kani tribe people were consuming some fruits which were
keeping them energetic and agile. The scientists obtained information from the trible people after much
persuation that the fruits were obtained from a plant which was recognized as “Aarogyappacha” which was
containing certain glycolipids and non-steroidal components which were anti-stress, anti-hepatotoxic and
immunorestorative properties. The Tropical Botanic Garden and Research Institute (TBGRI) executed a
benefit sharing arrangement with Kanis for making “Jeevani”, a herbal medicine from out of the leaves of
said plant Aarogyappacha and 3 other medicinal plants.
Thereafter a private company namely Arya Vaidya Pharmacy Ltd was given a license to manufacture
the drug for a period of seven years against the fees of One million Rupees. It was further decided that th
Kani Tribes would receive 50% of the license fees as well as 50% of the royalty obtained by the TBGRI on
the sale of said drug. The prime concern of the tribals in the beginning was to evolve a viable mechanism for
receiving such funds. Finding the solution for such concern, a registered Trust got created and most of the
Kani families became members of this trust. This is considered as one of the best example of the use of
traditional knowledge by properly compensating the forest dwellers. This issue is very significant where
prior consent is obtained from the knowledge holders before accessing the bio-resource and before using
their Traditional Knowledge and benefit sharing arrangement was made for utilizing their Traditional
Knowledge.
Need for a Sui Generis System :
The protection of Traditional Knowledge contains end number of policy issues, notably the objectives
and modalities of such protection, and its impact and implications for its intended beneficiaries. Such issues
are extremely complex, since there are broad differences about the definition of the subject matter, the
rationale for protection, and the means for achieving its purposes. The issues relating to Traditional Knowledge
should be addressed in a different manner, including ethical, environmental and socio-economic concerns
and at the international level also, all the countries are required to protect their Traditional and Indigenous
knowledge by a suitable sui generis legislations. Therefore India also needs to enact a suitable legislation for
the protection of Traditional Knowledge.
Conclusion :
Differences may exist in regard to need, scope and nature of legal protection in evolving a complete
protection system for holders of Traditional Knowledge. The reason being that several thousand indigenous
communities who are the holders of Traditional Knowledge have very distinct cultural benefits and mannerisms
in protecting their traditional knowledge which may be distinct form others. Some countries have reformed
their laws to recognise private community based property rights of forest dependent communities. The
primary problem that traditional knowledge holders face is that they have to live with traditional as well as
modern intellectual property systems. One possible way is to introduce a system specifically designed to
address the needs and concerns of a particular issue. Protection of Traditional Knowledge is a burning issue
in 21st Century and India also need such system so that such knowledge, which is identity of our country, can
be preserved. Inspite of this, it is difficult to protect Traditional Knowledge. Some countries have enacted
laws for its protection because such knowledge is an integral part of human rights of indigenous community.
This is a subject with great diversity so it requires special Government treatment and intervention otherwise
end number of communities would be deprived of their basic rights and knowledge.
(Footnotes)
1 By Hardik Parikh, Assistant Professor of Law and Microsoft India Research Associate, Gujarat
National Law University, Gandhinagar.
(Endnotes)
2
Traditional Knowledge
– Operational Terms and Definitions prepared by Secretariat, Page 11, Para 25,
INTERGOVERNMENTAL COMMITTEE ON INTELLECTUAL PROPERTY AND GENETIC
RESOURCES, TRADITIONAL KNOWLEDGE AND FOLKLORE, Third Session, Geneva, June
13 to 21, 2002, World Intellectual Property Organisation, Geneva, WIPO/GRTKF/IC/3/9 available
at: http://www.wipo.int/edocs/mdocs/tk/en/wipo_grtkf_ic_3/wipo_grtkf_ic_3_9.pdf
3 Report of the UN Secretaty General on the Intellectual Property of Indigenous Peoples, EICN.41
Sub. 2/1992/30.
4
Article 8 (j) of Convention on Biological Diversity, 1992 United Nations, available at:
https://www.cbd.int/doc/legal/cbd-en.pdf visited on May 1, 2014 5.00 p.m
5
Article 27, Trade Related Aspects of Intellectual Property Rights negotiated at Uruguay Round of
General Agreement on Tarriffs and Trade in 1994, available at:
http://www.worldtradelaw.net/uragreements/tripsagreement.pdf visited on April 30, 2014.s
6
Ibid.
7 Raju K. D, Intellectual Property Law, First Edition 2005, New Era Law Publications, New Delhi.
8 Alikhan Shahid and Mashelkar Raghunath, Intellectual Property and Competitive Strategies in the
21st Century, First Indian Reprint : 2006, Published by Aditya Books pvt ltd. New Delhi.
9 “Protection of Traditional Knowledge: Global Intellectual Property Issue. “ WIPO/ISESCO
Conference on Intellectual Property. Baku, May, 21-23. WIPO-ISESCO/IP/BAK/01/INF.4
10
http://www.tkdl.res.in/tkdl/langdefault/Common/Biopiracy.asp?GL=Eng visited on May 1, 2014, 5.00
p.m.
11
Ibid
12
Shahid Alikhan, Raghunath, Intelelctual Property and Competitive Strategies in the 21st Century,
Aditya Books Pvt. Ltd, 1st Indian Reprient 2006.
13
Trivedi Y.J & Joshi Shivani, IP at Glance (2010) – Jamnadas Publication,
CONSTRUCTION AND STANDARDIZATION OF THE TEST OF PROFESSIONAL
COMPETENCE OF SCHOOL SUPERVISORS
Alka Sapre *
Abstract
School supervision plays significant role in the development of education system, by monitoring
the quality of schools and by supporting their improvement. For school supervision, supervisor plays an
important role for the improvement of educational quality, controlling, decision making and guidance etc.
The actions of supervisors are in principle based. For this supervisors should be competent enough.
Present study focuses on “Construction and Standardization of the test of Professional Competence of
School Supervisors”
The research was of survey type, which consists of a multistage random sample of 252 supervisors
of the GSEB English medium schools of Gujarat state. An opinionaire was constructed and standardized
by the researcher and administered on the sample subject. The interpretation of data was done with the
statistical methods mean, standard deviation and t-test. It was found that there is no significant difference
found between the professional competence of rural and urban area school supervisors and professional
competence of school supervisors with teaching experience.
Introduction
School supervision plays significant role in the development of education system, by monitoring the
quality of schools and by supporting their improvement. In almost all countries, the main performer incharge
of supporting and controlling schools and teachers is the school supervision. The term supervision generally
refers to two different, but corresponding tasks: one, to control and evaluate and other, to advice and
support teachers. To undertake these functions, supervisors are in principle based. The actions of supervisors
are expected to contribute to quality improvement. For school supervision, a supervisor plays an important
role for the improvement of educational quality, controlling, decision making and guidance, etc. Core role of
supervision is to support by offering advice and guidance on how to improve.
According to Igwe (2001) supervision includes evaluation, quality control and monitoring for the
purpose of infrastructural and curriculum growth and development. In order to accomplish this, definite
tasks of the supervisor in a current school have been identified and listed which are as follows:
a) Help head teachers for knowing the students better
b) Helping teachers for professional enlargement
c) Making better use of teaching materials
d) Acquiring cooperating spirit for team work
e) Improving teacher’s appraisal of his standards
f) Getting better methods of teaching
g) Attainment of uniqueness for the teacher in the service.
h) Curriculum development plan for the faculties.
Perception of professional competence has developed over the last four decades from a basic
creation representing specific knowledge to a more universal one which includes an application of particular
knowledge. The familiar meaning of the professional competence used now a days as routine and sensible
use of values, clinical reasoning, knowledge, technological skills, reflections, emotions and communication in
routine practice for the advantage of a commune and individual. The professional competence implies a
minimum level of expertise in performance.
The observation of professional competence articulates a set of qualification preconditions which
are skills, professional knowledge and attitudes essential for a flourishing professional performance. The
core competencies should be always present at the commence of teaching profession and these conditions
can be formed and developed over the career development.
Statement of a problem
Construction and Standardization of the test of Professional Competence of School Supervisors
* JJTU Ph.D. Scholar

Objectives of the study
1. To study whether there is any difference between the professional competence of rural and urban
area school supervisors
2. To study whether there is any difference between the professional competence of school supervisors
with teaching experience
Hypothesis of the study
HO1: There will be no significant difference between the mean scores of the professional competence of
rural and urban area school supervisors.
HO 2: There will be no significant difference between the mean scores of the professional competence of
school supervisors with teaching experience.
Limitations of the study
- The study is limited to the components of professional competency only
- The study is limited to supervisors of schools only
- The study is limited to the GSEB (English medium) schools only
Population of the study
The population of the present study comprises of supervisors of English medium schools of Gujarat.
Sample of the Study
In the present study, the probability sampling technique, of which the multistage sampling will be
used to select 252 supervisors as the sample subject from the given population.
Research Methodology
Here researcher selected ‘Survey Method’ to collect the information regarding the Professional Competence
of school supervisors.
Tool
For the present study, researcher decided to construct and standardized an opinionaire on the
professional Competence of school supervisors, for which the researcher adopted Likert’s method.
Analysis and Interpretation of the data
Analysis of the data means studying the organized material in order to discover the inherent facts.
The researcher collected the data representing the gender (male and female respondent) and type of schools
(granted and non-granted).
Table 1
Mean, S.D., t-value and p-value of Rural and Urban area school supervisors
Statistical parameters Score of school supervisors from different area
Rural Urban
N (No. of supervisor) 134 118
Mean 184.4552 185.1186
Std. Deviation 10.16822 7.42503
t-value - 0.585
p-value 0.559
Figure 1
A bar diagram indicating professional competence mean scores and standard deviations of rural
and urban area school supervisors
It is observed from the table 1 that the calculated absolute value of t-test is 0.585 which is less than
the table‘t’ value 1.96, at 0.05 level of significance. Therefore, the null hypothesis “There will be no significant
difference between the mean scores of the professional competence of supervisors of rural and urban
areas” is accepted. So, it is concluded that there is no significant difference found between the scores of
supervisors of rural and urban areas.
Table 2
Mean, S.D., t-value and p-value of school supervisors with teaching experience
Statistical parameters Score of school supervisors with teaching experience
< 10 Years > 10 Years
N (No. of supervisor) 134 118
Mean 184.6866 184.8559
Std. Deviation 10.24102 7.32549
t-value -0.149
p-value 0.882
Figure 2
A bar diagram indicating professional competence mean scores and standard deviations of
school supervisors with teaching experience
It is observed from the table 2 the calculated absolute value of t-test is 0.149 which is less than the
table‘t’ value 1.96, at 0.05 level of significance. Therefore, the null hypothesis,” There will be no significant
difference between the mean scores of the professional competence of school supervisors with teaching
experience” is accepted. So, it is concluded that there is no significant difference found between the mean
scores of the professional competence of school supervisors with teaching experience.
Findings of the study :
· There is no significant difference between the mean scores of the professional competence of
supervisors of Gujarat belonging to area of schools will be accepted at 0.05 levels. The urban and
rural area supervisors do not differ in their professional competence. This may be due to similar
work load, job efficiency and educational awareness in Gujarat.
· There is no significant difference between the mean scores of the professional competence of
supervisors of Gujarat belonging to teaching experience of schools will be accepted at 0.05 levels.
The teaching experience of the supervisors does not differ in their professional competence. This
may be due to similar work load, job efficiency and updated skilled knowledge in Gujarat.
Suggestions :
· The difference does not exist between the rural and urban area school supervisors of Gujarat with
respect to their professional competence. Hence, similar in-service programmes should be conducted
to lift up their professional competencies.
· The difference does not exist between the teaching experiences of school supervisors of Gujarat
with respect to their professional competence. Hence, similar in-service training and time should be
given to attain workshops, seminars to improve skills in professional competences.
Educational Implications :
The educational implications of the present study were:
Such test can help us in gathering vital information about the standards of the supervisors at the
school level. Our supervisors should be encouraged to take such test for their self assessment, which can
lead to the self improvement. The use of standardized test of professional competence can in the long run
have a positive impact for the improvement of school system. Such test can also be used for diagnostic and
remedial purpose.
Conclusion :
The researcher collected the data by using self constructed tool, analysed and interpreted
by applying relevant statistical methods. On the basis of interpretation, researcher presented the findings,
suggestions and new areas of research.
References:
Glickman, Carl D, Stephen P. & Ross- Gordon, Jovita M. (1998). Supervision of Instruction: A
Developmental Approach, Massachusetts: Allyn & Bacon.
Good, G.V. (1945) Dictionary of Education, New York: McGraw-Hill Book, Co. Inc.
Igwe, S. O. (2001) Supervision, Evaluation and quality control in Education in Nwagwu N.A Current Issues
in Educational management in Nigeria. Benin City: Ambik Press Ltd.
Mood, A. M., Greybill, F.A. and Bose, D.C.(1974): Introduction to the Theory of Statistics, McGraw
Hill
Patel R.S. (2011) Statistical Methods for Educational Research, Jay Publication, Ahmedabad.
Siddhu K.S. (1990) Methodology of research in Education, New Delhi: Sterling Publisher (P) Ltd., P.
253.
Glickman, Carl D, Stephen P. & Ross- Gordon, Jovita M. (1998). Supervision of Instruction: A Developmental
Approach. Massachusetts: Allyn & Bacon.
Wikipedia, the free encyclopaedia
A STUDY OF PREVALENT SITUATION OF COMPUTER EDUCATION IN PRIMARY
SCHOOLS
Parulben Ishwarbhai Patel *
Abstract
This research has been conducted keeping in mind certain aspects about computer education for
teachers and basic physical facilities for computer education in primary schools of Sanand Taluka.
The investigator has selected 100 teachers who are involved in computer education by using
percentage as the statistical technique and has derived various outcomes which have been described in
details in the research paper.
Introduction : Human beings have always been research oriented. They keep on discovering new things
to enhance physical facilities. A man has made many revolutionary discoveries and has brought about
revolutionary changes in his lifestyle. The education system which began before the Vedic age has entered
into the 21st century. The education system which has passed through such a long period of time, has seen
several changes, current age is considered as the age of science and technology. Science and technology
have made progress in many fields. The inventions of television and radio have brought the world into the
sitting room of a house. The invention of computer in 20th century has brought about revolutionary changes
in every field of life. It has dedicated innovative researches in the field of education as well.
In puranic times, the teachers (Gurus) used is teach their students (shishyas) in Gurukuls. As the
time passed by, the education process changed and the students began to study in classrooms. In ancient
times, the education process had begun under tress but now it has entered into the computer laboratories.
Today’s students are future of India of learning consciousness through computer skills and can use computer
as a tool of self-study in the 21st century. It has become inevitable to know computer to change the form of
education and to remain in contact with society, country and the world. Thus, the investigator has made an
attempt to know real situation about what is the prevalent situation of computer subject in primary schools.
Problem statements : A study of prevalent situation of computer education in primary schools
Objectives :
1. To study the situation of computer education in primary schools.
2. To study about the physical facilities in terms of computer education in primary schools.
3. To study about the training of teachers involved in computer education in primary schools.
Research questions :
- What will be the physical facilities in terms of the computer education in primary schools?
- What will be the situation of management for teaching the subject of computer?
- What will be the situation regarding training of teachers in terms of computer subject in
primary schools?
Importance : In this study an attempt has been made to know and improve the condition of computer
subject of the students of primary schools. This study also aims to make computer education more effective.
When a child moves ahead in his studies, certain skills develop in him. It becomes conscious to
improve the knowledge of computer and gain dominance over the computer
This study will provide the knowledge about difficulties faced by the students and the prevailing
situation of computer education in the primary schools. Besides, this study will provide and approach to
make the teachers of primary schools of Sanand Taluka more creative.
Study : To find solution to a problem, to conduct research on a subject or to conduct a deep criticism on a
research. This research attempts to study about the subject of computer being taught in the primary schools
of Sanand Taluka.
Limitations :
- This study is confined to the subject of computer.
- This study is confined to the primary schools of Sanand Taluka.
- This study is confined to the physical facilities of computed and achievement of the students.
* Lecturer, SadGuru B.Ed College, Sanand.

Population and Sample :
This study relates to the computer education in primary schools. The investigator has selected
computer teaching teacher from government schools managed by Nagar Prathmik Shikshan Samitis and
Private schools managed by teachers of the primary schools of Sanand Taluka are the population of the
study.
In this research, the investigator has selected the teacher of primary schools through random sampling
method. For this, Sanand Taluka was divided in to four Zones – North, South, East and West; and teachers
were selected for the selected schools of these zones. Thus, the selection of schools and teachers as based
on random sampling method. The strengths of male and female teachers is presented in the table -1 given
below.
Table-1
Data of the Sample
Sr. No. Gender School managed by School managed by Total
Nagar Prathmik Shikhan Private educational trusts.
Samitis
1. Female 25 20 45
2. Male 25 30 50
50 50 100
Research method and techniques :
This study is based on computer education in primary schools. The survey method was used as the
research method and the data were obtained through percentage as one of the techniques of the research.
Research Total :
In this research a self made questionnaire was used as the research tool. While constructing the
self-made-questionnaire the research has kept in mind the various steps of the research.
In order to know the condition of computer education at primary level and to obtain data on it, a
questionnaire was constructed keeping in mind the various points such as, a teachers observations about
computer teaching based on the age levels of the students of computer education (std. 5,6,7) at primary
level, a teachers attempts in terms of computer teaching, opinions on computer test book equippedness on
content as a computer teachers and so on. This questionnaire was sent to the experts of the computer
education for their suggestions and the questionnaire was given a final touch by making changes accordingly.
In this questionnaire, a two-point test had been prepared in which ‘yes’ or ‘no’ response was to be
given to each statement in the questionnaire. The questionnaire also included certain open questions which
were related to the improvement of computer teaching of the computer teachers.
Data analysis and interpretation :
In this research the data were analyzed interpreted by obtaining responses on the questionnaire and
by using frequencies and various tabulations. As a statistical teaching ‘percentage’ was used in the study.
This study aimed at studying the condition of computer education in primary schools of Sanand
Taluka. Therefore, responses of primary teacher were obtained through the questionnaire. The obtained
data were analysed and interpreted which will be presented later on.
Classification of computer teachers according to their castes and types of school
Table – 2
Classification according to Caste
Sr. No. Gender School managed by School managed by Total Total
Nagar Prathmik Shikhan Private educational trusts. no. of Percentage
Samitis teachers
teacher Percentage teacher Percentage
1 Female 25 50% 20 40% 45 45%
2 Male 25 50% 30 60% 55 55%
Total 50 100% 50 100% 100 100%
The above table clearly shows that in the schools managed by the local bodies (Nagar Prathmik
Shikshan Samities) the propotions of both, male and female computer teachers are similar, that is, 50%;
whereas in the schools managed by private educational trusts, the proportions of male and female computer
teachers are 60% and 40% respectively. Thus it becomes clear that the proportion of male computer teachers
in private primary schools is higher.
This, it can be said that the proportion of male computer teachers is higher than that of female
computer schools; whereas the proportions of male and female teachers are found to be equal in the government
schools. Thus the above table clarifies that the proportion of female computer teachers is lower than that of
the male computer teachers in the primary schools of Sanand Taluka.
Opinions regarding physical facilities:
In this research, the opinions regarding physical facilities for computer subject at primary level were
obtained from the computer subject teachers. It was found that more the schools were equipped with
computer, computer lab and facilities, more equipped were the computer teachers and the students. The
percentage on responses on physical facilities are presented in table – 3.
Table – 3
Data on Physical facilities
Sr. Traning during School managed by School managed by Total Total
No. the year for local bodies Private educational no. of %
computer education Committees teachers
teacher % teacher %
1 Practical Training 17 34% 23 46% 40 40%
2 Theoritical Training 10 20% 14 28% 29 29%
Total 27 54% 37 74% 69 69%
Among the responses on physical facilities obtained from the teachers of government schools and
primary schools as shown in the above table the first response was to know about which schools had
computer lab for the subject of computer from the responses obtained from the sample in terms of computer
lab, 54% teachers of the local self-government managed schools had stated that their schools were equipped
with computer lab, and 94% teachers of private schools had stated that their schools were equipped with
computer lab. Thus, it becomes clears that in terms of computer lab for computer subject the private schools
has better arrangement of computer lab than the schools run by the local bodies.
The above table -3 clarifies that in terms of the responses obtained on item-2 regarding who then
there is an arrangement of table and chairs in the computer lab, 77% teachers in the sample gives positive
response. But, in terms of types of school the proportions of responses of government schools and private
schools are 28(56%) and 49(98%) respectively. Thus it becomes clear than the basic facilities such as table
and chairs in computer labs are found to more in private schools than in the government schools.
The above table – 3 refers to item-3 which states that whether there is an arrangement of electricity
for running a computer lab in primary schools among the sample 95% teachers give positive response
regarding regular arrangement of electricity in the computer lab. In terms of the types of school, this proportion
is 45 (90%) in governments schools and 100% in private schools. Thus, it shows that electricity has not
reached to the classrooms in the schools. The private schools have a regular arrangement of electricity in
their computer labs, whereas the governments schools have no regular arrangement of electricity in their
computer labs.
From the above table – 3, it becomes clear that in terms of facilities for computer repairing in
primary schools 62% teachers of the sample give positive responses. In terms of the types of schools, this
proportion is found to be 15 (30%) in government schools and 47 (94%) in the private schools. Thus it
becomes clear that the facility for computer repairing is found in most of the schools run by private educational
organizations.
From the above table -3, it becomes clear that in terms of the item-5, 79% teachers of the sample
give positive responses about having a blackboard, 64% teachers of government schools say that there was
an arrangement of black board in schools, whereas 94% teachers of private schools say that their schools
had blackboard facility in the computer lab of their schools.
Thus it can be said that there was no facility of the basic tool of blackboard in the schools by Nagar
Prathmik Shikshan Samities.
From the above table -3 it becomes clear that in terms of the facility of books related to the subject
of computer in primary schools, 66 (66%) teachers of the sample gave positive responses. According to
types of school, the proportion of positive responses of government schools is 16(32%) and the proportion of
private schools is 50 (100%)
It means that there is a better facility of computer related books in the schools run by private
educational organizations. Thus, it can be said that the schools run by private educational organizations have
much better facility of computer related books than the schools run by local bodies.
From the above table-3, it becomes clear that in terms of having a peon in computer labs in primary
schools, 44(44%) teachers of the sample gave positive responses. In terms of types of schools, the proportion
of teachers with positive responses in government schools is 10% whereas the proportion of teachers with
positive responses in private schools is 39 (78%)
Thus, it can be said that there is a better facility of peons in computer lab private schools than in
government schools.
Evaluation of educational achievement in the subject of computer:
In terms of the evaluation of educational achievement in the research, the analysis of data obtained
on responses is done as shown below:
(1) Evaluation tests conducted during the year for computer education.
Table - 4
- The details of evaluation tests conducted during the year for computer education.
- The details of training conducted during the year to gain ability for computer education.
teacher % teacher %
1 Practical Training 17 34% 23 46% 40 40%
2 Theoritical Training 10 20% 14 28% 29 29%
Total 27 54% 37 74% 69 69%
It becomes clear from the above table-4 that 40% teachers say that practical training is held during
the year so that computer teachers of primary schools can get more ability. In terms of the types of school,
17 (34%) teachers of government schools 23(46%) teachers of private schools say that practical training is
conducted during the year in their schools.
Thus it can be said that practical training is conducted during the year for computer education at
primary level.
(2) Training given during the year for computer for computer education.
The table-5 given below shows the number of times training arranged during the year for computer
education.
Table – 5
Details of training given during the year for computer education.
teacher % teacher %
1 Once 09 18% 09 18% 18 18%
2 Twice 15 30% 04 8% 19 19%
3 Thrice 20 40% 37 74% 57 57%
4 Never held 06 12% 00 0% 6 6%
Total 50 100% 50 100% 100 100%
The above table -5 shows that 57% teachers say that training for computer subject is held for 3
times in a year and 6% teachers say that training is not held even once in a year. In terms of types of schools,
20 (40%) teachers say that training in held for 3 times in schools run by local bodies and 6 (12%) teachers
say that training is not held even once in the schools run by local bodies; whereas 37(74%) teachers say that
training is held for times in private schools and 4(8%) teachers say that training is held for 2 times in the
private primary schools.
Thus, it can be said that training is held mostly for 3 times in government schools and there are very
less instance when the training is never held even once in a year. In terms of private schools mostly training
is held for 3 times and there are very less instances when the training is held for 2 times in a year.
Finding :
(1) The computer lab facility is found to be much better in schools run by private education organizations
than in the schools run by the local bodies.
(2) The basic facilities like table and chairs are found to be much better in schools run by private
educational organization than in the schools run by the local bodies.
(3) The facility of electricity is not regular in schools run by the local bodies for running computers
whereas this facility is found to be regular in the schools run by private educational organizations.
(4) The facility of computer related books in primary schools run by private educational organizations is
for better than those run by the local bodies.
(5) The facility of blackboard is found to be more better in schools run by private education organizations
than in the schools run by the local bodies.
(6) The facility of a peon in computer lab in school run by private educational organization is found to be
much better than in the schools run by the local bodies.
Conclusion :
The investigator has studied about physical facilities and human resources in terms computer education
in primary schools of Sanand Taluka to know about the prevalent situation of computer education. This study
and the inferences drawn by the investigator will be helpful in guiding the teachers of primary teachers in
computer education. Moreover, people involved in education will be made aware of various basic things
related to computer education in Sanand Taluka.
References :
1. Gujarat state textbook association (2004), Educational tools-materials and computer, Gandhinagar.
2. Uchat, D.A. & others (1991): How will you do Research and Report writing? Rajkot: Education
Dept, Saurashtra University.
3. Shukla, S. (2004): Information Technology. In education, Ahmedabad: Varishen Publication.
4. Parekh, S. C. & Dikshit S. K. (1995): Statistical testing in psychological research. Junagadh: Champa
Prakashan.
5. Patel Ashok & Patel R. S. (2000): Information Technology in Education, Ahmedabad: Nirav
Publication.
EFFECT OF GENDER AND AREA ON EMOTIONAL MATURITY OF STUDENTS
Sonara Nikita S. *
ABSTRACT
Emotional maturity is the capability of a person to control their emotions and not let, their emotions
control them. There are several things you may feel like doing because of your emotions, but emotional
maturity will keep you doing the right thing and may even help you to remain calm in the most difficult
situations. The aim of this research is to find out emotional maturity of students. For the research
investigator has decided to test the role of gender and area. So investigator has decided to take sample
of 120 students. From the sample 60 males and 60 females were selected to test the gender effect. To
test the area effect 30 males as well 30 females were selected from the both urban and rural areas. For
the data collection ROMA PAL’S emotional maturity scale was used and scored as per manual. Collected
data was analyzed by‘t’ test. Results show that‘t’ value of rural area found significant according to
gender means males and females of rural area are having difference in their emotional maturity. But in
urban area‘t’ value was not found significant.
INTRODUCTION :
WHAT IS EMOTION?
“EMOTION CAN ACTIVATE AND DIRECT BEHAVIOUR,
IN THE SAME WAY BIOLOGICAL DRIVES DO. “
-HILGARD, ATKINSON, AND ATKINSON
What is emotion? In general, the term ‘emotion’ is used to designate ‘a stat of consciousness having to do
with the arousal of filling (Webster’s New World Dictionary)’. It is ‘distinguished from other mental states,
from condition, volition, and awareness of physical sensation’. Feeling refers to ‘any of the subjections
reactions, pleasant or unpleasant’ that one may experience in a situation. Emotional consists of (a) physiological
changes within the bodies, for example, shifts in the heart bear rate, blood pressure and so on; (b) subjective
cognitive states, for example, the personal experiences we label as emotions; and (c) expressive behaviours,
such as, outward signs of these internal reactions (Taylor, 1999).
According to Walter D.Smitson (1974), “Emotional maturity is a process in which the personality is
continuously striving for greater sense of emotional health, both intra-physically and interpersonally.”
One outcome of healthy emotional development is increasing “Emotional Maturity”. Emotional
maturity should be regarded as relative, not final or absolute. The process of maturity emotionally is never
complete, for a person in fairly good health mentally continues to grow more “mauler” in his attitude toward
life and toward himself as long as he lives. Therefore, when we say that a major aim of a good educational
program is to help learners to gain in emotional maturity, what we means are not the achievement of a
certain and product that can be graded or rated on graduation day. But rather seeking to help the child in a
process of development that continues long after most people leave school.
Many attempts have been made to define “emotional maturity”. In psychological writings the definition
of maturity essentially involves emotional control has been a prominent feature in some definitions. According
to this view, the emotionally mature person is able to keep a lid on his feeling. He can suffer in silence. He
can bide his time in spite of present discomfort. He is not subject to swings in mood. He is not volatile. When
he does express emotion ho does so with moderation, decently, and in good order. He is not carried away by
his feeling. He has considerable tolerance for frustration, and so on actually, in the writer’s opinion; a person
can live up to all of these prescriptions and still be an abjectly immature person as well as a very cold,
unemotional person.
A Definition of emotional maturity that is in keeping with the facts of development and the potentialities
involved in the process of development must stress not simply restriction and control but also the positive
possibilities inherent in human nature. According to this view, emotional maturity involves the kind of living
that most richly and fully expresses what a person has in him at any level of his development. So below study
results are related to present study so we can say that gender difference is affected on emotional maturity.
Problem of the study: - “Effect of gender and area on emotional maturity of students”
¾ 0bjectives of the study :
* Ph.D Scholer, Department of Psychology, Gujarat University

1. To study the emotional maturity of male and female.
2. To study the emotional maturity of urban and rural area.
¾ Hypothesis of the study :
1. There is no significant difference in emotional maturity of male and female.
2. There is no significance difference in emotional maturity of Urban and Rural area.
Method
¾ Sample :
Total sample is 120 the sample for the study compression of 60 male and 60 female where 30 urban
and 30 rural areas.
Variable Male Female Total
Urban 30 30 60
Rural 30 30 60
Total 60 60 120
¾ Tools :
The following tools were used in the present study.
1. Emotional Maturity scale :
Emotional maturity scale by kum.Roma pal (1988) (Department of psychology, Agra college, Agra
published by Agra psychological research cell, Tiwari kothi, Belanganj measures emotional maturity. It measures
five factors of Emotional maturity that is Emotional instability, Emotional regression, Faulty social adjustment,
Lack of independency and Flexibility composite score for Emotional maturity. The scale is translated in Gujarati
without changing the meaning and nature of the original item. Emotional maturity scale has a total 40 item and
it is a self reporting 5 point scale. The 5 options mentioned in strongly agree, agree, undecided, disagree and
strongly disagree. Test retest reliability was found 0.68. The validity was found 0.84.
Procedure :
All these test was administered in and individual setting after given adequate instruction and establishing
rapport. According to test manual the response of each subject test was scored as per scoring key of each
test and final scoring of each test was done as per manual. These score was analyzed adequate statistical
techniques for analysis in order to study the contribution of two independent variables of gender and areas
to examine their main effect of emotional maturity.
¾ Statistical Analysis :
In this study student’s‘t’ test was used for statistical analysis.
¾ Result and discussion :
Table – 1: Mean, SD, and , ‘t’ value of Gender
Gender Mean Sd ‘t’ Sign
Male 131.58 13.80
Female 148.78 19.49 1.57 NS
Total 140.18 18.90
Table – 2: Mean, SD, and ‘t’ - value of Area

Area Mean Sd ‘t’ Sign
Urban 134.58 16.49
Rural 145.78 19.62 0.09 NS
Total 140.18 18.90
Table:- 3 Shows ‘t’ value according to Gender and Area:
Variable N Mean t- value Sign.
Gender Male(Urban x Rural) 30 131.58 0.40 N.S
Female(Urban x Rural) 30 148.78 1.12 N.S
Area Urban(Male x Female) 30 134.58 0.49 N.S
Rural(Male x Female) 30 145.78 6.39 Sig
Total Gender x Area 120 140.18 1.57 N.S
Discussion :
The purpose of the study is to find out the emotional maturity of students according to their gender
and area. According to the table No.1 result shows that the calculate‘t’ value is 1.57 for male and female
students. Calculate‘t’ is less than the tabulated value at both the level 0.05 and 0.01. Therefore hypotheses
Ho1 is accepted and it can be said that there is no significant difference found in the emotional maturity of
male and female. This indicates that males and females are having same emotional maturity. So, it is also
proved that gender has no roll in emotional maturity.
According to the table No.2 result shows that the calculated‘t’ value is 0.09 for urban and rural
students. Calculate‘t’ is less than the tabulated value at both the level 0.05 and 0.01. Therefore hypotheses
Ho2 is accepted and it can be said that there is no significant difference found in the emotional maturity of
urban and rural area.
According to the table no.3 data was analyzed by‘t’ test. ‘t’ value was found 6.39 at 0.01 level significant.
Results show that‘t’ value of rural area found significant according to gender means males and females of
rural area are having difference in their emotional maturity, means in specifically in rural area gender does
affect the emotional maturity. But in urban area ‘t’ value was found not significant.
In the entire sample data analyzed by ‘t’ test; results show that ‘t’ value of emotional maturity according to
gender and area is 1.57 which is not significant. This indicates that there is no difference found between
gender and area on emotional maturity.
The present study on the students has been done to know the psychological substances of students’
to face the difficulties like irregularity, raging, suicide, teachers attitude, peer pressure, generation gap and
parents pressure for exams, etc. how all these factors affect the students emotions. This study is especially
done to know the emotional maturity of college students and how they can strengthen it to improve their
studies and level of life satisfaction by their improving emotional maturity.
¾ Conclusion :
1. There is no significant difference of gender in student’s emotional maturity.
2. There is significant difference in students of rural area in their emotional maturity.
Reference :
1. Aleem and Sheema. (2005). Emotional stability among college youth. Journal of Indian Academy of
Applied Psychology. 31:99-102.
2. Devi,U.L. and Uma, M.(2005)Relationship between dimension of emotional intelligence of adolescents
certain personal social variables. Indian psychological review 64(1), 11-20.
3. Geeta, S. Pastey and Vijayalaxmi A. Aminbhavi (2006) - ¯Impact of Emotional Maturity on Stress
and Self Confidence of Adolescents Journal of the Indian Academy of Applied Psychology, January
2006, Vol. 32, No.1, 66-70. Karnatak University, Dharwad.
4. Kaur, M. (2001). A Study of Emotional Maturity of Adolescents in relation to Intelligence, Academic
Achievement and Environmental Catalysts. Ph.D. (Edu.), Punjab University. Unpublished thesis.
5. Manoharan, R. John Lauis and I.Christie Doss (2007)- Emotional maturity of Post graduate students
in Pondicherry Region, Experiments in Education, vol.35 No.8 August-2007.
6. Nanda, P.K. and Asha Chawla (2009)- ¯Impacts of Age and Family Type on Emotional maturity of
urban Adolescent Girls Journal of the Indian Academy of Applied Psychology, January 2006, Vol.
32, No.1, 70-74
7. P.K.Nanda and Asha Chawla (2005) Impact of age and family type on emotional maturity of urban
adolescents :available at :http://www.aiaer.net/ejournal/voll9107/6.htm Roma pal,K.M.1984.Manual
for Emotional maturity scale, Agra Psychology Res Cell.Agra
8. Roma pal (1988) The manual for emotional maturity scale Agra psychological research scale Agra.
9. Sharma. R. (2008). Level of emotional intelligence, emotional maturity and self actualization among
college going males and females. Unpublished dissertation, University of jammu, jammu.
10. Subbarayan, K. G. Visvanathan (2011)- ¯A Study on Emotional Maturity of College Sstudents Recent
Research in Science and Technology 2011, 3(1): 153-155.
EFFECTIVENESS OF CRITICAL THINKING PROGRAMME ON STUDENTS OF CLASS
IX IN RELATION TO IQ
Dr. Divyesh M. Patel *
ABSTRACT
Every teacher teaches in a patterned way, though few teachers are explicitly aware of the patterns
implicit in their teaching. It is important for teachers who aspire to take command of their teaching to foster
higher order learning to begin to develop a sense of the patterns implicit in their own instruction and a sense
of the patterns they might experiment with that would enable them more readily to cultivate the critical
thinking of their students. Educational psychology had a notable period emphasizing intelligence. Efforts
have made to measure and enhance intelligence. Intelligence is a multi skill trait of a person. Critical thinking
is a learned ability that must be taught. Most individuals never learn it. Critical thinking cannot be taught
reliably to students by peers or by most parents. Trained and knowledgeable instructors are necessary to
impart the proper information and skills. Present study is an attempt to find effectiveness of critical thinking
programme developed for enhancement of critical thinking for the students of standard IX in relation to
intelligence.
Introduction
Like the body, the mind has its own form of fitness or excellence. That fitness is caused by and
reflected in activities done in accordance with standards (criticality). A fit mind can successfully engage in
the designing, fashioning, formulating, originating or producing of intellectual products worthy of its challenging
ends. To achieve this fitness the mind must learn to take charge of itself, to energize itself, press forward
when difficulties emerge, proceed slowly and methodically when meticulousness is necessary, immerse
itself in a task, become attentive, reflective and engrossed, circle back on a track of thought, recheck to
ensure that it has been thorough, accurate, exact and deep enough.
Critical thinking development is to improve the thinking skills of students. But, we may ask, can’t we
automatically teach critical thinking when we teach our subjects, especially mathematics and science, the
two disciplines which supposedly epitomize correct and logical thinking? The answer, sadly, is often ‘NO’.
Please consider these two observations:
“It is strange that we expect students to learn, yet seldom teach them anything about learning.”
- Donald Norman, 1980
“We should be teaching students how to think. Instead, we are teaching them what to think.”
- Clement and Lochhead, 1980
Perhaps one can now see the problem. All education consists of transmitting to student two different
things: (1) the subject matter or discipline content of the course (“what to think”) and (2) the correct way to
understand and evaluate this subject matter (“how to think”). We do an excellent job of transmitting the
content of our respective academic disciplines, but we often fail to teach students how to think effectively
about this subject matter, that is, how to properly understand and evaluate it. This second ability is termed
critical thinking.
Objectives
1. To study the effectiveness of programme enhancing critical thinking.
2. To study the effectiveness of programme enhancing critical thinking in relation to IQ.
Variables :
Independent variable: The independent variable for the present study were
- I.Q. (High, Low) - Critical Thinking Programme
Dependent variables: Score obtained by the student of class IXth on Critical Thinking Test.
Controlled variable: The controlled variable for the present study is
- Standard – IXth - Content Matter
Hypotheses:
The following hypotheses were formulated in pursuance of the objectives and variables of the study:
* Lecturer, Vaidya Shri M.M. Patel College of Education, Ahmedabad.

HO1: There will be no significant difference between the mean scores of critical thinking for pre test and
post-test.
HO2: There will be no significant difference between the mean scores of critical thinking of High IQ and
Low IQ students in post-test.
HO3: There will be no significant difference between the mean scores of critical thinking of students
having High IQ in pre-test and post-test.
having Low IQ in pre-test and post-test.
Research Method : Experimentation method was used for the study.
Experimental Design : In the present study One-Group Pretest-Posttest experimental research design
was used to find the effectiveness of Critical thinking programme.
Population : Population of the present study was the students of standard IX of Anand district.
Sample: Random sampling technique was used for the sample of 53 students out of which 26 were boys
and 27 were girls.
Research tools : Critical thinking test was constructed and standardized by the investigator was used for
the present study. Critical Thinking Programme was developed for enhancement of critical thinking of the
students.
Data analysis technique : Mean and standard deviation was calculated. ‘t’ value was used to test hypothesis.
Testing of Hypotheses :
HO1: There will be no significant difference between the mean scores of critical thinking for pre-test and
post-test.
Table 1 : Mean, S.D. and ‘t’ value for Pre-test and Post-test data
N Mean SD SE D t Value
Pre-test 53 15.79 4.40 1.09 7.04
Post-test 53 23.47 6.60
The ‘t’ value was found from above table 1 to be 7.04 was significant at 0.01 level and it indicates
that the null hypothesis was rejected. i.e. there exists significant difference between the pre-test and post-
test score of the students. It shows that critical thinking programme was found effective for the students.
HO2: There will be no significant difference between the mean scores of critical thinking of High IQ and
Low IQ students in post-test.
Table 2 : Mean, S.D. and ‘t’ value for Post-test data of High IQ and Low IQ students
Post-test N Mean S.D. SE D t value
High IQ students 14 30.50 4.31 1.54 8.81
Low IQ students 14 16.93 3.83
that the null hypothesis was rejected. i.e. there exists significant difference between the post-test score of
high IQ and low IQ students. It shows that critical thinking programme was found more effective for the
high IQ students than that of low IQ students.
HO 3: There will be no significant difference between the mean scores of critical thinking of students
having High IQ in pre-test and post-test.
Table 3 : Mean, S.D. and ‘t’ value for Pre-test and Post-test data of High IQ students
High IQ Students N Mean SD SE D t Value
Pre-test 14 19.85 3.37 1.46 7.28
Post-test 14 30.50 4.31
that the null hypothesis was rejected. i.e. there exists significant difference between the pre-test and post-
test score of students having high IQ. It shows that critical thinking programme was found effective for the
students having high IQ.
having Low IQ in pre-test and post-test.
Table 4 : Mean, S.D. and ‘t’ value for Pre-test and Post-test data of Low IQ students
Post-test N Mean SD SED t Value
Boys 14 13.00 2.86 1.27 3.08
Girls 14 16.93 3.83
The ‘t’ value was found from above table 4 to be 3.08 was not significant at 0.01 level and it
indicates that the null hypothesis was rejected. i.e. there exists significant difference between the pre-test
and post-test score of the students having low IQ. It shows that critical thinking programme was found
effective for the students having low IQ.
Findings :
1) The mean score of students in post-test is higher than that of pre-test which shows the effectiveness
of critical thinking programme.
2) Critical thinking score of high IQ students in post-test is higher than that of low IQ students, which
shows critical thinking programme is more effective for high IQ students.
3) Critical thinking score of students having high IQ in post-test is higher than that of pre-test, which
shows Critical Thinking Programme is effective for high IQ students. Critical thinking of students
having high IQ enhances considerably after critical thinking programme.
4) Critical thinking score of students having low IQ in post-test is higher than that of pre-test, which
shows Critical Thinking Programme is effective for low IQ students. Critical thinking of students
having low IQ enhances considerably after critical thinking programme.
Educational implications :
Critical thinking programme can be used to enhance critical thinking of students of standard IX.
Critical thinking programme can be used to enhance critical thinking of students of high and low IQ as
critical thinking programme was found equally effective on students having high and low IQ.
Conclusion :
Knowledge commission of India aims at Knowledge society. Knowledge society is bound to be
thinking society. Our education is also focusing thinking curriculum, teaching learning process and assessment.
In this context, critical thinking programme can be used to enhance critical thinking of standard IX irrespective
to high and low IQ.
References :
Anastasi, Anne (1970). Psychological Testing (7th Ed.), London: The Macmillan Company.
D’Angelo, E. (1971). The teaching of critical thinking (Vol. 1). N.V.: B.R. Gruner, Amsterdam, Netherlands.
Donald, Norman (1980). Cognitive engineering and education, in Problem Solving and Education: Issues in
Teaching and Research, edited by D.T. Tuna and F. Reif, Erlbaum Publishers.
Patel, R.S. (2011). Statistical Methods for Educational Research. Jay Publication , Ahmedabad.
Paul, R. (1993). Critical thinking: What every person needs to survive in a rapidly changing world (J. Willsen
& A. J. A. Binker, Eds.). Santa Rosa, CA: Foundation for Critical Thinking.
REDESIGNING THE COURSE OF POST GRADUATE DIPLOMA IN
DEVELOPMENT MANAGEMENT
Dr.Avani Maniar *
Ms.Leena Chauhan **
Abstract
Post Graduate Diploma in Development Management course is one year professional course
which prepares students to work as development managers in development field and implement various
developmental programmes. It is for those graduate students who are interested in development activities
such as training, capacity building, supervision, creating awareness through various communication
strategies. It enables its students to foresight the development and according to that they make development
plans. This programme train its students in the field of development through courses viz. Theories of
Development, Communication for Development, Programme Planning and Supervision, Development
Management, Entrepreneurship Development, Research in community studies. The students are also
placed in development organisation to get first hand exposure to work with target group. After completing
the course students get job in Government/Non Government organisations or CSRs for social development
work.
The need was felt by the faculty members to strengthen the present course outline so that P G
Diploma students can get recruited in various developmental agencies easily and can perform better.
The needs and requirements of the course change with time. A systematic process was followed to
redesign the course. The changes were incorporated with the help of suggestions from stakeholders. In
this process of redesigning it was found that all the stakeholders who were approached for giving their
valuable suggestions (teachers, personnel from collaborating agencies and students as well) were willing
to bring changes in present course outline. Therefore the necessary steps were taken in this regard. This
paper will describe the process followed to redesign the course of PG Diploma in Development
Management.
Keywords: Development Management, Steps in redesigning a course outline, need for redesigning
the course
1. Introduction :
Organisation working for rural development works in a complex environment, which is very different
from other corporate and government organisation. They have different sets of challenges which they have
to face during field work and office work. It is always recommended to have trained staff with subject
matter specialisation to run such organisation. These trained personnel can guide other colleagues to perform
well in office as well as on field. The important tasks in such organisation are
¾ Programme Planning
¾ Programme Execution
¾ Programme Evaluation
¾ Report Writing
These organisations appoint ‘Programme officers’ and ‘Field workers’ to perform above listed
tasks. Their working capabilities and zeal decides the success of the programme. If organisation doesn’t
have better team, there are chances of its failure.
The Department of Extension and Communication, Faculty of Family and Community Sciences of
The M. S. University of Baroda, Vadodara offers Bachelor & Masters programme in Extension and
Communication along with a Post Graduate Diploma Programme in Development Management. This way
the department is preparing development professionals who can contribute towards socio-economic
development of the communities. They are trained in designing communication strategies; developing
communication packages as well as quality IEC i.e. Information Education Communication materials. These
techniques of development communication are proved to be effective in field work for rapport building,
programme implementation, capacity building, and empowering rural population. These acquired skills make
them able to get recruitment in various developmental organisations.
* Department of Extension and Communication, Faculty of Family and Community Sciences, The Maharaja
Sayajirao University of Baroda, Vadodara.Gujarat, India
The Master programme provides an opportunity to carry out a research or action research project
to students. It is a two year programme, where in first year students read and learn about development
management, research methodology, statistics, media production, gender and development, entrepreneurship.
In second year, the main focus is on their research project. Along with these they also get an exposure to
rural field work in each semester. Students carry out a well-designed and need based research or action
research project as part of their study.
Post Graduate Diploma in Development Management is a professional course which prepares
students to work in development field and conduct various developmental programmes. It is a one year
course for those students who does not want to involve in research but interested in development activities
such as training, capacity building, supervision, creating awareness through various communication strategies.
This programme offers various courses to give an insight of development field to its students.
Rural organizations, unlike their corporate counterparts, operate in a complex environment. Managing
rural organizations, therefore, poses a different set of challenges than those in managing corporate
organizations. There is a growing need for well-trained professional managers in these organizations.
Recognising this, department imparts development management education to its Development Management
students to undertake challenging responsibilities in rural organizations. The curriculum includes practical
exposure to rural realities through fieldwork and organizational placements apart from classroom based
learning. This unique opportunity for experiential learning provides a support to build and sustain partnerships
between rural communities and committed professional managers.
‘Development’ encompasses continuous ‘change’ in a variety of aspects of human society. The
dimensions of development are extremely diverse, including economic, social, political, legal and institutional
structures, technology in various forms (including the physical or natural sciences, engineering and
communications), the environment, religion, the arts and culture. Development management refers to
“organized efforts to carry out programmes or projects by those involved to serve development activities.”
It refers not only to government’s efforts to carry out programmes designed to reshape its cultural, physical
and human environment, but also to the struggle to enlarge a governments capacity to engage in such
programmes. So it becomes very necessary that courses to be taught in colleges offering such courses
should be appropriate and meeting expectations of recruiters working for rural development so that they can
prepare students who can work in rural areas effectively. Every year, thousands of University Professors,
Lecturers, and Graduate students sit down at their desks and design courses. They start out excited, their
desks are stacked high with all the material they want to cover, but there never seems to be enough time in
the academic calendar to cover everything. So compromises are made: topics are cut, or several topics get
trimmed and clubbed together. Not only this, UGC guidelines also suggest each institution to revise their
course outline in every five year.
In order to achieve the objective of redesigning of courses UGC had recommended updation of
model curricula at least once in five years. (Prasad, 2000)
In the department of extension and communication, PG diploma students go through with total nine
courses, along having weightage of 40 credits. This includes both practical and theory courses.
Table 1 (Next Page) Courses offered to Students of PG Diploma in Development Management
(Total: 40 Credits)
1.1 Need for Redesigning the Course Outline
P.G. diploma students of department of extension and communication, faculty of family & community
sciences read various courses and undergo with development projects under field work. They are usually
placed as Pre Primary School Teachers, Extension Personnel in NGOs and Trainer in GOs and NGOs.
Though they are studying fine courses here but in today’s competitive scenario the need has been
felt by faculty members to strengthen and enrich the present course outline in order to-
- Prepare Smart Development Managers as per today’s requirement
- Update and Modify the present course content
- Improve competencies of Students
- Increase their recruitment rate
- Match the present Course Outline with contemporary need and with other similar courses offered
in different institutes.
Table 1 Courses offered to Students of PG Diploma in Development Management
(Total: 40 Credits)
Course Title and Brief Credits
Theory Practical Total
First Semester
Theories of DevelopmentDevelop understanding regarding
the concept, paradigms, theories, trends of development as well as 3 - 3
regarding obstacles in growth and development.
Communication for DevelopmentDevelop understanding 3 1 4
regarding the concept and process of communication for development,
role of various communication media, methods for communication used
in development.Develop ability of using various communication
methods and media for development purposes.
Programme Planning and SupervisionDevelop understanding about
2 1 3
the process of programme planning in extension, concept of social
change, supervision in extension.Develop ability in planning and
supervising extension programmes
Development ProgrammeDevelop understanding regarding need 3 - 3
for development process.
Research for Community DevelopmentDevelop understanding 3 - 3
regarding concepts of community research, need and methods of
documenting community research.
Field Work (a)Develop understanding regarding the existing village - 3 3
conditions and problems.Develop and ability to plan programmes for
solving the selected rural problems.Impact evaluation of the
programmes conducted in the village.
Total Credits: 19
Second Semester
Development Management Develop understanding regarding
extension management, administration and training in extension, rural 3 - 3
financial management, sensitize students to the needs and importance
of coordination for extension programme
Entrepreneurship DevelopmentDevelop understanding regarding 2 1 3
the concept of self-employment and entrepreneurship development as
well as for selection and starting of enterprise.Develop ability in
preparing project report.
Action ProjectDevelop understanding regarding preparation of
proposal of an action project in a selected area of development.Develop 1 4 5
ability in conducting an action project.
SeminarDevelop ability in reviewing literature and presenting it.
Develop understanding regarding the various areas and their scope in - - 2
Extension and Communication.
Field work (b)Similar as Field work (a) - 3 3
Organisational PlacementDevelop understanding/ gain experience - 5 5
by involving in institutional programmes and get exposed to the institution
in reference to their objectives, programmes, supervision monitoring
and evaluation.Participation in project activities by trying out various
approaches, methods and communication media.
Total Credits- 21
Grand Total- 19+21= 40 Cr.
The course outline of PG diploma students required some changes and improvements according to
the present development need and priorities. By adding more practical content department can enforce
confidence among the students and make them able to perform well in given task.
Though the students were learning various quality courses here but they were also having problem
in getting recruited. The main reason was eligibility requirements or competencies required by recruiters
e.g. better documentation skills, good communication skills, ability to develop innovative communication
methods and materials. The course outline was redesign in light of these needs. Through this, future students
will be able to meet the eligibility requirements of the recruiters. Therefore keeping above points in mind, it
was planned to carry out this redesigning exercise. In order to accomplish the main objective of redesigning
the course outline following questions required to be answered-
- What were the lacunas and loop holes in the present course?
- What was resisting the developmental agencies to place students in their organisation?
- What should be added / modified and what should be deleted in the course so that it can match
with the requirements of GOs, NGOs and CSRs?
It was decided to visit some of the collaborating organisations and institutions to get answers to
these questions where the students has been going and carrying out their internship, action projects, field
projects etc.
Department of extension and communication is collaborated with many government organisations,
non-government organisations and corporate social responsibility organisations to work for development.
Under Graduate, Post Graduate and P. G Diploma students constantly visit these organisations or institutions
for their action projects, other developmental project and internship.
Some of these organisations are-
• CSR Sector
IPCL, ONGC, Centre for Environment Education, Ahmadabad
• Government Sector
DRDA, BMC, Vocational Rehabilitation Centre
• Non Government Sector
Deepak Charitable Trust, Shroff Foundation, Vikas Jyot. Friends Society, Society for Physically
Handicapped
2. Methodology
The following steps have been followed in order to modify the present course outline of postgraduate
diploma in development management:
• Review of present course outline
• Suggestions from Stakeholders through interview sessions
• Review of Similar Course Outline of other Institutes
• Discussion with PG diploma coordinator
• Comparison of suggested course content and present course content
• Changes were incorporated
2.1 Review of Present Course Outline:
Various related materials have been reviewed for redesigning the course outline. Course outlines of
other institutions offering diploma or master degree in development management or rural development were
reviewed. It was found that there are some other courses which are being offered to development
management students. Those courses were-
- Computer Application - Organisational Behaviour
- Human Resource Management - Quantitative Analysis for Rural Management
- Rural Development Bureaucracy - Management Information System
- Management of Land and Water Resources - Social Entrepreneurship
- Management of NGO - Values and Ethics in Management
These courses were found important and essential to cover in development management. Despite
of adding a full course, some parts of it could have been added in present courses. This way student will
have an exposure of these topics and will get more familiar development sector.
2.2 Suggestions from Stakeholders through Interview Sessions
Apart from reviewing various course outlines it was decided to take suggestions from stakeholders.
Through this it was find out that where the development management students of department of extension
and communication are legging behind and what content is required to be added or improved in present
course outline. This will help employers to absorb these students directly in their organisations for jobs as
per their requirements. Suggestions were gathered from Employers, Teaching Faculty of department of
extension and communication and Ex- P.G. Diploma students.
Firstly collaborating agencies were approached to gather their suggestions. Some of these
organisations were-
· Shroff Foundation
· Deepak foundation
· Baroda Citizens Council
· Indian Petro-Chemical Limited/ Reliance
· Friends Society
· District Rural Development Authority (DRDA), Vadodara
· Society for Physically Handicapped, Vadodara
· GAIL
2.2.1 Overall Suggestions given by collaborating agencies:
The concerned persons of development organisations have suggested various topics/ subjects for
theory as well as for practical. They opined that students studying post graduate diploma in development
management in department of extension and communication are well trained in Designing Communication
Strategies, Developing Communication Packages, and Designing IEC Materials. Employers gave feedback
for strengths and weaknesses of these students. They are as follows-
Strengths
¾ Training the intended Target Groups
¾ Effective Programme Implementation,
¾ Capacity Building & Empowering Target Population,
¾ Good in liaison within Target group & Development Practitioners.
Weaknesses
¾ Lack of complete information regarding new techniques and updates of development field.
¾ Limited exposure through Field Work and Organizational Placement due to time constraint.
¾ Lack of writing skills required for report writing of community based activities.
The reason for sharing this was to strengthen student’s capacity by bringing change in their curriculum
as per the need. For course outline all of them suggested that the internship and field work duration should
be increased whereas theory subject should be more of application type.
They suggested some topics which are essential to study under development management. They are as
follows:
Theory :
· Concept of Development
· Integrated Approach in development
· Need based Approach
· Planning of Development Programme
· Report Writing
· Human Development Issues with a focus on Education and Health
· Development of Training Modules
· Monitoring
· Fund distribution &funding pattern of Government.
· BPL and APL parameters
· Village development planning (priority wise)
· Public awareness about RTO, banking, etc
Practical
· Field Experience should be arranged on continuous basis for one/two months.
· New experience such as working with tribal community and remote areas should be provided to
student.
· Capacity Building
· Preparation of Communication Media as per the field experience
· Report Writing
· Exposure of field work through GOs, NGOs
· Department should invite Senior Executive collaborating Agencies after internship to get a better
feedback of student’s performance.
· Communication Packages for Income Generation Activities
· How to change mind-set/ attitude of people.
Above suggested topics for theory and practical are important to study for development managers/
practitioners. The present course outline already had some of them but there were some topics (listed
above) which needed to be added.
2.3 Suggestions from Teaching Faculty
Suggestions were also gathered from teaching faculties. They are as follows-
¾ Field work should be related to Development Theories :
Students should know which theory they are implementing or using for field work. This will give clarity of
various development theories and provide an insight to use them for field work. Therefore it is necessary to
correlate development theories with field work.
¾ Internship :
For internship the students should be placed in good institution or organisation where they can get
good opportunity to work and able to provide better/ quality outcome. The duration of placement can be
extended so that they can learn each aspect of working in development organisation i.e. from planning of the
project to its evaluation including handling of accounts and other managerial points.
¾ Students should get training of all the activities handled by development practitioners.
¾ Action Project:
Duration for action project should be increased. It becomes difficult for students as well as for guide
to carry out a good action project in short duration. The results of action project can be more effective if
students have more time to carry out their project.
¾ Target Area:
It had been observed that from many years students are working in same target villages. Therefore
it was advised to select new villages and identify their current needs. This will provide new opportunity to
students for carrying out new development project.
¾ Duration of Field Work:
Looking towards the inconvenience of students as well as of teachers, it was suggested that field
work should be divided into two or three days (2-3 hours/ day) activity per week instead of keeping it for one
whole day per week.
2.4 Suggestions from Students
Suggestions were also taken from ex-students of PG diploma in Development Management. Students wanted
the course outline to be of more practical type which may help future students in acquiring jobs.
¾ Internship or Action Project :
Students shared that they feel difficulty in carrying out both activities i.e. Internship or Action Project
together. They suggested for keeping either internship for one or two months or only action project during
their course work.
¾ Collaborating Agencies :
It was suggested that the field work or action project should carried out with good and known
organisation so that their experience will help in their recruitment.
¾ Focus on Practical :
Students suggested that their course should be more focused on practical. They shared that they like to
develop various IEC materials under their course of communication for development and field work. The
practical training provides them a good experience to work in development field.
3. Results
After taking suggestions from stakeholders the main task was to compare the present course outline
with suggested content. This way it could become easy to find out ‘what should be added?’, ‘what is already
there?’ and ‘what should be deleted?’ A comparative exercise gave a true picture of present course outline
and accordingly changes were incorporated.
Table 2: Comparison of Course content with Suggestions:
Sr. Suggested Course work and Reviewed Already there Need to be added
No. Course work
1. Concept of Development
2. Need Based Approaches
3. Integrated Approaches
4. Planning of Development Programme
5. Report Writing Need to be
improved and
More focused
6. Human Development Issues with a focus
on Education and Health
7. Development of Training Modules
8. Monitoring
9. Fund Distribution & Funding pattern of Government
10. BPL and APL parameters
11. Village Development Planning (priority wise)
12. Computer Applications
13. Human Resource Management
14. Rural Development Bureaucracy
15. Management of Land and Water Recourses
16. Management of NGO
17. Organisational Behaviour
18. Quantitative Analysis for Rural Management
19. Management Information System
20. Social Entrepreneurship
21. Values and Ethics in Management
After comparing the course outline with the stakeholders’ suggestions following changes were
incorporated in course outline of post graduated diploma in development management.
- New units were added in various courses (see table )
- Content was removed or modified and added wherever required.
- Theory part of Action Project course was moved to another theory course and made it totally
practical.
- New references and web resources were added for each course.
Table 3: Content added in New Course Outline
Sr. No Name of the Course Content Added
1. Theories of Development Basic Need Model
Human Development Model
Development Indicators
2. Communication for Development Communication Strategies for Development
Communication
Behaviour Change Communication
Designing Messages for Development
Communication
3. Development Management Development Management Models
Development Manager (Skills and Abilities)
Functions of Management
NGO/GO Management
Management Information System
4. Development Programmes Contemporary State and National Level
Development Programmes
5. Entrepreneurship Development Social Entrepreneurship
6. Research for Community Development Concept and Aspect of Action Project
Abilities needed by Action Project Planner
Procedure of Under taking Action Project
4. Conclusion :
Development management course is offered to develop sense of achievement and objectives with
optimum use of limited resources in manpower, finance, material, time and also active contribution to the
clarification and reformation of policies and objectives among students. Development Management is a very
important subject to be offered in present scenario. It enables its students to foresight the development and
according to that they make development plans. Department of extension and communication, faculty of
family and community sciences, the M. S. University of Baroda, Vadodara has taken a step towards preparing
development practitioners and managers through offering postgraduate diploma in development management.
The course provides an opportunity to its students to work on field and experience the development process.
Through this they learn, how to initiate it and how to get involve into it. Development professional are
required in every sector i.e. public, private or corporate. All government, non-government and corporate are
contributing in development activities. These development practitioners and managers are grabbed by them
to run successful development projects/programmes.
The needs and requirements of the time change accordingly. It always requires some changes and
additions or modifications to balance you with time. Therefore the need has been felt to modify the present
course outline of P.G. Diploma in Development Management.
The discussion with collaborating agencies and teachers threw light on the aspects which should be
added in present course. Overall, it was suggested that the course focus should be more on practical i.e. on
field work, internship, and training and media development. Students also agreed to it. Apart from this
another thing which was advised was, the course should be more of application type and students should be
able to relate their classroom study with field work.
This kind of assignments enables teachers to know the different perception of faculties, students
and other concerned people. In this work it was found that all people who were approached for giving their
valuable suggestions (teachers, personnel from collaborating agencies and students as well) were willing to
improve or modify the present course outline. Therefore the necessary action should be taken in this regard.
Therefore, future students will learn development management in a desired and better manner.
5. References :
Prasad, A. (2000). University Education Administration and the Law. New Delhi: Deep and Deep
Publications.
COMMUNICATION PRACTICES OF CORPORATES IN GUJARAT
Prof. Uma Joshi *
Ms.Dhara Bhatt **
Abstract :
Corporate communication is an essential aspect of communication, which needs to be studied and
put to use in all the corporate organization for greater efficiency at work. Corporate communication
collectively refers to the communication processes that are meant for corporate or business purposes.
Corporate communication refers to the communication within corporate organization (internal
communication) as well as the communication between different corporate entities (external
communication). Therefore a study on corporate communication Practices and trends in the selected
corportes of Gujarat state was conducted to study the largest emerging economy of the world. Purposive
sampling was used to collect data for the study. Convenience sample of 14 Gujarat based Indian corporates
were selected. The survey was done by using a questionnaire schedule. . As the study suggested that
more importance is still to be given to corporate communication and as well it also requires separate
department to look after the same function. The findings suggested that tools observed to be used by
corporate for communication for communicating to internal and external communication were: Websites,
Company Intranet, Bulk email, Blogging, Youtube, RSS feeds, Online audio and video conference
tools. It was been communicated by the communicators in corporate that trained human resources in the
area of coporate communication is very essential and there is still need to have qualified corporate
communicators. More Institutes should offer specialization in corporate communication. As most of the
team members are either Human Resource specialised or Public Relation specialised. It was been
observed and reported that there is equal need to communicate with internal as well as external stake
holders. Digitalisation of communication strategy is not luxury or added advantage but a need of an hour
for the success of business. Increasing interest in corporate communication and the recognition of its
value has forced Indian corporates to confront the challenges of undertaking corporate communication
functions within their organizations. Crisis communication management and corporate social responsibility
(CSR) are two critically important areas of concern. To address these challenges and to facilitate better
communication among all their stake holders, Indian corporates need to embrace more international
dialogue and a greater exchange of ideas strongly driven by this need for global outreach.
Key words: Communication, Corporate communication
Corporate Communication began in the early 1900’s during the time the United States was mass
producing and consuming products. Today, we have a market that is based more on supply and demand, not
solely in bulk amounts. Communication practitioners have had to alter the way their discipline is managed.
As far back as the start of the 1900’s, practitioners in the field of public relations, marketing and publicists
were employed by corporations. A lot of these jobs entailed playing the “gullible” card in order for the
corporation to manipulate the public.
In the 1930’s “writers, publicists and advertising agents were needed on a more continuous basis”
rather than temporary jobs. Shortly thereafter, marketing and public relations became two distinct professions.
For decades, these two were looked at differently. During the 1980’s, they began to be looked at together
again under the same umbrella due to so many similarities
The world of corporate communication has changed over the course of the past century, and will
continue to change. With the field of technology advancing by the hour, this will drastically change the role
of marketing and public relations practitioners. The growing popularity of smart phones, twitter, blogs, etc.
will continue to rise and connect people and the field of communication must also continue to keep the pace
with these advances
The term ‘corporate communication’ is increasingly being used in practice to describe the management
function that is still referred to as ‘public relations’ in the body of knowledge (Groenewald 1998:58).The
term, corporate communication, is defined as the method in which a corporation uses to communicate with
staff. This system of relaying information is also the bridge between the corporation and the public. The
traditional ways that corporates have communicated with the consumer public, include public relations and
* Professor, ** Research Scholar, Dept. Extension & Communication Faculty Family & Community Sciences
The M.S. University of Baroda, Vadodara.
advertising. Therefore, many of our leading corporation, it’s important to work with your marketing team in
order to come up with the best and most creative ways to present messages about your business.
Corporate communication is an essential aspect of communication, which needs to be studied and
put to use in all the corporate organization for greater efficiency at work. Corporate communication collectively
refers to the communication processes that are meant for corporate or business purposes. Corporate
communication refers to the communication within corporate organization (internal communication) as well
as the communication between different corporate entities (external communication). Corporate
communication can make use deferent types of mass media. There are basically two types of corporate
communications: internal corporate communication and external corporate communication.
As per Corporate Communication International (CCI), Corporate Communication encodes
and promotes:
a) Strong Corporate Culture : A strong corporate culture is important part of corporate
communication. The culture determines the organizations effectiveness. The promotion of excellent
corporate culture will also help in enhancing an organizations brand value. The effective corporate
culture will enable employee’s job satisfaction and it would be useful in maintaining a good stakeholder
relationship.
b) Coherent Corporate Identity : A coherent corporate identity is determines an organizations
consistency. An organization should achieve coherency in its self presentation. If the identity of the
corporate is properly portrayed then it helps in corporate branding.
c) Reasonable Corporate Philosophy : The corporate philosophy should be properly imparted to
the stakeholders. Proper corporate philosophies will enable the interest of investors’ tec.
d) Corporate Citizenship : An organizations corporate values and how it behaves as a corporate
citizens have a direct relationship with its business performance and financial success. Investing in
corporate citizenship is a positive brand building strategy.
e) Relationship with Press : Good relationship with press plays a major role in corporate
communication. Media can be a creator as well as can be a destroyer for a corporate.
f) Communication in Crisis : A crisis is a situation that threatens the integrity or reputation of a
company, usually bought on by a a verse or negative media attention. The recent on goings in
Satyam is an apt example of crisis communication.
g) Understanding the communication tools and techniques : The communication tools and
techniques are the most important part in corporate communications. Until and unless a corporate is
awaie of the effective tools and techniques available for corporate communication it is very difficult
for them to be successful.
h) Global Communications : Every corporate is stretching their boundaries and globalization is the
common term in the world. A corporate is no more restricted to the closed circles of its originating
country. To attract the global investors the global communication has to be very effective. Every
organization is going for cross border mergers and acquisitions, so it’s very important for the
organizations to have a proper corporate communication in order to enter into feasible deal. For
instance, Tata Steel acquired Corns. The communication from the Tata Steel was effective which
attracted the interest of the stokeholder’s of Corus.
The top ten corporate communication strategies which are going to make a mark in the
coming periods are as under:
Social Media : Social media continue to cause a transformation in the communication profession.
The tools involved include the use of Blogs to communicate with employees and customers; the use of
platforms like social networks and wikipedia for sharing and collaboration, and other new tools and technologies
like pod casts, video- casts, online communities, and more. Social Media demands a basic shift in the way
communicators see their role and approach their stake holders.
Employee Engagement during Tough Times
Because of the current economic crisis in the US and most of me world, organizations are looking
for programs that help them inspire employee engagement during these difficult and changing times.
Change Communication
The successful use of the change theme by the Obama presidential campaign last year and its
continuing existence with the Obama administration has brought the issue of change to the forefront of
people’s interfaces Current economic upheavals add to the need for managing and communicating
organizational and individual change.
Managing Generational Differences.
Because of the aging baby-boomers and the increasing number of generations X and Y in the
workplace, organizations are seeking programs to help them handle generational differences at work.
Cross Cultural Communication and Global Competence:
Cross cultural communication is an old topic that is enjoying a renewed interest because of the
election of the first African American President, the rise of global business, outsourcing, wars and the clash
of cultures, the interdependence of world economies, and the global internet. The three main components of
cross cultural communication are subject matter, medium of delivery, cultural consideration. Cross cultural
communication basically looks to how people, from different cultural backgrounds, endeavor to communicate.
User-Generated Content
Social learning and user-generated content are two related areas of rising interest. A good part of
user-content is generated through social networks by people posting their ideas, videos, iPods, and other
content on blogs, forums, YouTube, Linked In, and other platforms. Some are collate orating on creating
content that others can access, learn, and use. We at Human Extension have been encouraging participant
in our Online Human Extension Certification to create their own content and bring ‘t to the sessions or post
online.
Strategic Communication Planning
More and more organizations arc demanding that their communication effort be planned to support
the organization’s strategic objectives. Manager as Communicator:
Research has shown that employees prefer to hear about important organizational news from their immediate
supervisor. That’s why many organizations are looking for ways to help their managers communicate their
strategic objectives more effectively to employees.
Communication Return on Investment, Measurement, and Audit
Documenting the impact and validity of communication programs continue to be of critical importance.
Conducing Return or. Investment analysis, communication audits and measurement continue to be of great
interest to organizations.
Green Corporate Communication
Talking the green talk is no simple matter, what with the lack of definitions, the high expectations,
and the countless critics and watchdogs ready to pounce if you don’t get it right. The public is hungry for
corporates to look up to, but they do not trust what they hear. But the corporate risks of sticking one’s neck
out, calling attention to what a company is doing right, often unwittingly illuminates environmental problems
about which the public was not aware. Corporates are being Dressed to talk about what they are doing - and
not doing - by customers, employees, Investors, activists, and others. Previously reclusive corporates are
rethinking their taciturn strategies. Hence corporates are increasingly adopting ‘green policies’ in their
organizations
Creative Corporate Communication
Creative corporate communication is all about getting your message across to your customers.
What that message is might be the starting point of discussions within the firm. The message can be
communicated in many different ways.
It also believes that needs to be more creative in the way it gets its message across. In competitive
markets where there are many choices, making sure customers associate your product with their needs is
crucial.
That was the reason researcher thought to study communication practices and trends of corporate
of Gujarat state
The study identifies corporate communication practices and trends in Gujarat. With the reference to
the above, following questions arises:
- What are the main roles that corporate communication plays?
- What are the main functions of corporate communication ?
- What are the core competencies that define excellence for corporate communication practitioners?
As the latest study of corporate communication in Gujarat, these findings provide current information
and insight into the development of the practice of corporate communication in the world’s largest emerging
economy.
Therefore a study on corporate communication Practices and trends in the selected corportes of
Gujarat state.
Objective
To study corporate communication practices and trends in selected corporates of Gujarat state.
Methodology
Purposive sampling was used to collect data for the study. Convenience sample of 14 Gujarat based
Indian corporates were selected. Indian business professionals prefer to give information face to face to
individuals they know and trust. Fourteen Corporates were identified and contacted by the researchers. All
of them took part in the survey via personal meeting, e-mail and telephone. The information was provided on
the bases to keep their identity confidential.
The survey was done by using a questionnaire schedule. Questionnaire was comprised of questions
that focused on:
· Structure of Corporate Communication
· Communication strategies,
· Communication channels used
· Practices of corporate communication to communicate with stakeholders
· Challenges facing corporate communication
· Role of Corporate Communication in company’s success
· Core competencies of an excellent corporate communicator.
As part of the data collection and analysis procedure, the names and affiliations of the corporates
were held in strict confidence, and have not been associated with individual responses. In order to motivate
the corporates to provide detailed answers and spend adequate time on the questionnaires, it was informed
that the study was academic exercise and could be of help have an overview about their corporate
communication system.
Findings
Background Information:
Among fourteen corporates
· Five were from manufacturing and production sector,
· Two from each service sector, insurance sector, marketing sector and banking sector
· One company was from finance sector.
Majority six corporates operate from 6-10 locations and equal number i.e. four corporates operate
from 1-5 locations and four from more than 10 locations.
Separate Department for Corporate Communication and its structure:
· Equal number i.e. seven corporates had separate corporate communication department and seven
did not have separate department of corporate communication.
· Eight corporates had corporate communication since 3-5 year, five corporates had corporate
communication since 6-10 years and only one company recently introduced corporate communication.
· Eight corporates had more than 5 members in corporate communication team and six corporates
had 3-5 members in their corporate communication department.
· High majority i.e. Nine corporates out of fourteen have formal structure of corporate communication
and five corporates had informal structure of corporate communication.
Adjoining Departments to Corporate Communication :
· All the corporate reported that marketing and public relations are part of corporate communication.
Twelve out of fourteen corporates had human resource management and industrial relations are
part of corporate communication. Only two corporates had administration and production as part of
their corporate communication.
Communication Strategies for Corporate Communication :
· All the fourteen corporates responded that they follow various communication strategies for corporate
communication in their respective corporates.
· All the corporates fourteen used social media, employee engagement during tough times, change
communication, strategic communication planning and creative corporate communication as
communication strategies for their corporates. Twelve corporates reported that they used
Communication ROI, Measurement and audit and ten corporates reported that they used green
corporate communication, managing generational differences, cross cultural communication and
global competence and user-generated content as communication strategy to improve corporate
communication in their corporates.
Communication Channels used for Communication :
· All fourteen corporates used telephones, cell phones, SMS, websites and online audio and video
conference tools as communication channels for communicating, twelve corporates used company
intranet, blogging and youtube, where as ten corporates reported that they used bulk email and RSS
feeds as channels to communicate.
· Eight out of fourteen corporates reported that they have their own corporate film to showcase their
vision, mission, product, work culture and value system.
Methods and Channels for Communication to Communicate with Internal Communication
and External Communication
· All the corporates used face to face, formal meetings, department discussions, inter-departmental
meetings, written communication, informal meetings, tele-talks, and formal email as method of
communication for their internal stakeholders. Twelve corporates reported that they used learning
material/manuals, training sessions and company intranet and ten corporates used news-letters and
eight corporates used corporate film to communicate with their internal stakeholders (employees).
· All the corporates used telephones, cellphones, SMS, websites, circular and notifications, written
letters/ memos, conferences, meetings and face to face interactions as channels for internal
communication. Twelve corporates used company intranet, blogging and youtube for internal
communication, and ten corporates used house
· All the corporates used advertising, internet, marketing communications and media relations as
means of communication for external stakeholders. Twelve corporates used annual reports and
investor relations and ten corporates used public meetings, conferences, media appearances and
celebrating annual day as means to communicate with their External stake holders.
Problems faced in Corporate communicate:
· Ten out of fourteen corporates reported that they face problems like miscommunication, incomplete
communication, technological problems, attitude problems, generation gap and no/less communications
between the departments. Eight corporates reported that they faced problems like copping with
changing situation an no/ less informal dialogue in team, four corporates reported that they have
problems like language and no formal dialogue in team. Four corporates as in option any other also
reported that they faced problems like commitment for workplace, ownership of work and lack of
willingness to learn and grow.
· Eight corporates faced problems like communication errors, designing of message, inappropriate
channel, less trained human resources and less competent staff in communicating with external
stake holders. Six corporates faced problem of lack of focused vision and lack of universal vision
understanding, five corporates faced problems of administrative problem, technological problems
and short of corporate communication team and four corporates reported that they faced problems
like financial problem and improper planning in communicating with external stakeholders
· Half of sample i.e. seven corporates reported that they need to improve their internal corporate
communication, five reported that they had effective and complete corporate communication and
two corporates reported that their corporate communication was not effective and complete.
Digitalization of Communication Strategy
· All the corporates agreed that digitalisation of the communication strategies helped in improving
corporate communication.
· All the corporates reported that digitalisation of communication strategies helped in saving time,
best utilisation of energy, best utilisation of human intelligence, appropriate communication, effective
communication at all levels fast in response and reaches to larger number of people in less time.
Twelve corporates reported that digitalisation of communication strategies helped in generation and
dissemination of communication is easy and quick , varied communication channels make
communication interesting and communication becomes more appealing.
Effectiveness of social media in Corporate Communication
· Survey found that 14 corporates surveyed currently use various social media tools as part of their
internal communication initiatives to build community — creating a sense that employees and leaders
are in it together, and sharing both the challenges and rewards of work. However, when asked how
they would rate the effectiveness of social media tools, only 7 corporates rated most of the tools as
highly effective. And only 6 corporates rated the use of social media technology as cost effective.
· Four corporates argued that corporate communication costs a great deal of money, and most
corporates do not allocate enough of their budget for these communication activities. 2 of those
surveyed corporates said that even if some corporates undertook some corporate communication
activities, they tended to choose traditional channels and showed a lack of originality and creativity.
This explained why 2 of the corporates felt that their company’s forms of doing corporate
communication were dull and boring. Likewise, one person in ten thought that corporate communication
employees lacked professional knowledge. What’s more, 5 of the corporates mentioned that some
corporate communication activities needed the approval of the relevant government departments
due to legal requirements, and that the government would sometimes strongly interfere with the
company’s communication efforts. Unfortunately, the corporates did not provide any specific
examples.
· Of those responding to this question, 3 of them considered the biggest challenges for corporate
communication to be: the lack of social responsibility, intercultural conflicts, no awareness of charity,
dishonesty, and no public relations building.
· The further question asked corporates what they thought the contribution of corporate communication
was to the success of a company.
Role of Corporate Communication in the Success of Business : As many as Twelve of the
corporates felt that corporate communication contributed a lot to the improvement of corporate brand and
reputation, which was considered an integral part of corporate assets. Only eight corporates of those surveyed
said that well-planned corporate communication could increase sales volume and bring more business
opportunities, and consequently facilitate the future development of a company. Almost seven of corporates
hold the view that successful corporate communication could enhance a company’s competitive edge. In
addition, four of the corporates mentioned that corporate communication could boost the formation of
corporate culture and create a good working environment for the staff.
Core competencies for corporate communication professionals
· All fourteen of corporates felt that it was important to have some professional knowledge about
corporate communication. Thirteen corporates reported good communication skills and Twelve corporates
reported good interpersonal skills and PR ability as important core competencies. At the same time, Eleven
corporates of those surveyed considered that having a keen sense in observing the market was as important
as good interpersonal skills for the successful accomplishment of corporate communication.
· Nine corporate considered having some relevant working experience a key to one’s success. Eight
corporate rated having innovative ideas as important in conducting corporate communication. Apart from
the qualities listed above, several corporates also mentioned that the core competence of an excellent
corporate communicator should include the following: good spirit of teamwork, self-confidence, responsibility,
learning ability, ethics code, working under pressure and hard work.
Conclusion : Attitudes towards corporate communication in India has under scored these gradual changes,
and, at first, the function was not considered important. However, corporate image and reputation are both
now assuming growing importance in the Indian market place and many of the corporates to this research
study consider corporate communication an integral part of the survival and success of a modern company.
There are many more information sources these days, each with its own unique audience and reach. However,
the common line among all these is that they are much faster than those in the earlier days, and more
importantly available on demand of high level of detail. The latest advances in information technology and its
use in corporate communications. The tools observed to be used by corporate for communication were:
• Websites • Company Intranet
• Bulk email, more personalized than ever • Blogging
• Youtube • RSS feeds
• Online audio and video conference tools
Essentially all these are technologies available at the disposal by corporates to ensure a consistent
message is passed on to the stakeholders. Most of them are now becoming the norm in India.As the study
also suggested that more importance is still to be given to corporate communication and as well it also
requires separate department to look after the same function. It was been communicated by the communicators
in corporate that trained human resources in the area of coporate communication is very essential and there
is still need to have qualified corporate communicators. More Institutes should offer specialization in corporate
communication. As most of the team members are either Human Resource specialised or Public Relation
specialised. It was been observed and reported that there is equal need to communicate with internal as well
as external stake holders. Digitalisation of communication strategy is not luxury or added advantage but a
need of an hour for the success of business. Increasing interest in corporate communication and the recognition
of its value has forced Indian corporates to confront the challenges of undertaking corporate communication
functions within their organizations. Crisis communication management and corporate social responsibility
(CSR) are two critically important areas of concern. To address these challenges and to facilitate better
communication among all their stake holders, Indian corporates need to embrace more international dialogue
and a greater exchange of ideas strongly driven by this need for global outreach.
References :
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Education Private Limited, New Delhi
Argenti Paul, Barnes Courtney (2009), “Digital Strategy for Power Corporate Communication”, Tata
Mcgraw Hill Education Private Limited, New Delhi
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www.corporatecomm.org/studies
ChinaBenchmarkStudy.pdf
Fisher Dalmar (2003), “Communication in Organizations”, Jaico Publishing House, Mumbai.
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Grunig, J.E. & Repper, F.C. (1992). Strategic management, publics and
Grunig, J.E. (2000). Collectivism, collaboration, and societal corporatism as core professional values in
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Publishing House, Mumbai.
Sharma Sandhir, Singh Pavitar Prakash and Kaur Rajpal (2005), “Communication Management”, Deep and
Deep Publications Pvt. Ltd, New Delhi
Wang, Jay and Michael B. Goodman, Corporate Communication Practices and Trends: A China
Benchmark Study 2006. www.corporatecomm.org/pdf/
Wang, Jay with the assistance of Michael B. Goodman, Vidhi Chaudhri and Deng Lifeng2008 CCI Corporate
Communication Practices and Trends: A China Study 2008 –Phase IIwww.corporatecomm.org/studies
www.Bringing dynamism in the corporate communications function.htm
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www.Employees Clown Around With Clever ‘Corporate’ Communication - Careers Articles.htm
INFLUENCE OF GENDER AND STREAM ON STUDENTS’ ACHIEVEMENT
MOTIVATION
Desai Trusha R. *
Abstract
Mostly it is believed for common man that motivation the driving force for the any type of behaviour.
However, the focus is in the motivational psychology at present is characterized by cognitive approaches.
The aim is on the individual’s conscious attribute, thoughts, beliefs and interpretation of events and how
all these influence their behaviour. Atkinson and Raynor were expressed knowledge about motivational
achievement in their Achievement Motivation Theory that is determined by positive achievement influence
about the success and negative achievement incentive to avoid self failure.
Present study has been carried out to study whether the gender and stream of study can affect
students’ Achievement Motivation or not? For the study sample of 200 college students were selected.
From which 100 girls and 100 boys to study the gender effect and 50 from Arts faculty and 50 from
Science faculty from each gender to find out role of stream of study were taken and tested on the Deo.
Mohan’s Achievement Motivation scale. The scale contains 50 sentences with five points. Reliability of
scale was 0.82. For the data analyses Anova was used. Results show that gender and stream does
affect the students Achievement Motivation.
Problem : Influence of Gender and Stream on Achievement Motivation of college students.
Motivation is the word which is responsible for entire human behaviour. As it is known that the word
motivation had arrived from Latin word ‘MOVER’- to move. Motivation is an outer driving force which
leads the human being for the action.The influence of an individual’s needs and desires both have a strong
impact on the direction of their behaviour. There are many types of motivation; mainly physical, social and
psychological. Particularly physical motivation can be activated by physical need, but when we are talking
about social and psychological motivation; it may be due to environment. According to the other view there
are different forms of motivation including extrinsic, intrinsic, physiological, and achievement motivation.
Famous ‘Hierarchy of Needs’ by Maslow’s 1943 was conceptualized five basic classes of needs,
which were able, defined as: Physiological needs, safely, love, esteem and self-actualization. However, the
focus in the character in motivational psychology at present is characterized by cognitive approaches. The
aim is on the individual’s conscious attribute, thoughts, beliefs and interpretation of events and how their
influence their behaviour. Locke and Latham gave directions about human action is caused by a sense of
purpose. Thus, goals have to be set and pursued by choices. Covigton focused on perceived self – worth
that people are genially motivated to behave in ways that put them in a better light (Self-worth Theory).
Atkinson and Raynor were expressed knowledge about motivational achievement in their Achievement
Motivation Theory that is determined by positive achievement influence about the success and negative
achievement incentive to avoid self failure.
After all, all people are individual. They may relate to experience in a study with different and
unpredictable emotions and attitude, but there is evidence to illustrate how a few key basic theoretical
principles help organize and increase our understanding of the motivational processes, determinants, and
outcomes on a variety of life contexts. In addition, motivation explains why people decide to do something,
how hard they are going to pursue it and how long they are willing to sustain the activity. Motivation is the
progression of instigating and sustaining goal-directed behaviour.
The world is becoming more and more competitive. Quality of performance has become the key
factor for personal progress. Parents desire that their children climb the ladder of performance to as high a
level as possible. This desire for a high level of achievement puts a lot of pressure on students, teachers, and
schools and in general the education system itself. In fact, it appears as if the whole system of education
revolves round the academic achievement of students, though various other outcomes are also expected
from the system. Thus a lot of time and effort of the schools are used for helping students to achieve better
in their scholastic endeavours. The importance of scholastic and academic achievement has raised important
questions for educational researchers. What factors promote achievement in students? How far do the
different factors contribute towards academic achievement? Academic achievement is defined by Crow
and Crow (1969) as the extent to which a learner is profiting from instructions in a given area of learning i.e.,
* H.O.D.,Psychology Department, Govt. Arts College,Maninagar, Ahmedabad- 380008.

achievement is reflected by the extent to which skill and knowledge has been imparted to him. Academic
achievement also denotes the knowledge attained and skill developed in the school subject, usually designated
by test scores. Achievement is influenced by personality, motivation, opportunities, education and training.
There are several other factors also which influence the academic achievement of student like study habit
and stream, self-concept, gender, age, socio economic Status, intelligence, etc.
Achievement motivation can be defined as the need for success or the attainment of excellence.
The achievement motivation may be associated with a variety of goals, but in general behaviour
adapted will involve activity with which is directed towards the attainment of some standards of excellence.
- McClelland and Atkinson
Achievement motivation is based on reaching success and achieving all of our aspirations in life.
That is why researcher has tried to find out relation between gender and stream of study and motivation. As
being a directly related with the academic field first thought was of testing achievement motivation.
Achievement motivation plays a decisive role in the organization of human behaviour. It is a psychological
construct which determines the achievement level of an individual.
Experts, parents and teachers have been interested in discovering the important forces influencing
students’ achievement in academics. Most people believe that motivation plays a significant role in determining
the students’ achievements. Each student has different level of motivation as well as different personal and
social factors that affect his motivation. It is imperative for educators and parents to understand the interaction
of the various aspects contributing to student’s motivation in order to ensure the academic success of
students. Students with different personality traits show different level of performance in examinations. It is
because of their different level of intelligence, study habits, inspiration interest etc. In the same way some
traits such as sociability, self confidence and ambitious are associated with academic achievement of students.
Here researcher has tried to find out whether gender of the students and stream of their study can
affect their academic achievement motivation or not?
Objectives :
· To study the difference between male and female students in relation to their Academic Achievement
Motivation.
· To study the difference between Arts students and Science students in relation to their Academic
Achievement Motivation.
· To study the interaction of students’ Gender and their Stream of study in relation to Academic
Hypotheses :
HO1: There will be no significant difference between male and female students in relation
to their Academic Achievement Motivation.
HO2:There will be no significant difference between Arts students and Science students in
relation to their Academic Achievement Motivation.
HO3:There will be no significant difference between interaction of students’ Gender and
their Stream of study in relation to Academic Achievement Motivation.
Procedure
Variables :
Independent Variable :
Gender: (1) Male
(2) Female
Stream: (1) Arts
(2) Science
Dependent Variable :
Scores of Achievement Motivation Scale
Design : In this research to test the relations of Gender, Stream of the study on academic achievements, Deo
Mohan’s Achievement scale was used.
Gender Stream Total

Arts Science
Boys 50 50 100
Girls 50 50 100
Total 100 100 200
Each selected student from the sample was tested for said scale and scored as per manual of
the test. Scores of the tests was analyzed by Analysis of Variance.
Material : DeoMohan Achievement Motivation Scale (DMAMS):
Deo Mohan Achievement Motivation Scale (DMAMS) was developed by DeoMohan (2002) to
measure the achievement motivation of students in general; not in any specific field. This scale can be
administrated in a group, with five points to rate -‘Always’, ‘Frequently’, ‘Sometimes’, ‘Rarely’ and ‘Never’
with the scoring device of ‘4’ to ‘0’ numerical weight age for positive items and reverse for negative items.
Maximum score of the scale can be ‘200’ as scale is having 50 sentences. Minimum score for this scale can
be ‘0’ (zero).
Test–retest method was applied to obtain the reliability coefficient on three different groups of
sample- Mixed Group, Males Females. The coefficient was found to be0.69 for mix group, 0.67 for males
and for females o.78.To test validity of the test scores of this test were correlated with the score of Aberdeen
Academic Motivation Inventory of Entwistle (1968) where coefficient was 0.75; which is quite high to
validate the scale. Coefficient of this scale and its Gujarati version was found to be0.74.
Data analysis :
The obtained data is analyzed by using analysis of variance (ANOVA) technique in order to study
main effects as well as interactional effect of the independent variables Gender of the students’ Stream of
their study to study the influence on students’ Achievement Motivation.
Results and Discussions:
Table:1 Showing mean score differences according to Gender on the scores of
Academic Achievement Motivation.
GENDER N MEAN SCORE MEAN DIFF.
MALE 100 143.16
FEMALE 100 152.99 9.17
TOTAL 200 ---
Table:2 Showing mean score differences according to Stream on the scores of Academic
STREAM N MEAN SCORE MEAN SCORE DIFF.
ARTS 100 135.26
SCIENCE 100 150.89 15.63
TOTAL 200 ___
Table:3 Showing mean score differences and interaction of Gender, As well as

Stream on the scores of Academic Achievement Motivation.
GENDER N MEAN OF STREAM MEAN DIFF.
ARTS SCIENCE
MALE 100 133.97 152.35 18.38
FEMALE 100 139.55 159.42 19.87
TOTAL 200 5.58 07.07 ___
Table : 4 Showing Results of ANOVA for Scores on Achievement Motivation.
Source SumOf df Mean score F Significance
Squares Squares
Gender 63.06 1 63.06 9.09 Significant At 0.01 level
Stream 244.14.06 1 244.14.06 687.17 Significant At 0.01 level
Gender*Stream 759.03 1 759.03 21.36 Significant At 0.01 level
As seen from the above table: 1, mean score of male students for their Academic Achievement
Motivation is 143.16; whereas mean score of female students for their Academic Achievement Motivation
is 152.99. Difference of mean scores is 9.17.Difference between of male students and female students
suggests that there is difference in Academic Achievement Motivation among both the groups. Calculated
‘F’ value in table :4 of Gender was found to be 09.09; which is significant. That is why Ho1 is rejected. So,
there is significant difference in Academic Achievement Motivation due to Gender of the students. From the
significant difference one can definitely say that Academic Achievement Motivation is found to be affected
by the Gender of the students. Female students’ scores higher than male students in achievement motivation
test. It suggests that girls are having more achievement motivation than boys. Twenty First century especially
for India is the century of the women empowerment; which is proved here.
As seen from the above table: 2, mean score of students from Arts Stream for their Academic
Achievement Motivation is 135.26; whereas mean score of students of Science Stream is 150.89. Difference
of mean scores was 15.63. Difference between Arts and Science Stream students suggests that there is
a difference among both the groups in Academic Achievement Motivation. Calculated ‘F’ value of Stream
was found to be 687.17; which is significant at 0.01 level. That is why Ho2 is rejected. Rejection of Ho2
proves that there is difference in Academic Achievement Motivation due to Stream of the students. From
the higher mean score of Science faculty students suggest that Science students are having higher Academic
Achievement Motivation compared to Arts students. It was well accepted because usually science students
are considered more hard working and more logical due to their study environment.
According to Gender : As seen from the above table:3, mean score of male students from Arts faculty for
their Academic Achievement Motivation is 133.97; whereas mean score of female students from Arts
faculty is 139.55. Difference of mean scores was 05.58. Difference of males and females from Arts
faculty students suggests that there is difference in Academic Achievement Motivation among both the
groups. From the higher mean score of female students of arts one can definitely say that females are
having higher Academic Achievement Motivation than males.
As seen from the above table, mean score of males from Science faculty students for their Academic
Achievement Motivation is 152.35; whereas mean score of females from Science faculty students is 159.42.
Difference of mean scores was 07.07. Difference between males and females from Science faculty students
suggests that there is a difference in Academic Achievement Motivation among both the groups. From the
higher mean score of female students one can definitely say that females are having better Academic
Achievement Motivation compared to males in science stream also.
According to Stream : As seen from the above table, mean score of males from Arts students for their
Academic Achievement Motivation is 133.97; the mean score of males from Science students is 152.35.
Difference of mean scores was 18.38. Difference of males from Arts and Science faculty students indicates
that Academic Achievement Motivation is found to be affected by the faculty of the students. Similarly the
interaction of females of both the faculty was observed. Mean score of females from Arts faculty students
for their Academic Achievement Motivation is 139.55. The mean score of females from Science faculty
students is 159.42. Difference of mean scores was 19.87. Difference of female students from both the
faculty suggests that there is a difference in Academic Achievement Motivation among both the groups.
Difference of females from Science and Arts faculty indicates that Academic Achievement Motivation
found to be affected by the faculty of the students. ‘F’ value of both groups was found to be 687.17; which
is significant at 0.01 level. That suggests that there is difference in Academic Achievement Motivation due
to Stream of the study among college students. It also shows that Science students are having higher
Academic Achievement Motivation than Arts students.
Science Students from both the gender found superior in their Academic Achievement Motivation
scores. This proves that science students are having more Academic Achievement Motivation than Arts
students. Calculated ‘F’ value in Table:4 of interaction of Gender and Stream was found to be 21.36; which
is significant at 0.01 level. That is why Ho3 is rejected. Rejection of Ho3 proves not only gender and stream
individually but, the interaction of Gender and Stream also plays role in Academic Achievement Motivation
of the students.
Conclusions:
1. Significant difference is found in male and female students in relation to their Academic Achievement
Motivation.
2. Significant difference is found in Arts students and Science students in relation to their Academic
3. Significant difference is found between interaction of students’ Gender and their Stream of study
in relation to Academic Achievement Motivation.
Limitations :
1. The study has been conducted for only students from Ahemadabad city.
2. The study has been conducted for only students from Arts and Science faculty.
Suggestions for further Study :
1. Sample from various Area can improve the reliability of the study.
2. Sample from various faculties of study can improve the reliability of the study.
References:
Arun Kumar singh : ‘Tests, Measurement and research methods in behavioural Science,’1st reprint 1993,Tata
Mc.Grow Hill Publishing Company Limited,4/12 Asaf Ali Road New Deihi-110002.
Atkinson, J. W. (1981). ‘Studying personality in the context of an advanced motivational psychology,’
American Psychologist, 36, 117-128.
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CONSTRUCTION AND STANDARDIZATION OF AN ART JUDGEMENT APTITUDE TEST
FOR THE PUPLIS OF SECONDARY SCHOOLS
Sapna P. Bhatu *
Abstract
The present study was conducted to study the Art Judgment Aptitude of secondary school students.
Researcher has constructed and standardized a colorful Art Judgment Aptitude Test for the pupils of
secondary schools on the bases of five basic elements of art and three basic principles of art. This test
was employed to 527 students studying in secondary schools in Ahmadabad City of Gujarat state.
Researcher has studied Art Judgment Aptitude of secondary school students towards their gender and
standard.
Key words: Art Aptitude, Art Aptitude Test
1. Introduction :
“Art is all around us”
Everything we do, see or touch involves the wonderful world of art. There are unlimited ways for
one’s ability as an artist to apply it. The original aim of art is to imitate and inanimate elements in nature and
to awaken to give expression to emotion of the human heart. Many experience heave proved that artist have
innate ability which make them to create the wonderful world of art. Such innate ability is called an aptitude,
which is natural and does not come through education.
While giving idea about a teacher’s work area, spencer says that “It relates to the whole child, not
only to students intellectual or educational development” Psychologists and educators play a vital role in
development of child’s creative ability by giving them psychological tests. In present schools are among
largest tests users. psychological tests used in schools form scholastic aptitude tests to more comprehensive
aptitude tests, less amphasis has found on the field of art, music and creativity.
The Meire Art Judgment Aptitude Test is the test of aesthetic judgement, that is developed by N.C.
Meire in university of Iowa in 1940. In 1989 Anil Ambasana has constructed Art judgment Test in Saurastra
University, Gujarat. Researcher is master in Mathematics and interested in visual design and picture making,
so Art Judgment Aptitude Test was developed for the secondary school students to study their hidden ability
and tallent in art. This study will direct new researchers, who will study in Art Aptitude.
2. Objectives of the study :
1) To construct an Art Judgment Aptitude Test
2) To standardize an Art Judgment Aptitude Test
3) To establish norms on the scores of Art Judgment Aptitude Test
4) To study the effect of gender on the scores of Art Judgment Aptitude Test
5) To study the effect of standard on the scores of Art Judgment Aptitude Test
3. Variables in the Study :
- Dependent Variable: Art Judgment Aptitude
- Independent Variable:
Boys
(1) Gender
Girls
Standard VIII
(2) Standard Standard IX
Standard X
4. Hypothesis of Study:
(1) There will be no significant difference between boys and girls of standard VIII on the mean scores
of Art Judgment Aptitude Test.
*Ph.D. Research Scholar, Gujarat University, Ahmedabad, (M) 9898469848

(2) There will be no significant difference between boys and girls of standard IX on the mean scores of
Art Judgment Aptitude Test.
(3) There will be no significant difference between boys and girls of standard X on the mean scores of
Art Judgment Aptitude Test.
(4) There will be no significant difference between boys and girls of secondary schools on the mean
scores of Art Judgment Aptitude Test.
(5) There will be no significant difference between the students of standard VIII and IX on the mean
(6) There will be no significant difference between the students of standard IX and X on the mean
(7) There will be no significant difference between the students of standard VIII and X on the mean
5. Population and sample:
Population :
Population of the study consisted of all the secondary school students of Ahmadabad city.
Selection of sample :
To select the representative sample from the population, Ahmadabad city was divided in to two
zones, East zone and west zone. Two schools from the East zone and three schools from West zone were
selected by stratified sampling method. All the students of standard VIII, IX and X of these schools were
selected by cluster sampling method. Thus, total 527 secondary school students were selected by stratified
cluster sampling method according to their area, gender and standard.
6. Tool :
Self made colorful Art Judgment Aptitude Test was used to study the Art Judgment Aptitude of
In present study researcher has developed an Art Judgment Aptitude Test to find secondary school
students’ hidden ability in art. This test was constructed on the bases of five basic elements of art like Line,
Colour, Space, Shape, Light & Shadow and three basic principles of art like Balance, Harmony and Rhythm.
First form of this test consisted 30 colorful items. Researches conducted Pre-pilot study, Pilot study and item
analysis. Than final form was prepared with 23 colorful items.
Reliability and validity of Tool :
Reliability values of an Art Judgment Aptitude Test found by Test - Retest method and split half
method were 0.82 and 0.87 respectively, So this test is reliable. The coefficient of correlation was used to
find criterion validity of this test. Coefficient of correlation between the students’ scores on the Art Judgment
Aptitude Test and their marks of academic drawing achievement test in their last annual examination was
0.68, So this test is valid. Thus, the Art Judgment Aptitude Test used in this study was standardize tool.
Norms : In present study students scores on the Art Judgment Aptitude Test was converted in to
percentile rank (PR) and T-score (T).Eg. When student’s scores on an Art Judgment Aptitude Test was 15,
his PR and T were 48 and 49 respectively.
7. Data collection :
In order to collect the data, researcher took permission form the principals of selected schools. Test
was administrated to secondary school students in accordance with the instruction provided in the manual of
test.
8. Analysis & Interpretation of Data Statistical Techniques :
The collected data was classified according to students’ standard, gender & area. Both descriptive
and inferential statistics was employed for analysis of data. The descriptive statistics such as mean, Median,
mode, quartile deviation, kurtosis value, seku and standard deviation was used. Inferential statistics such as
‘t’ test, co-efficient of correlation (r) was used to find out validity of the test. Row scores on the test was
converted in to Percentile Rank (PR) and T-score (T) to establish the norms of the Art Judgment Aptitude
Test.
9. Testing of Null Hypothesis :
Table 1
Mean of Art Judgment Aptitude Test according to Gender
Ho Standard Gender No. of students Mean S.D. t value Level of significance
Ho1 Standard 8 Boys 110 14.29 3.05 2.26 0.05
Girls 80 15.41 3.39
Ho2 Standard 9 Boys 111 14.92 3.13 0.36 Not significant
Girls 81 15.07 2.67
Ho3 Standard 10 Boys 71 15.76 3.51 2.12 0.05
Girls 68 17.03 3.54
Ho4 Total Boys 292 14.99 3.38 2.94 0.01
Girls 235 15.84 3.20
Ho1, : From table -1 it is clear that the calculated t value is 2.26 for the girls and boys of std. VIII. Which
is grater than table value of t (1.96) at 0.05 level. Therefore Ho1 Is rejected and it can be said that
there is significant difference between girls and boys on the mean scores of Art Judgment Aptitude
Test. Hence it is concluded that the Art Judgement Aptitude of girls is higher than the
boys of std VIII.
Ho2. : From Table 1 it is clear that the calculated t value is 0.36 for the girls and boys of Std IX, which is
less than table value of t (1.96) at 0.05 level. Therefore Ho2 is accepted and it can be said that there
is no significant difference between girls and boys of Std IX on the mean scores of Art Judgment
Aptitude Test. Hence it is concluded that the girls and boys of std IX are almost similar in
their Art Judgment Aptitude.
Ho3. : From Table 1 it is clear that the calculated t value is 2.12for the girls and boys of Std X, which is
greater than table value of t (1.96) at 0.05 level. Therefore Ho3 is rejected and it can be said that
there is significant difference between girls and boys of Std X on the mean scores of Art Judgment
Aptitude Test. Hence it is concluded that Art Judgment Aptitude of girls is higher than the
boys of std X.
Ho4. : From Table 1 it is clear that the calculated t value is 2.94 for the girls and boys Secondary Schools,
Which is greater than table value of t (2.58) at 0.01 level. Therefore Ho4 is rejected and it can be
said that there is no significant difference between girls and boys of Std IX on the mean scores of
Art Judgment Aptitude Test. Hence it is concluded that Art Judgment aptitude of girls is
higher than the boys of secondary schools.
Table – 2
Mean of Art Judgment Aptitude Test according to standard
Ho Std No.of Student Mean S.D ‘t’ Value Level of Significare
Ho5 StdVIIIStd IX 196192 14.85 15.00 3.452.10 0.45 Not Significant
Ho6 Std IX Std X 192139 15.00 16.40 2.903.53 3.83 0.01
Ho7 Std VIIIStd X 196139 14.85 16.40 3.453.53 3.98 0.01
Ho5. : From Table 2 it is clear that the calculated t value is 0.46 for the Students of Std VIII and IX, which
is less than table value of t (1.96) at 0.05 level. Therefore Ho5 is accepted and it can be said that
there is no significant difference between students of Std VIII and IX on the mean scores of Art
Judgment Aptitude Test. Hence it is concluded that Students of Std VIII and IX are similar in
their Art Judgment Aptitude.
Ho6. : From Table 2 it is clear that the calculated t value is 3.83 for the Student of Std IX and X, of
secondary school. which is grater than table value of t (2.58) at 0.01 level. Therefore Ho6 is rejected
and it can be said that there is significant difference between students of Std IX and X on the mean
scores of Art Judgment Aptitude Test. Hence it is concluded that Students of Std X is higher
than the students of std IX.
Ho7 : From Table 2 it is clear that, the calculated t value is 3.98 for the students of std VIII and X, which
is greater than table value of t (2.58) at 0.01 level. Therefore Ho7 is rejected and it can be said that
there is significant difference between students of std VIII and X on the mean scores of Art
Aptitude Test. Hence it is concluded that Art Judgment Aptitude of Students of Std X are
higher than the students of std VIII in their Art Judgement Aptitude.
10. Findings :
(1) An Art Judgment Aptitude Test has been found for the pupils of secondary Schools.
(2) The Reliability Value has been seen very high on the Art Judgment Aptitude Test, So this test is
reliable.
(3) The Validity value has been seen very high on the Art Judgment Aptitude Test, So this test is valid.
(4) The significant effect of gender has been seen on the scores of Art Judgment Aptitude Test, Girls
has got higher scores on the Art Judgment Aptitude test then the boys.
(5) The significant effect of grade has been seen on the score of Art Judgment Aptitude Test.
11. Conclusion :
The researcher has constructed an Art Judgment Aptitude Test for the secondary School students.
This test has been implied on the selected sample students of Ahmedabad city. Researcher has find reliability
value, validity value and establish the norms on the scores Art Judgment Aptitude Test. Thus researcher has
constructed and standarlized Art judgment Aptitude Test, which is useful for the secondary school students
to study their Art Judgment Aptitude.
12. Reference :
(1) Anasthesi, A. (1968) : Principal of psychology (3rd Ed.) New York : The Macmilion Co.
(2) Benett, G.K. & Other (1980) : Differential Aptitude Tests Manual (3rd Ed.) New York : The
psychological corp.
(3) Best, J.W. and Kahn J.V. (1996) : Research in Education (7th Ed.) New Delhi : Prentice Hall of
India.
(4) Borg W.R. & others (1983) : Educational Research : An Intdroduction, New York : Longman
(5) Cronbach, L. : Essentials of Psychological Testing (4th Ed). New York : Harpen & Row Publishers.
(6) Freeman, F. (1963) : Theory and practice of psychological Testing (3rd Ed) Calcutta, Bombay,
New Delhi : Oxford & Ibh publishing)
(7) Garett, H.E. (1973) : Statistics in psychology and Education, Bombay : Vakil Fetter and Simsons
Pvt. Ltd.
(8) Mistri, Natubhai (1999) : Kala Sadhana Navneet Publication (2nd Ed.) India. Ltd.
(9) Patel, R.S : Fundamental Concepts of Research (Research Handbook) Ahmedabad : Jay Publication.
(10) Patel P.S. : Research in Education (Part ) : Ahmedabad Jay Publication
(11) Patel R.S. (2011) : Statistical Methods for Education Research, Ahmedabad. : Jay Publicaiton.
(12) Shah, Somalal (1977) : Kala Sanskar (4th Ed.) Ahmedabad. Abhinav Prakashan.
(13) Sukia S.P. (1966) : Elements of Educational Research (2nd Ed.) Bombay : Allied Pub. Pvt. Ltd.
(14) Thorndike, R.L & Hagen Elizabeth(1969) Mearsurment and Evaluation in Psychology and Education
(3rd Ed.) New Delhi : Wiley Eastern Private Limited.
A STUDY OF FRUSTRATION AMONG PRIMARY SCHOOLS WOMEN TEACHERS IN
RELATION TO AREA & CASTE
Dr. Shital M. Raval *
Abstract
Present study has been done to know the frustration level of primary schools women teachers in
the effect of area and caste. Total 800 women teachers were selected from the primary schools of
Ahmedabad district. Frustration scale made by researcher by likert method to know frustration level of
primary schools women teachers. On the basis of the score obtained by the women teachers mean,
standard deviation and t-values were calculated to know frustration of primary schools women teachers.
Significant difference of caste was found on the frustration of primary schools women teachers.
1. Introduction:
Education in India has now become a problem in itself. Many attempts and experiments are done in
this field but we have not achieved any fruitful results out of them. Still lot of is to be done and there are
many hurdles in our way. We haven’t better schools, tools for education and expert teachers in various
subjects teachers in remote areas. Moreover, the policy regarding education is not firm.
In such foggy atmosphere especially the primary women teachers have to face many problems in
their personal and social life. As a result, we find many primary women teachers frustration while performing
their duties both in schools and homes as well.
Firstly, we have to find out the real causes for frustration among them of course, we cannot say that
all the primary schools women teachers are frustration in their life. Only the aim for earning money will not
help the primary schools women teachers to avoid frustration among them.
If the women teachers are given full co-operation from their family members, the principal, the staff
of their schools, the students and the prominent members of our society and if they make ready themselves
to face all the troubles and problems in their jobs, there will not any frustration among them.
2. Statement of the problem :
“A study of frustration among primary schools women teachers in relation to area and caste.”
3. Objects of the study :
(1) To prepare a reliable valid tool to measure teachers.
(2) To study frustration among primary schools women teachers working in primary schools of
different areas.
(3) To study frustration among primary schools women teachers in relation to caste, i.e. B.C.
and Non B.C.
4. Hypothesis of the study :
Ho1 : There is no significant difference in frustration of primary schools women teachers working
in urban and rural areas.
Ho2 : There is no significant difference in frustration of primary schools women teachers of
castes: B.C. and Non B.C.
5. Limitations of the study :
(1) It is confined to a sample of women teachers serving in primary schools of Gujarat state,
Ahmedabad district.
(2) The scale is limited to Gujarati speaking teachers of primary schools.
* Assistant Professor, Lokmanya M.Ed. College, Ahemdabad.

6. Research Method :
In the present research, the researcher used survey Method, as it was necessary to accumulate
information from the huge sample in very short time duration.
7. Population :
The primary schools women teachers of Ahmedabad district have been considered for the population
of the final administration of frustration scales.
8. Sample :
About 800 Primary schools women teachers were selected randomly keeping in view the strata.
Area and Caste.
9. Tool of the study :
A self prepared frustration scale prepared as per the likert method was used as a tool in the present
research.
For the tryout of the hand written many script, 345 scale items were statements was given to the
experts and small groups of women teachers of Ahmedabad district. The list of the each item was selected
on the basis of five point rating scale. After scruting and modification of the many script, tryouts of 153 items
were selected from the pilot form.
The primary trial was done upon the women teachers’ one school of rural and urban area of primary
school Ahmedabad district. As the final frustration scale is to be prepared from the achieved score of the
primary schools women teachers in the primary frustration test, ‘t’ value of the test, statistically found high
scoring 27% and the low scoring 27% of the group was to be found and 50% positive and 50 negative
sentences, thus total of 100 sentences, having high ‘t’ value are included in the final frustration scale.
10. Method of Analysis:
- Frequency distribution of total population was as area, caste wise were prepared.
- ‘t’ test has been used to test the significance of mean difference between the caste groups
primary schools women teachers and the area groups also for primary schools women teachers.
11. testing of Null Hypothesis:
Table - 1
‘t’ ration of mean difference of primary schools total urban women teachers and primary schools
total rural women teachers.
Sr.No. Area N Mean S.D. M.D. 6D T Remark
1 Urban 494 307.49 69.40 3.08 5.18 0.59 NS
2 Rural 306 310.57 72.40
‘t’ at 0.05 level ‘t’ = 1.96
‘t’ at 0.01 level ‘t’ = 2.58
Thus, ‘ t ’ value was used to test the hypothesis.
Ho1: There is no signification difference in frustration of primary schools women teachers working in
urban and rural areas.
Table : 1 shows that the t-value is 0.59, which is not signification. Thus, Ho1 is accepted. This shows
that there is no effect of area on the frustration of primary schools women teachers.
Table - 2
‘t’ ratio of Mean difference of primary schools non B.C. and B.C. women teachers.
Sr.No. Caste N Mean S.D. M.D. 6D T Remark
1 Non B.C. 544 313.07 68.60 12.80 5.53 2.31 0.05 level
2 B.C. 256 300.27 75.00
‘t’ at 0.05 level ‘t’ = 1.96
‘t’ at 0.01 level ‘t’ = 2.58
Thus, ‘t’ value was used to test the hypothesis.
Ho2: There is no signification difference on frustration between primary schools Non B.C. and B.C.
women teachers
It is observed from Table: 2, that the obtained ‘t’ ration between primary schools Non B.C. and B.C.
women teachers is 2.31, which is more the table value of ‘t’ and 0.05 level of significant.
Hence the difference of primary schools both women teachers between two groups Non B.C. and
B.C. significant and the null hypothesis is not accepted.
12. Finding of the study:
1. The primary schools women teachers working in urban and rural area are having equal
frustration and there is no difference between both the group.
2. The frustration of the Non B.C. primary schools women teachers is more than the frustration
of B.C. primary schools women teachers.
13. References:
Chaurasia J. : Quoted in article on successful teacher, published in the progress of education, March 1979.
Coleman J.C. : Abnormal Psychological & Modern Life, Chicago. Scott, Foreman and Company, 1964.
Crow & Crow : Educational Psychology, 2nd India Reprint revised edition, New Delhis, Chand & Co., 1969.
Duke Henry : The Role of Teacher in changing society, cited in the progress of Education, Vol-II, August
1985.
Ludin R. W. : A Behavioural Analysis : London : The Mac Millan Company, 1969.
Lynch T. : Life Long Education and Preparation of Educational Personnel UTE, MONOGRAPH : 1977.
Mathye T. B. : Causes of Frustration in Adolescents of Mathura District, Journal of Psychological Researches
Vol : 18 No.1, 1974.
Natrajan K. J. : Cited in Nachetan an article on a woman and her roles, 1982.
Nazarethrim M. Pla & Maria e. Waples, “To live or not to live with values”, AIACS, 28 CBCI Centre, New
Delhi, 1980.
Pareek Udai, Developmental Patterns in Reactions to Frustration, Asia Publishing house, 1964.
Ross C. C. & Stanley, Measurement into day’s school, New York, Englewood, cliffs prentice Hall Inc. 1963.
Ruch F.L. Psychology and life : Bombay, D.B. Taraporewala Sons & Co. Pvt. 1970.
Sharma K. N. : A study of effects of frustration and Anxiety upon originality in a rural male sample Indian
Psychological Review, April, 1982 Vol. 22.
Singh R. B. Department of Education R.B.S. College, Agra, Indian Educational Review, Vol. XV No.3,
1980.
Sorenson H. & Brother : Psychology for living, New Delhi, Tata Mc Graw Hill Publishing Company Ltd.,
1971.
Sri Chandra, Scientists, A Social Psychological study, Oxford & IBH Publishing Co., New Delhi, 1970.
GENDER SEGREGATION ON PUBLIC TRANSPORT IN INDIA, PAKISTAN & NEPAL :
ANALYTICAL STUDY OF APPROACHES FOR ADDRESSING HARASSMENT AGAINST
WOMEN
Anjana Bharat Dave *
Abstract
Sexual harassment of women on public transport is a widespread problem within India, Pakistan
& Nepal which creates a variety of negative impacts, including physical and psychological harm, limitation
of access to the wider public sphere, and entrenchment of gender differences within society. This
dissertation reviews a range of literature, and interviews with several women’s rights experts, to assess
the challenges women face when attempting to obtain justice. It also explores theories of women’s
access to space in order to evaluate proposed strategies to address the issue. The debate is essentially
one of segregation versus non-segregation, both on public transport and in wider public space, and how
the former promotes women’s personal safety but engenders existing patriarchal norms, while the latter
exposes women to greater risk but allows them increased opportunity to tackle entrenched gender
inequality. In order to alter perceptions of women on public transport, a strategy that priorities women’s
right to space must be pursued, but consequently there must also be an accessible support network in
place to allow for suitable action when their right to space is questioned. Ultimately, no strategy will
succeed without also tackling the wider cultural, political and religious gender inequalities that pervade
Indian, Pakistani & Nepali societies.
Keywords : Sexual harassment of women, public transport, personal safety, gender differences, violence
against women.
Introduction :
The issue of sexual harassment of women in public space, specifically on public transport, is not a
new predicament and continues to impact upon the lives of women, and impede the advancement of women’s
rights, with lack of access to justice and a lack of gender mainstreaming within relevant institutions presenting
significant obstacles to redress.
Although harassment of women on public transport can be labelled as a global issue, this dissertation
will focus on the problem within the context of India, Pakistan & Nepal as cultural and traditional norms
within the region present a special set of obstacles that make the implementation of strategies to address
sexual harassment particularly challenging.
In addition, there has recently been a spate of reports emerging from the region, with sexual
harassment of women being condemned by NGOs and other organisations, governments and the media as
unacceptable. These groups have suggested and critiqued existing and possible approaches to address the
problem, such as the prominent policy of gender segregation on public transport, while other suggested
strategies include raising awareness within communities and sensitising transport officials.
Despite the variety of strategies advocated by these groups, the common discourse remains one of
protection, which has positive implications, allowing women mobility and consequently access to further
opportunities. However, this focus ultimately results in a lack of consideration of the long term empowerment
of women and creation of a more egalitarian society, where women are perceived as having the right to
engage with space with the same level of freedom as men.
This is because these strategies often fail to consider theories that assert that the perpetuation of
women’s restricted access to space reproduces patriarchy and continued Violence against Women (VAW)
within wider society, and therefore fail to analyse the merits and shortcomings of suggested strategies in terms
of both their short and long term implications.
The strategy of gender segregation on public transport is particularly contentious, as there are
arguments presented both for and against, with strong opinions on both sides. Those who argue in favour,
assert that it is necessary from a safety perspective, to protect women from the inevitable unwanted attention
they will face as a result of venturing out into the public sphere. However, those against point out that in the
long term women should ultimately have the opportunity to confront risk in order to address it, a tactic not
possible when they are separated from male passengers.
* Research scholar, Faculty of law,

The main objective of this dissertation is to take stock of options available to contend with the
problem of harassment of women on public transport and evaluate them in terms of their short and long term
implications. This entails the study of literature that focuses on theory of women’s access to space and why
VAW (specifically harassment in public spaces) occurs, as well as an examination of women’s own
experiences of harassment and its consequences.
It is this author’s view that it is necessary to strike a balance between creating a safe environment,
which practically enables women to inhabit the public sphere, while also ensuring their right to space. It is put
forward that strategies which seek to achieve one of these aims will often result in impeding the other.
Therefore, it is not only necessary to address the merits of strategies that are successful in terms of
their focus on safety and protection, but also how far they achieve the longer term aims of creating a society
where women who enter the public space feel they have the right, and are regarded to have the right by
others, to occupy that space with confidence and without threat or intimidation, which in turn creates potential
for other empowerment opportunities.
Methodology :
Some of the literature reviewed for this dissertation focuses on academic books and articles that
explore the limits imposed on women’s access to space in the India, Pakistan & Nepal, as well as globally,
and how this often leads to women who venture out into the public space being subjected to various forms of
violence, as well as why these restrictions continue to persist.
The countries of India, Pakistan, and Nepal were selected as a focus for this dissertation as it has
been highlighted that if “one were to map to forms of gendered violence in the subcontinent, national borders
would begin to look somewhat flimsy” as these countries exhibit forms of violence that reveal overlaps and
similarities, with violence taking place both inside and outside the family, indicating that the public and domestic
are jointly formed.
This dissertation also refers to reports from several NGOs and governments which either focus on
the issue of sexual harassment of women in public space or incorporate it into a wider discussion about
women’s safety. Their observations and solutions provide a useful insight into the situation and challenges on
the ground and present several useful statistics, which help to facilitate a joined- up discussion with the
previously mentioned theory on women’s access to public space.
A table of articles that recently appeared in the media of the focus countries is also presented, in
order to gain an insight into how the problem is perceived by female commuters, in addition to gaining useful
insights from officials involved in trying to address the problem and gaining an overview of how the problem is
presented within local media.
Due to time limitations, primary interviews were not conducted with women who had experienced
harassment on public transport on a first-hand basis in India, Pakistan & Nepal. However, to gain an important
insight into the impacts on the ground, several members of Action Aid International’s women’s rights team,
who have experience of working on these issues within the region, were interviewed, in order to incorporate
their experience and insights. Holly Karl, founder of the Stop Street Harassment website and author of the
book ‘Stop Street Harassment: Making Public Places Safe and Welcoming for Women’ was also interviewed
to gain an insight into why the problem persists on a global scale and is not peculiar only to the region of India,
Pakistan & Nepal.
A number of case studies and surveys taken from various reports, which capture women’s personal
experiences, were also incorporated in order to gain an insight into their perceptions and how this issue
impacts negatively upon their lives on a daily basis.
Restrictions on Women’s Access to Space, the Bigger Picture of Patriarchy, Violence in the Public
Space and its Impact
Before examining the reality that women who venture out into public space in India, Pakistan &
Nepal face, it is important to first examine how women’s access to space has been conceptualised in theory,
and how this corresponds to the wider system of patriarchy that results in restrictions on that access.
Violence and Women’s Access to Space :
The first element to explore is the understanding of the relationship between violence and women’s
access to space, including the real and perceived risks involved and how this translates into actual strategies,
many of which are geared towards safety and protection and often result in denying women full access to the
public sphere.
The 1992 Vienna Declaration states that VAW refers to “any act of gender based violence that
results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including
threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or private life”.
In addition to causing harm and suffering, it is suggested that VAW also serves several other functions,
including “system maintenance, assertion of power, exploitation and victimisation” subordination of women
by men and violation of women’s freedom due to men assuming control over their bodies, altering conceptions
of selfhood and sovereignty.
These authors assert that VAW serves the purpose of maintaining a gender hierarchy where men
are able to perpetuate their existing role as the dominant sex. An essential component of this particular
discussion is to establish how this translates into realities within public space.
In her examination of the relationship between women’s fear of male violence and their perception of
and use of space, Valentine concludes that women’s inhibited use of space is a spatial expression of patriarchy.
To support this, she asserts that the risks women encounter when moving through public space result in the
inability of women to enjoy independence and freedom. This consequently allows men to appropriate this
space, creating a vicious cycle of fear where male dominance and patriarchy is perpetuated.
This view is supported by several authors, who agree that women’s fear of crime in the public space
is used as a means of social control to strengthen the existing gendered power structure in society, aiming to
achieve social exclusion by maintaining spatial exclusion.
In practical terms, this separation between the public and private spaces ensures that women remain
within the domestic realm of the home and family, maintaining their dependence on men, with their
powerlessness preserving the system of inequality.
The essence of these authors’ arguments is that the boundary between public and private space is
maintained by women’s experience and fear of VAW, which in turn contributes to maintaining the current
social order of restricting their right to occupy certain spaces, hampering their ability to access further
opportunities. As a result of the threat of VAW, women identify dangerous areas, routes and time periods to
avoid, which is used to justify the restriction of their movements and the creation and maintenance of male-
dominated areas, which ultimately means that many women spend their lives under “a virtual curfew.
Perpetuation of this “virtual curfew” is intensified in certain contexts, where in addition to reflecting wider
society’s gender hierarchy women’s access to space is also influenced by the order imposed by Islam.
Merissa (1975) asserts that Muslim sexuality is territorial, with no accepted patterns for interactions between
unrelated men and women, with strict space boundaries dividing Muslim society into the two sub-universes of
the umma (the public sphere of men, world religion and power) and the domestic universe of women, sexuality
and the family. This spatial division according to sex reflects the division between those who hold authority
and those who do not (Mernissi 1975: 137-138). In terms of the countries focused upon here, this is particularly
relevant in Pakistan, where the Muslim population was estimated at 96.4 per cent of the country as of 2010
(Pew Research Centre 2011).
While it is clearly asserted in the above arguments that the perpetuation of VAW benefits men in the
long term, due to allowing them to maintain control and superiority over women, it can also been seen as valid
to explore the reasoning behind how men feel justified in their behaviour. The treatment of women as male
property frequently justifies men’s violence towards women, feeling an entitlement to abuse their power to
maintain inequality and the objectification of women and the subsequent defining of them by their physical
attributes makes them easy targets. According to these arguments, in order to achieve a situation where
women are able to venture into public space and avoid being confronted by risk, the much broader problem of
how women are viewed and conceptualised by men and each other, which has serious implications for how
they are regarded and acted towards in wider society, must also be addressed.
From Theory to Strategy :
According to the above arguments, it is clear that perpetuation of a patriarchal system, maintained
through imposing restrictions on women’s access to space is supported by the creation or continuation of
policies that encourage women to remove themselves from public space, allegedly for their own benefit.
Although all men are not realistically seen as perpetrators of violence towards women, all women are
seen as potential victims, which inevitably enforce the dominant discourse of safety and protection. This
instructs and compels women to avoid areas where there is a chance they may encounter some form of
violence.
Indeed, women identify their gender as posing a greater risk to their safety in public space than being
disabled or of a certain religion.
However, the Delhi Human Development Report notes that the approach of avoiding certain areas
or all public space actually increases the vulnerability of women, as in addition to restricting their freedom and
autonomy it also forces them to live in fear and internalise the feeling that they are victims, as well as making
them alone responsible for their own safety.
In the context of India, it has also been argued that certain myths of women as “Devi” or goddess
must be shattered, by allowing women to attempt to establish themselves as independent citizens in order to
create greater equality between the sexes.
In this context, this common perception of women as special beings, who must be protected, enforces
the strategy of excluding them from public space. This is done allegedly for their own good but is pursued
under the pretence of being in women’s best interests through advocating for their safety. For instance, it has
been argued that in the context of Mumbai, a city that was once known for being diverse and tolerant, and the
now apparent concern for women’s safety is no more than a front to exclude women from public space.
These authors are not only questioning the dominant approach to women’s safety, but rejecting it by
arguing that this tactic creates a culture where the society is absolved of responsibility for the wellbeing and
safety of women, with the burden of responsibility placed firmly upon their shoulders, and at the same time is
no more than a front to maintain patriarchal hierarchy. While this approach stands in opposition to the traditional
strategy of protection, and thus potentially allows for prevention of the perpetuation of the gender hierarchy
through spatial exclusion, risks to safety must nonetheless still be considered when devising a method that will
ultimately benefit women in both the short and long term.
Discussion of Strategies to Address the Problem of Harassment on Public Transport
Harassment on public transport can be viewed as the most intrusive form of harassment in public
space, as the inability to escape the situation means that victims are effectively trapped with little means of
escape. It is no surprise therefore, that the issue has been picked up by a variety of individuals and groups, who
advocate a variety of solutions, offered with a view to addressing the problem of harassment of women on public
transport specifically. A selection of these will now be examined and critiqued in terms of the merits of their short
and long term implications for both the protection of women and improving women’s right to space.
How the Problem of Harassment on Public Transport is framed in the India, Pakistan & Nepal
Media
Before beginning a discussion of the various strategies suggested by a range of stakeholders, including
NGOs, women’s rights organisations, transport authorities and governments, it is relevant to gain an understanding
of how this issue has been portrayed by media within the region, as this both reflects and informs how the problem
is viewed in the wider context.
Media Outlet, Country Headline Main Points
and Date
- Harassment by male drivers.
Harassment on public
- Current legislation is ineffective.
transportation a daily ordeal for
Pakistan Today, Pakistan, - 92 per cent of women prefer to travel in
women
20/10/2011 women-only public transport.
- Gender-segregated public transport
strategy planned by government but not
implemented due to financial restraints.
- Unchecked overloading in buses, non-
adherence to reserved seat quotas and
Daily Times, Pakistan, Women commuters feel pushed bus conductors who take advantage of
11/05/2012 off seats overloading by sitting next to women in
the front seats, all highlighted as causes
of harassment.
- Advocates for separate buses for
women and ensuring that the first two
seats in all buses are reserved for ladies,
enforced using special traffic checking
squads.
Sexual harassment rampant in - Women compelled to ignore harassment
Parakhi, Nepal, public transport as they have no other choice.
08/12/2011 - Batter transport facilities and government
regulations needed.
- Police have taken no initiative to prevent,
which mostly happens when vehicles are
overcrowded.
- Issue has never been raised publicly
before.
- Men enter women-only compartments on
The Times of India, India, Male passengers forcibly occupy train to harass women and commit crime.
20/04/2012 women coaches in mainline - Unavailability of space for men in the
electrical multiple unit trains main compartment.
- There is almost no monitoring by
authorities, as well as any warnings or
announcements in the coaches.
- Recommended the practice is curbed by
launching surprise checks and fining men.
- Public space is further sexualised through
gender-segregated public transport.
Info Change, India, - The state puts the burden of protection
01/07/2009 All aboard the ladies special and prevention on women themselves.
- Overcrowding highlighted as a problem.
- Acts should be defined as sexual
harassment and not as eve teasing.
- Gender segregated transport may not be
a solution but still has merit.
- Separate compartments on Mumbai’s
local trains help to minimise chances of
The Hindu, India, sexual harassment.
The Other Half - You too Mumbai?
24/12/2011 - Women report that most cases of sexual
harassment occur on buses, as there is
less separation of space.
- Recommended that a stronger law is
essential.
- Local campaigns highlighted as positive
steps.
Through analysis of the above articles it becomes clear that sexual harassment of women on public
transport within the India, Pakistan & Nepal region is a widespread problem, while it is commonly thought that
not enough is being done by the legislature, police and transport authorities to prevent it. In addition, practical
difficulties in policing and legislating in this area makes it more difficult to address the issue. Overcrowding of
public transport is also highlighted as a common problem, which leads to men ignoring existing systems designed
to protect women from harassment.
What is particularly clear is that male bus drivers and conductors are viewed as playing potential
roles as both harassers and protectors of women passengers, making them an important factor when
formulating strategies to tackle the problem.
Gender segregated transport, although highlighted by Info Change as causing the further sexualisation
of public space, is still advocated within the same article as being part of a multi-pronged strategy. The strategy
of gender segregation is highlighted by several articles as a potential solution to the problem of harassment
(Pakistan Today 2011; Daily Times 2012; The Times of India 2012; The Hindu2011), which is advocated by
women commuters and allegedly requires greater levels of policing in order to enjoy more success.
Generally, the discourse of these articles concerns safety and protection, to be achieved through
stronger legislation, increased protection by the authorities (including bus drivers and conductors) and a policy
of gender segregated transport, with little emphasis placed on changing the behaviour of male passengers. In
addition, some of the burden for these crimes is placed on women, who must bear responsibility for reporting
them and organising collectively to combat the problem. However, collective organisation and the launching of
awareness-raising campaigns as reported in the Hindu (2011) may be one way to alter the behaviour of men,
if they are targeted in addition to women.
The Gender Segregation Debate
The strategy of gender segregation in South Asia as a way to combat the issue of harassment of
women on public transport is one which has generated strong opinions from those who sit on both sides of the
argument. From the practical perspective of creating an environment that protects women from harassment
when they access public transport, gender segregation is a favourable option, with studies finding that large
proportions of women rate their worst experiences of harassment as taking place on trains and buses that
have no separate sections for women. In addition, women passengers themselves have advocated for separate
travel.
This supports the findings of feminist studies, which indicate that the reality of sexual violence is a
core component of being female and can be experienced through a “wide range of everyday, mundane
situations” including those experienced on public transport, meaning that “it is easy to see, then, creating a
better physical environment may address some expressions of women’s fear of crime”.
Cohen and Felon (1979) who use a “routine activity approach” for analysing crime, which involves
focusing on the circumstances of crime rather than the characteristics of offenders, assert that most criminal
acts require convergence in space and time of likely offenders, suitable targets, and the absence of capable
guardians against crime.
From the perspectives of these authors, removing male passengers from a situation where they are
placed in close proximity to women within a train compartment or busy bus certainly appears a practical way
forward, as this leads to a much lower perceived and actual level of threat.
However, once the focus is shifted away from the narrow context of train compartments and bus
seats, women are still exposed to the risk of harassment at train platforms and bus stands, as well as within the
much wider realm of public space in general (Kearl, H. personal communication, August 01 2012).
Indeed, to explore the other side of the debate, the transfer of women from shared public transport
into separate spaces, can be seen as serving to maintain the on-going problem of acceptance of women’s
occupation of public space in the wider context. As Action Aid (2011) asserts, the implementation of separate-
sex vehicles does “not address societal attitudes and norms that permit harassment”, which are found outside
the safe haven of gender-segregated trains and buses.
Summarise the debate as creating an environment of either “formal equality or substantive equality,
that is, the difference between all people may get on to the train and all people actually get on the train”
(Phadke et al. 2011: 74). Here, the first option advocates for an environment of gender equality, but one
which puts women at a disadvantage in terms of the risk they face which may deter them from accessing the
public space, while the second option, as previously discussed, substantially decreases the level of risk women
are exposed to and therefore allows them greater access to public space, but ultimately entrenches gender
differences and maintains society’s view of women as potential victims. Phadke et al. (2011) argue that risk-
taking is “often considered acceptable, even desirable masculine behaviour...for women, on the other hand, it
is not only seen as unfeminine, but as potentially the behaviour of a ‘loose’ woman and therefore that courting
risk is gendered” (Phadke et al. 2011: 54-69). It is suggested that: “What we might demand then is an
equality of risk - that is not that women should never be attacked, but that when they are, they should receive
a citizen’s right to redress and their right to be in that space should remain unquestioned”.
If implementing a strategy which, rather than applying tools to protect women from encountering risk
altogether, allows women to confront risk, a support system that enables them to do this must be created and
maintained. While it is clear from the earlier discussion that support from the police and judiciary is less than
adequate in supporting women who encounter harassment, it is therefore pertinent to pursue a strategy of
searching for support elsewhere.
Strategies of Sensitisation :
In light of the earlier assertion that some version of justice can be obtainable at a lower level, through
support of transport workers, bystanders, and others, the sensitisation of relevant stakeholders can be seen as
a particularly valid strategy to pursue, especially as it not only facilitates women’s engagement with risk but
also has potential to change the views of these individuals, which may then be reproduced within wider
society.
However, in the current context, when witnessing harassment, the majority of bystanders prefer not
to get involved. This silence on the part of fellow passengers can be seen as communicating to the perpetrator
that their behaviour is acceptable, hence not being challenged, which is likely to give them the confidence they
require to continue.
In a 2009 survey of 274 women in Chennai, only 22 per cent of respondents stated that men came to
their assistance when they were being harassed on public transport (Mitra-Sarkar and Partheeban 2009:
179), with 31 per cent agreeing that bus conductors play a “pivotal role” in protecting women. However,
women in Nepal reported that bus conductors are the group responsible for the highest level of harassment on
public transport, due in part to the fact they interact more closely with passengers than the drivers do (Action
Aid 2011: 51).
In summary, male bus conductors assume a potential dual role as both harassers and advocates for
women’s safety, which highlights the importance of considering the role of men, particularly those in authority,
when suggesting strategies to create a safe environment for women on public transport. It has been asserted
that in order for men to support changes in societal conventions that encourage women to attain greater
equality in society, a forum of discussion must be created (Asian Development Bank 2007: 52). Examples of
this include training facilitated by Delhi-based women’s rights organisation Jagori, which brought together
core groups of women leaders to manage collective processes for effective and wider outreach, who were
then expected take forward the findings and lessons back to their villages (Jagori 2011), and the Mumbai-
based Akshara, which has developed a framework of working with Police, municipal corporations, civil
societies, youth and students to address violence in both public and private spaces (Jagori 2010: 4). Such
activities can be seen as facilitating a “group approach” for addressing gender violence where strengths,
collective action, risk sharing and problem solving capacity are created and shared, empowering women who
were previously denied influence and authority.
In a context where women also share some responsibility for silencing others within their families or
communities due to their own engrained belief that sexual harassment of women in the public space is culturally
acceptable ,it can be seen as imperative that women assume a central role within such initiatives. In addition,
youths are also perceived as essential participants, as they possess the power to change the perceptions of
the next generation, who are likely to be more broadminded than other members of the public.
One example of the youth playing a key role is in the publicising of the issue in India, such as through
the creation of the “Blank Noise Project” by a college student as a reaction to her own experiences of
harassment, comprising of messages and public art, which have spread to events and workshops throughout
India. Although it was noted that women became more self-confident as a result of taking part in the project,
less than 5 per cent of them blogged or were involved in anti-harassment groups themselves ,which suggests
that there is still much scope for encouraging women to empower others and become drivers for change. Also
in India, the Partners for Urban Knowledge Action and Research (PUKAR) Gender and Space project aims to
challenge the ideological assumptions about a woman’s proper place in society and has developed several
advocacy tools that place importance on involving beneficiaries in the development and implementation of
initiatives, in order to create ownership of public space (UN- HABITAT 2009: 19-26).
Conclusion :
According to theories of women’s relationship with space, men seek to maintain the existing gender
hierarchy by limiting women’s access to public space through sexual harassment as a form of VAW, which as
well as creating psychological and physical harm, in turn creates a threat of potential intimidation and intrusion
for women who occupy public spaces, including public transport.
This heightens women’s fear of venturing into public space, potentially restricting their ability to
access further opportunities within the public sphere. As well serving to limit women’s economic potential,
this also strengthens the gendered division between private and public space. As shown by the complex
debate in the India, Pakistan, and Nepal region on this issue, a strategy of improving women’s access to public
space in the long term must enable women to engage the risks that result from occupying certain space, and
so will consequently advocate against policies that place limits on this, such as gender segregation.
While having practical virtue and being advocated by women who are subject to harassment,
protection-focused strategies, such as those that segregate based on gender, ultimately only reinforce gender
divisions and the role of women as potential victims. They also place the responsibility for preventing
harassment predominantly with women.
However, to mitigate the risk that women are subjected to if the strategy of engaging risk fails, a
network of support must be made available, accessible and influential, which must in turn be supported by the
mainstreaming of gender within the judiciary, police and other relevant institutions.
In addition, those who occupy the public space where such offences take place, and are best placed
to act in the moment to prevent the offence and discourage further incidents from occurring, must be sensitive
to the experiences of women. Organisations such as anti-harassment groups, women’s rights organisations
and NGOs have a crucial role to play in these strategies. Furthermore, as the majority of people who inhabit
the public sphere are male, who assume a potential dual role as both harasser and ally; it is important they are
appropriately targeted as part of any sensitisation initiatives. However, women should assume a central role,
and be empowered to take on this great and on-going challenge, because they will continue to bear responsibility
for enacting change while male domination of society continues. This not only encompasses advocating
women’s right to space on public transport, and within public space generally, but also challenging cultural,
religious and political norms, which are embedded deep in Indian, Pakistani, and Nepali societies and ultimately
are responsible for denying women’s equality with men, thus holding back the development of the region,
economic and otherwise.
References :
Action Aid (2011) Women and the City: Examining the Gender Impact of Violence and Urbanisation. A
Comparative Study of Brazil, Cambodia, Ethiopia, Liberia and Nepal, Action Aid International
Agnes, F. (1992) Protecting Women against Violence: Review of a Decade of Legislation, 1980-89, Economic
and Political Weekly, 27(17): 19–33
Anand, A. and Tiwari, G. (2006) A Gendered Perspective of the Shelter–Transport–Livelihood Link: The
Case of Poor Women in Delhi, Transport Reviews, Vol. 26, No. 1, 63–80, January 2006
Asian Development Bank (2007) Socially Inclusive and Gender-Responsive Transport Projects, Asian
Development Bank
AN INVESTIGATION ON THE USE OF LIBRARY BY SCHOOL TEACHERS IN
CHENGALPATTU TALUK
M.Brindhamani *
T.Manichander **
ABSTRACT
Books are store houses of knowledge and a mine of instructional information which is transmitted
from one generation to another from the corner of the globe to another and from one community to
another. Books preserve the culture of the past and accumulate the ever growing knowledge. the
preservation of progress of a nations culture and civilization depends upon the books. In words of
Addison, “Books are the legacies that a great genius leads to mankind, which are delivered down from
generation as presence to the posterity of those who are yet unborn.”
Keywords: Investigation, Use, Library, Teachers, Secondary, Schools.
Introduction:
Milton in explaining the purpose of a book says, “A good book is the precious life blood of a master
sprit, embalmed and treasured upon purpose to a life beyond life.” By preserving the culture and civilization
of a nation, books enrich the intellectual, social and cultural life of the people. They are also a great source
of inspiration. In the words of steels,” Reading is to the mind what exercise to the body.”
In addition to the widening of our mental horizon books stimulate our mind and guide us in evolving
a healthy philosophy of life. They inculcate in us the right attitudes and ideals. Books play a prominent role
in molding one’s character and personality. The recreational value of books is a self evident truth. “Books”
says Jeremy collier, “are great guides in youth and an entertainment for old age.” Robert Southey, the
eminent English poet in memorable words and with great conviction exclaims “My never failing friends are
they, with whom I converse day by day.”
Need for the study
Knowledge can be obtained by cultivating the habits of general reading, of reducing the stress
placed on text books and making increasing use of the library as repository of reference books, standard
books and books of general interests. In a self governing democracy, the responsibility of implementing a
sound educational policy rests with all. When a public opinion is proclaimed clearly that a new educational
policy is needed we are not inclined to take a pessimistic view of the matter except to implement it. This
investigation has been taken up with a view to explore how far the recommendations of the Secondary
Education Commission have been implemented in secondary schools in and to asses objectively the impact
of the school library service that has made on the professional competency of teachers.
Objectives:
1) To find whether the teachers of schools in Chengalpattu Taluk make the best use of the school library.
2) To find out the level of utilization of library with respect to the qualification of Teachers
3) To find out the level of utilization of library with respect to the subjects.
4) To find out the level of utilization of library with respect to the on the basis of their location of college.
5) To find out the level of utilization of library with respect to the on the basis of gender of teachers.
Hypothesis of the Study:
1) Use of the school library by the teachers of schools in Chengalpattu Taluk is adequate.
2) There is no significant difference in the level of utilization of library with respect to the on the basis
of gender of teachers.
3) There is no significant difference in the level of utilization of library with respect to the qualification
of teachers.
4) There is no significant difference in the level of utilization of library with respect to the subjects.
5) There is no significant difference in the level of utilization of library with respect to the on the basis
of their location of college.
* Principal I/C, Vidhya Sagar Women’s College of Education, Chengalpattu, Tamilnadu, India
** Research Scholar, Faculty of Education, IASE, Osmania University, Hyderabad, Andhra Pradesh, India
Method :
The investigator has followed survey method for the present study. The Questionnaire was developed
and administered to 200 school Teachers. The teachers have responded to the questionnaire. The data thus
collected were put into appropriate statistical analysis.
Hypothesis Testing :
Hypothesis 1: Use of the school library by the teachers of secondary schools in Chengalpattu Taluk is
adequate.
Table: Showing Mean, SD and T-test for the Use of the school library by the teachers of secondary schools
in Chengalpattu Taluk.
N Minimum Maximum Mean SD
Entire 200 48 92 70.59 7.88
From the above table the mean, SD score of Use of the school library by the teachers of secondary
schools in Chengalpattu Taluk. The result revels that, teacher’s particular samples have average opinion.
Hypothesis 2: There is no significant difference in the level of utilization of library with respect to
the basis of gender of teachers.
Table: Showing Mean, SD and t-test for the level of utilization of library with respect to the basis of gender
of teachers.
Gender N Mean Std. Deviation t-value Level of Significance
Male 75 69.99 6.87 0.88 No Significance
Female 125 70.95 8.44
The above table shows that the “t” value is found to be 0.88, and it is lower than the table value of
1.96 at 0.05 level, confirms that there is a no significant difference in the level of utilization of library with
respect to the basis of gender of teachers. Hence the stated hypothesis is accepted. To sum up male and
female do not differ significantly in their level of utilization of library with respect to the basis of gender of
teachers.
Fig: Showing Mean for the level of utilization of library with respect to the basis of gender of
teachers.
Hypothesis 3: There is no significant difference in the level of utilization of library with respect to the
subjects.
Table: Showing Mean, SD and t-test showing that there is no significant difference in the level of utilization
of library with respect to the subjects.
Subject N Mean Std. Deviation t-value Level of Significance
Arts 100 70.72 8.67 0.23 No Significant
Science 100 70.46 7.05
The above table shows that t-value is found to 0.23, which is not significant, confirms that there is no
significant difference in the level of utilization of library with respect to the subjects. Hence the stated
hypothesis is accepted. To sum up arts and science do not differ significantly in the level of utilization of
library with respect to the subjects.
Fig: Showing Mean for significant difference in the level of utilization of library with respect to the
subjects.
Hypothesis 4: There is no significant difference in the level of utilization of library with respect to
the on the basis of their location of college.
Table: Showing Mean, SD and t-test for the level of utilization of library with respect to the on the basis of
their location of college.
Location of College N Mean Std. Deviation t-value Level of Significance
Urban 151 70.28 7.29 0.86 NoSignificant
Rural 49 71.55 9.50
The table shows the calculated t-value is 0.86, which is not significant 1.96 at 0.05 level, confirms
that there is no significant difference in the level of utilization of library with respect to the on the basis of
their location of college. Hence the stated null hypothesis is accepted. To sum up urban and rural do not
differ significantly in level of utilization of library with respect to the on the basis of their location of college.
Fig: Showing Mean of the level of utilization of library with respect to the on the basis of their location of
college.
Hypothesis 5: There is no significant difference in the level of utilization of library with respect to qualification
of the teachers.
Table: Showing Mean, SD and t-test for the level of utilization of library with respect to qualification of the
teachers.
Category of College N Mean Std. Deviation t-value Level of Significance
U.G 150 70.18 9.58 1.11 No Significant
P.G 50 71.82 7.22
The table shows that the calculated t-value 1.11, which is significant 1.96 at 0.05 level, confirms that
there is no significant difference in the level of utilization of library with respect to qualification of the
teachers. Hence the stated null hypothesis is accepted. To sum up there is no significant difference in the
level of utilization of library with respect to qualification of the teachers.
Fig : Showing mean for the level of utilization of library with respect to qualification of the teachers
Summary of the Findings :
1. Use of the school library by the teachers of schools in Chengalpattu Taluk is adequate.
2. There is no significant difference in the level of utilization of library with respect to the on the basis
of gender of teachers.
3. There is no significant difference in the level of utilization of library with respect to the qualification
of teachers.
4. There is no significant difference in the level of utilization of library with respect to the subjects.
5. There is no significant difference in the level of utilization of library with respect to the on the basis
of their location of college.
Recommendations :
1. As a first step towards achieving individual instruction, the teachers in the class room should abstain
from giving all the facts to children in the form of notes, but should stimulate their curiosity and
make them find out in the library the facts and information needed to satisfy their curiosity.
2. The prescribed text-books should be only the starting point, and the pupils should be trained in
reading a variety of books covering the range of knowledge not covered by the prescribed text-
books.
3. To facilitate full use of the school library, it should be kept open outside the formal working hours of
the school and on all holidays including the vacation. The argument that children will be deprived of
plays and games by keeping the library open outside school hours on working days is not totally
valid, as only about 10% will go to the library on any day, and no pupil need to come more than once
a fortnight. This is a statistical finding.
4. During a vacation, the school library of each locality should admit pupils of other places holidaying
in that locality to use its resources. This should be done by all localities on a reciprocal basis.
5. Till individual instruction replaces mass teaching provision should be made in the formal time-table
for library hours for each class, so that the pupils can learn in the atmosphere of the freedom of the
library, instead of being continually restricted by the regimentation incidental today in the formal
teaching hours.
6. One of the methods for stimulating the habit of purposive reading in pupils is to conduct a reading
habit competition for each class based on each pupil writing out a tiny book as it were, after pursuing
the approved subjects, with the aid of library books and observation outside the school, during the
first half of the year and the preceding vacation. The authors of the best note books may be given
prizes at a public function.
Limitations and suggestions for further study :
Due to paucity of time, the study has been limited to Chengalpattu Taluk. It is suggested that the
study might be extended to cover the entire district so that a more comprehensive picture could be evolved.
Since this study has been attempted in other places under various related aspects it is not possible to make
the study intensive beyond a certain limit. However a close study of this investigation reveals that there are
many problems which could be taken up for further investigation.
A few of them are :
1. A comparative study between libraries of aided Secondary schools and public management schools.
2. A similar study between library of boys schools, girls schools and co-educational schools.
3. A comprehensive study between libraries manned by qualified librarians and unqualified librarians.
4. The effect of subject library system in schools with the reference to non-subject library system of
other schools.
5. A comparative study of the performance of the pupils in public examination between pupils who
have read more library books and who have not read any books.
Conclusion :
It is said that the destiny of a nation is being shaped in her classroom. It is the teacher who is really
shaping the country in his class room. He is the pivot of the society. He is the custodian of culture, critic of
social weakness, interpreter of changes, pioneer of reform and guide of the people. To fulfill this noble task
he should be academically talented and professionally well trained. He should always be a sensitive student
with an unquenchable thirst for knowledge so that he might inspire thousands of children to learn.
References
1. Darby Orcutt, Library Data: Empowering Practice and Persuasion, ABC-CLIO Publishers, North
Carolina, 2010.
2. James L. Mullins, Library Management and Marketing in a Multicultural World, Walter de Gruyter
Publications, Shanghai, 2007.
3. Lois Mai Chan, Library of Congress Subject Headings: Principles and Application, NY, 2010.
4. James Cabecieras, The library: materials selection and use, Academic Press, Michigan, 2010.
5. Niran Adetoro, Acquisition and Use of Library Resources in the Transition from a College to a
University: A Statistical Record Assessment, Library Philosophy and Practice, 2008.
6. David R. Phillips, Accessibility and Utilization of Libraries, Eliad Publishers, New Jersy, 2011.
ORGANISATIONAL COMMUNICATION AND IT’S DYNAMICS
Dr. Ashaben Pandit *
Understanding Organsational Communication : An organization may be considered as a system
of overlapping and interdependent groups, which could be the different departments, located either in the
same floor of a building, or scattered over the face of the earth. Other things being equal, people will
communicate very often with those people geographically closest to them, even within a relatively small
organsation. Each one of the subgroup in an organization demands allegiance, loyalty and compliance from
its members. It has its own immediate objectives / goals, strategy and means for attending them. It distributes
material as well as immaterial rewards to members of the group, based on their contribution to these objectives.
When any particular communication is sent to a member of subgroup in an organization, each group extracts
a different meaning from the message, depending upon its significance for the value and things the group
cherishes most, and is trying to attain.
It is also ome of the main characteristics of organization that persons are structured into different
patterns of relationships. A work structure prevails which permits certain persons to perform certain jobs
along with other persons. An authority structure exists implying that some people have overall responsibility
for guiding and directing the activates of other persons. The status structure determines which persons
possess what rights and privileges. The prestige structure allows certain persons to expect different behavior
from others. The friendship structure is dependent upon feelings of interpersonal trust and confidence.Each
has an important bearing on communication process in an organization, because each greatly influences the
expectations people have regarding who should communication to whom, about what, and in what manner.
Now, the question arises, how often people openly and freely discuss these matters and come to agreement?
Since these areas involve ranking of persons with discrimination distinctions, these discussions are commonly
held back.
Another chief characteristic of the organization and which greatly intensifies these communication
problems is the fact that relationships among persons in an organization are in a continual state of flux and
liquidity. A basic unavoidable feature of complex organizations is that the people in them do not work in
isolation. Personnel losses, transfers, promotions, and replacement are occurring constantly and decisions
about new policies and procedures taken simultaneously. We should be extremely sensitive to the social
structure of our organizations of decisions about change, however, may prove highly disruptive to any concern
people may have about their relationship to one another, and this, in turn, can create communication problems
in an organization.
Organizational communication : Organizational communication seems to be mired in an identity crises.
Organizational researchers frequently and confound the subject of communication with a host of other
organizational behaviors and phenomena such as leadership, motivation and control. Since no adequate
theories of organizational communication have been developed yet, existing relevant research remain
unintegrated.
As a preclude to analyzing organizational theory from a communication perspective, some of the
problems with existing definitions of ‘communication’ and ‘organizational communication’ have been discussed.
Almost all the definitions of these two terms possess in common the prevalent nations of transfer of meaning
and exchange of information. However, these definitions lack much conformity, consistency and similarity.
Both communication and organizational communication are summative concept (Dubin, 1969) which are
abridged statements for compressed information.
For organizational research purpose, appropriate of different aspects of communication must also
take into consideration the multiple levels of analyses inherent in all organizational research (Cook and
Campbell, 1976, Pugh, 1970), i.e. communication must be dealt with in and across the domains of interpersonal
interactions, within and between organizational subunits, and across organizational-environmental interaction.
Interpersonal communication theorists are not in perfect agreement with each other on the component of
the cocept of communication.
No clear-cut definition of organizational communication has been developed by the organizational
theorists. The subject of communication in organization began to be mentioned by the earliest writers (Barnard,
1939), and was given more attention in the mid 1940s and early 1950s. No doubt, writers such as Bavelas,
Leavitt and Mueller, Riesman, Simon and Whyte, studied the subject of communication in organizations at
length, but discussed mainly about structural aspects (network and channels) By the 1960s, organizational
* Principal, Vadiya shree M. M. Patel College of Education, Ahemdabad.

writers discussed communication as the medium through which other organizational activates are carried
out. Open communication was sometime viewed as a consequence of particular organizational control
phenomena. Sometimes communication was seen as an intervening variable between, say management
style and job satisfaction (Likert, 1967). The significance of communication in organization has often been
discussed (Blau and Scott; Haney; Kelly; Secord and Backman; Thompson, Whyte, etc.) but there has not
been as yet a great deal of theory development or research in the area (porter and Robert).
It is, thus, evident that without a proper taxonomy of organizational communication, research will
continue to be segregated and inconsistent which, in turn, will make it difficult to develop and forceful
theoretical background for further research.
Interpersonal organizational theorists are not able to help us in arriving at a proper definition of the
subject. The same is the case with the organizational environmental writers. The reason is that the term
‘organizational communication’ has been used differently by different writers in different ways, so its efficiency
for theoretical purpose has been nullified. Therefore, the search for larger and more inclusive definitions is
probably useless. The question arises then, what should be done?Firstly, organizational researchers and
theorists should define what communication is, Simon opines that organizations prevail because the behaviors
of people in them can be affected through communication. According to this viewpoint, it would then seem
that all organizational phenomena are different aspects of communication. Contrary to this view, organizational
phenomena, such as authority, control, motivation, etc. are definitely not different aspects of communication,
but are expressed through communication. Secondly, research must point out from which leve; of analysis,
i.e., interpersonal, within organizational, organizational environmental, defining communication is most useful
to their other organizational interests. They should also relate communication to other organizational variables
which exists at the same conceptual level. For example, researchers interested in organizational ‘linking
pins’ should focus their attention on how information gets altered in meaning variables than on non-variable
aspects of face communication.Finally, variables should be related across levels so that comprehensive
models can be developed. These models should, simultaneously, embrace with the internal dimensions (the
interpersonal and/or subunit aspects) and the external dimensions (the interpersonal and/or subunit aspects)
and the external dimensions (the input/output exchanges with the environment) or organizational
communication.
The classical principles : The classical principles of organization are based upon the fundamental assumptions that:
(a) People behave as individuals; (b) All the organizational activates are impersonalized;
(c) All relationships are ideal; (d) Ideal lines of communications can be created and maintained.
The first of the classical principles is the principles of the objectives which is simply stating the
obvious, for an organization must have an objective or objectives to be fulfilled for maintaining its identity in
the social structure. Organization is a means to an end and not an end in itself. Further, each unit in the
organization should contribute to the attainment of the overall objectives in some way or the other, and that
each one should have an objective that will explicitly make clear, as to what it is supposed to contribute to the
common goal/objectives of the organization.
Another classical principle insisted upon by many writers is the principle of coordination.
‘coordination’, says James D. Mooney, ‘expresses the principles of organization in tot : nothing less’ , an
organization strongly needs coordination of activates because if people are to work together for a common
objectives, it is absolutely essential to coordinate their activates.
Communication Flow and Organization : Communication problems of an organization might satisfactory
be solved a careful analysis of the situation in which the problem occurs, and applying the general principles
directing the flow of communication. Recent researches in this field have revealed the feasibility of formulating
the general principles about the forces in an organization guiding communication flow.
It has often been said that although communication flow top to bottom smoothly, the problem remains
with an upward flow of communication. In fact, any generalization about the flow of communication, either
upward, downward, horizontal or side-ways is equally deceptive. Communication can be compared to a
piece of driftwood on a sea of conflicting currents. The velocity as well as the trend of movement is not
without rhyme or reason, but in the outcome of a response to all the forces like tides, winds, and current
which come to pass during the period.
It goes without saying that motivational forces are the guiding factors in determining the directionality
of communication-flow. People communicate or avoid communicating with a view to achieving some goal /
objectives, satisfying some personal need or improving their present position.
In a study made about the communication patterns among the personnel of a medium-sized government
agency (Jagson 1953) it was found that people communicate largely with member of their own subgroup
than to any other persons. They also like to communicate with the higher-status persons than themselves,
and tend to avoid communicating with lower-status persons. The only exception to this trend was seen when
a person had supervisory responsibilities which removed his constraints against communicating with lower-
status persons. A supervisor can accomplish his work –objectives/goals, etc. only by having relatively frequent
contact with his subordinates, and he would probably like to have more such contacts. It was also found that
when people communicated with others belonging to their status-level, they preferred communicating with
those who were more socially influential abd avoided those who made little contribution. These results can,
however, be explained by working out a principle. The formal subgroup in an organization are dependent
upon the maximum of joint work responsibilities. Consequently, there exist strong motivations for people to
communicate more and more with the persons whose work-goals are identical. Again, the people who can
offer the best advice and information are valued most.
These findings point out to the following conclusion :
1. In the achievement of their objectives / goals, etc., people have strong forces and motivates which
compel them to communication with those persons who help them in achieving such objectives /
goals, etc., on the other hand there are also forces restraining people not to hold communication
with those persons who are unable to assist in the achievement of their objectives / goals, etc.
2. People have strong motivations as well as powerful acting upon them to enter into communication
with those individuals who could satisfy their needs, and make them feel secure. Conversely, they
will restrain their communication activates with those individuals who are likely to turn a deaf ear to
their aspirations and needs.
3. The ambitious people who are working in an organization and strive to promote their position and
status, have to communicate effectively with their subordinates, management and business clients.
Thus, it is obvious that the general principle, viz. that forces act on persons to communicate with a
ciew to improving their relative position in the organization seems to be supported by all these
findings.
Problems of communications : It is obvious that communication problems are often only the symptoms of
other difficulties which exists among persons and groups in an organization.
a) The problem of trust or lack of trust : It has been proved that communication flows along friendship
channels. In a more reliable and trustworthy atmosphere, communication contents are more freely
passed, absorbed and assimilated. The recipient is more accurate and definite in perceiving the
sender’s opinions and attitudes.
b) The problem of maintain interdependence among persons; creating common goals and agreement
about means for accomplishing them : When persons have various goals / objectives, and value
system in organizations, then it is especially vital to create mutual understanding about needs and
motives.
c) The problem of distributing rewards impartially : This is vital so that people’s needs and aspirations
are being met, and they are motivated to contribute significantly to the overall / objectives of the
organization. There is a free flow of ideas and information in organization from the person who are
assured to get their basic due.
d) The problem of understanding and coming to common agreement about the social structure of the
organization : Consensus about questins of work, performance-standards, authority, status
relationships, etc. is ,most vital to the free flow of communication in organisations.
Selected Refrence :
1.) Balan K.R. and Rayudu C.S. (1994) Effective communication. Beacon Books, outer Ring Road,
Pashim Vihar, New Delhi.
2.) Banerji Meera amd Mohan Krishna (1990) Developing Communication Skills. Macmillan india ltd.,
Ansari Road, Daryaganj, New Delhi.
3.) Kumar Keval J. (2001) Mass Communication in India. Jaico Publishing house, Mahatma Gandhi
Road, Mumbai.
4.) Mcphee Robert D. and Tomkins Philip K., Ed. (1985) organizational Communication : Traditional
Themes and New Directions. Sage Publication, Inc., South Beverly Drive, Beverly Hills, California.
5.) Pandey S.K. (1947) Teaching Communication. Commonwealth Publishers, Ansari Road, Darya
Ganj, New Delhi.
ENVIRONMENTAL EDUCATION FOR TEACHER EDUCATION
Mrs. Hema P. Bhagwat *
Abstract
UGC updating curricula in education (April 2002). Recently NCERT introduced the National
curriculum Frameworks NCF (2005). Introducing Environmental Education (EE) as a compulsory subject
in schools as a special field “Environmental Education” in B.Ed courses in many universities. There is a
paramount need to creat a conciousness of the environment. It must permeat all sections of society,
beginning with the child. Environmental conciousness should inform schools and colleges. This aspect
will be integrated in the entire educational process. This has brought forth a number of action initiatives
at all stages of Education particularly in Teacher Education. In this paper efforts have been made to saw
some activities which help us to reconstruct our curriculum activities and also to redefine the objectives
of science education and the role of the teachers.
INTRODUCTION :
Every thing originated in the water & everything is sustained by water. water is needed to fulfill
diverse requirements in many different ways. water is essential for day to day life activities i.e. right from
quenching thrust to that of physiological system.
By and large, in all countries dumping to toxic substances by way of effluents from factories and
large industries inland waters is a common phenomenon. The indiscriminate use of detergents which use
undissolved chemicals causes contamination of lakes and rivers, pollution of sea water by oil slicks, dumping
of radio-active wastes deep into the seas and conduction nuclear tests under the oceans are other causes of
water pollution. Pollution of water is no more a local, but it is a global phenomenon.
WATER POLLUTION:TEACHER EDUCTION :-
At present these is a great demand for teacher education in our country. A large number of studens
are getting in the skills of teaching. It is a very potential area to catch the attention of youth & inturn
influence the students at large. As a Component in teacher training on current issues of social relevance,
student teachers can be encouraged to work on these areas & develop certain practical strategies from time
to time.
Every student teacher must be prepared in such a way that they should feel and show their concern
about the problems of water pollution. They are excepted to make their part of potential contribution for
maintaining peace and harmony in life with pollution free environment.
In the light of the above discussion certain specific strategies have been identified. same of these
are discussed below.
ACTIVITIES AT SECONDARY LEVEL :-
¾ FIELD VISIT TO INDUSTRIES :-
(a) Objectives :- To make them critical about the existing practices in industries related to water.
(b) Material :- Specimens of effluents collected from industries, literature related to industrial practices.
(c) Procedure :- Every school can adopt an industry (small or large in size) depending on the strength of
school. children may be encouraged to visit them regularly (either bimonthly/quarterly/ depending on the
requirement. These field investigations should be come an integral part of the secondary school curriculum.
Government can take initiatives and create a space for harmonious integration between schools and industries.
¾ FIELD TRIPS TO INDUSTIRIAL AREAS:-
(a) Objectives :- To make them know about the impact of water pollution on surrounding areas (on
people’s) health.
(b) Material :- Samples of effluents collected from industrial areas from the sources water. disease
causing microbes samples, disease affected people’s photographs or people.
(c) Procedure :- Teachers can motivate the children to visit the areas of industries. They may be
motivated to observe the effluents discharged from the industries. Also they may be encouraged to
develop and understand the effluent’s impact on living and involve in planning the programmes to
safeguard the environment from pollution through industrial effluents.
¾ AWARENESS CAMPS AND SENSITIZATION PROGRAMES :-
(a) Objectives :- To encourage children to take part in team work to plan for environmental education
(b) Material :- Photographs, pictures, literature (related to water pollution), package (to train the children
to participate in sensitization programmes) etc.
* Lecturer, Vaidhya Shree M. M. College of Education, Ahmedabad.
(c) Procedure :- Initially children may be exposed to the industrial areas through visits. Later on they
may be encouraged made to participate in awareness camps. This will enable children to develop
consciousness among people about water pollution, and these programmes influence them to take
part individually in a variety of activities to control their environment from water pollution.
¾ USAGE OF WATER :-
(a) Objectives :- To develops awareness about community sources of drinking water.
(b) Material :- Different taps, leakage bearng taps (for demonstration), pictures (related to future
consequences).
(c) Procedure :- Discussion can be initiated on negligence of overflowing of precious water from the
public taps. Excessive use and exessive strong of drinking water and the future problems like
scarcity of water can be discussed among the groups and also a space can be created for healthy
exchange of ideas.
¾ GENERAL ACTIVITIES :-
(a) Objectives :- To encourage them to participate in awareness programmes.
(b) Material :- Introductory literature containing modules, instruction to participate in awareness
programmes, industrial water, collected from sources of water where industrial pollutants mixes.
(c) Procedure :- Teachers can train children to take part in programmes, where they get exposed to
industries and the wastes which are dumped into water sources. By showing samples of different
types of water and the factual information collected from their field investigations children are
encouraged to take part in different activites like: literary, song, dance, folk music and other
competitions and activities and awareness programmes.
¾ COMPETITION AT NATIONAL AND INTERNATIONAL LEVEL ON THE THEME
WATER POLLUTION:-
(a) Objectives :- To mauke them conscious about pollution by taking part in competitions.
(b) Material :- Models, painting clay, thermocol, cardboards, charts, play-cards, pictures of disease
affected people, samples of polluted water from different sources, stationary like papers, painting
brushes and boxes etc.use of these material conduct competition to develop conciseness about
water pollution.
(c) Procedure :- Teachers, educationists, government and other concerned authorities may try to initiate
the following competitions to develop consciousness about water pollution.
Competition :-
- Exhibition displaying models of water pollution.
- Painting with the theme on water pollution.
- Clay modeling with the theme on water pollution.
- Debates on water pollution.
- Essay writing on water pollution.
- Furtouristic models of rivers, sources of water etc. (depicting them with future consequences)
- Display of charts and play-cards at public places.
- Collection of water samples collected from all portable sources of water.
- Collection of different types of industrial effluents (depicting their impact on health )
- Exhibits on health hazards to water pollution.
The above activities help us to reconstruct our curriculum activities and also to redefine the objectives
of science education and the role of the teachers. Further, this discussion make us realize that topic ‘Study
of water’ can not be taught independenty but it has to discussed in the classroom context with a larger
framework of understanding by bringing history, sociology, culture, etc.
¾ References :
1. Ghanta R(2003), “Environmental Education”, New Delhi, Discovery Publishing House
2. Pandey V (2008), “Environmental Education”, Delhi, Isha Books.
3. Yadav J.P (2002), “Environmental Education”, New Delhi, G.V.S Publishers.
4. Singh P.P (2004), “Environmental & Pollution Education”, New Delhi, Deep & Deep Publications
Pvt. Ltd.
JEAN JACQUES ROUSSEAU: A NATURE LOVER
Dr. A.T.Amin *
th
The 18 century is called the age of faith, hope and reasons. It was humanitarian age which attempted
to abolish slavery, to reform prisons, to alleviate the miseries of the peasant, to educate the blind and deaf
and to deal with children kindly and intelligently. In literature the century turned from classicism to romanticism.
All this had influence on education. The schools, wherever they existed, were narrow in their content,
formal in method and harsh in discipline. The educators of the time, therefore, developed new interest in
health and physical education, in since and the study of Nature, in the use of sense and the effort to teach
pupils to think for themselves, and in the practical arts. Rousseau was one of the prophets of this new
education.
His life :
He was born in Geneva. In this city there prevailed moral life, purity of domestic relations, simplicity
of social order and freedom in Government. Rousseau’s mother died at his birth and this was his first
misfortune. Naturally he grew to be a sensitive and neurotic child. At the age of ten he was committed to
the care of his uncle, who proved as his father. Rousseau’s extraordinary talents, therefore, received no
systematic cultivation for 2 years. He was sent to a tutor to learn Latin and other subjects.
At the age of 12 he was apprenticed to a trade, where according to hi, he learnt more of deceit,
idleness and dishonesty than he did craftsmanship. For a long time he remained a vagabond.
In 1741 he became a tutor to the two sons of a Provost but he could not pull on account of his
irritable temper. This experience of teaching, however, gave him permanent in education.
His family life was as unsettled as his childhood and youth. It was marked by hardship and sometime
by unseemly deeds. As the secretary to a lady he stole a ribbon and placed the blame on an innocent servant
girl, who lost her job. At 32 he married an innocent servant girl, by whom he had 5 children. Unfortunately
all these were sent to the orphanage one by one even against the tearful protest of the mother.
After attempting, however, many occupations like private tutor, music teacher, composer, secretary
and dramatist, it was at the age of 38 that he became a successful writer. In 1778 he died in Paris. In spite
of his many faults and his being the innocent victim of great misfortune he propounded a theory of education
which is now termed as Naturalism.
As a Writer :
The first treatise on education was his “Project for the Education of M. de Sainte Marie” written in
1740 for the two sons of the Provost whom he taught.
In 1750 he wrote a “Discourse on the Sciences and Arts”. This was an answer to a question: has the
restoration of Science contributed to purify or corrupt man? Rousseau’s answer was negative. In this book
he propounded his doctrine of “Natural State”.
In his second book “Discourse on the origin of unequally among men”, published in 1755, he concluded
that in a state of Nature men were more equal than they were under civilization.
After these Discourses, Rousseau remained busy from 1750 to 1762 in writing work of educational
interest – “Discourse of Political Economy, the New Heloise, the Social Contract, the Emile and the
Consideration on the Government of Poland”. Of all these, ‘Emile’ is his main treaties on education. In the
Discourse of Political Economy, Rousseau gives, besides other things, his views on national and public
education. The New Heloise refers to family education but propounds new ideas, which are not found in
Emile.
His Philosophy :
Three influences worked in shaping his general philosophy viz., the state of time, varied experience
of his life and his emotional. The key-note of his philosophy was to have a ‘State of Nature’, ‘Nature Man’
and ‘Natural Civilization’, “Civilized Man” says Rousseau “is born, lives and dies in a state of slavery. At his
birth he is stitched in swaddling clothes; at his death he is nailed in his coffin and as long as he preserve the
human form he is fettered by our institution. Leave him alone”.
Rousseau’s philosophy is designated as ‘Naturalism’. He contended that all the ills and miseries of
civilization are due to a departure from a State of nature. “Everything is good as it comes from the hand of
* Associate Professor, Vaidya Shri M. M. Patel college of Education, Gulbai Tekra, Ahmedabad.
the Author of Nature; but everything degenerates in the hands of man,” declared Rousseau in the opening
sentence of ‘Emile’ which appeared in 1762. Return to Nature, therefore, was his method to cure the world
of troubles. Life according to Nature was genuine.
He wanted natural civilization and a fully developed man living in the whirl of social life without
being carried away by the passion and prejudices of society. Reason, he said, should be the guiding principle
in producing both the Natural civilization and Natural man. His ideal of the ‘State of Nature’ was “a simple
farming community or state without evils” which he ascribed to large cities, corrupt rulers, social classes and
luxury.”
He held that learning takes place best when child is free to development and grow according to his
nature impulses. He was convinced that child’s original nature is good and pure. But since the child is
immature and unable to care for himself, education is necessary. The function of education is to preserve the
child’s goodness and purity without stain from the world. Conditions should be created that the child may
grow and mature. Human restraints and discipline should be discarded. Rousseau was a hater of imposed
authority.
His Meaning of Nature :
Society for him was artificial and not natural. In ‘Emile’ he described an education based, not on the
social aspects and on the meaningless traditions of the school, but on the knowledge of true nature of man.
Every man has laws of his own nature. Education must be guide by those laws. A natural education must be
given to man. It does not mean no education. It signifies simply a non-social education. Such education does
not prepare for life, nut it prepares against the social conditions which man has to confront in later life.
Rousseau wanted to create un-social creatures. His objective was to save the man from the evil influence
of society.
The instinctive judgment, primitive emotions, nature instincts or innate tendencies.
One who is brought up in the natural environments automatically becomes a retinal being. He acts
according to the voice of his conscience and one “who obeys his conscience is following nature.”
Conclusion :
Nature, the Chief Teacher :
Rousseau said that man is educated by three things-Nature, Men and Things. “the internal development
of our organs and faculties is the education of nature; the use we are taught to make of that development is
the education given us by men; and the.
By ‘nature’ Rousseau meant natural tendencies unchanged by habit or prejudices. There are, said
Rousseau, sharply defined stages in human development and unmistakable interest which ‘nature’ herself
has created. At the age of 12 or 13 rational interests appear. At the age of 15 or 16 the sex urge comes up
and is followed by many social interests. The special interest, urge or demand of ‘nature’ at each and every
stage of human development is the guide which ‘nature’ provides for the teacher. He must never anticipate
the next stage but only perfect the child’s development the stage he has reached.
REFERENCES :
1. Quoted from A. G. Noorani’s book President Zakir Hussain : A Quest for Excellence.
2. Educational Reconstruction in India. Vallabhbhai Patel Lectures, Dec. 1958.
3. Education Reconstruction, pp. 60-61.
4. R.P. Singh, Dynamics of Indian Education, p. 92.
CULTURE BEGINS FROM AGRICULTURE
Dr.Rajashree N.Pandya *
Abstract
With the advent of agriculture, the primitive man settled down around banks of rivers; and it was
the dawn of human civilization and culture. Agriculture produce offered an alternative to carnivorous
primitive man, and he modified his food habits. The herbivorous man was sober and kind, which led him
to the path of spiritual journey. Along with agriculture, he realized the importance of animal husbandry,
and began to value the utility of domestic animals in his life. Now he began to appreciate the importance
of flora and fauna, and especially the herbs that promotes health and had medicinal properties. Thus,
“Tulsi”became a symbol of divine faith and acquired an indispensable position in Indian households. The
farmer had developed rapport with nature and considered himself as one of the elements of nature.
Unfortunately, the scenario changed with industrialization and green revolution .The western culture
invaded agriculture and culture in the form of green revolution. Industrialization gave birth to giant
industries at the cost of environment.The know-how of agriculture sponsored by international multi-
national companies has proved to be a business of “loss” worldwide. Agriculture has been trapped in
the hands of materialistic multi-national companies, who are simply interested in profit-making at the
cost of anything. The farmers are being exploited by global economic colonialism, so much so that they
commit suicides in a great mass, as they cannot afford the seeds, fertilizers and pesticides provided by
them.
The side effects of fertilizers and pesticides offered by global multi-national companies demand
lots of water; hence the water level goes down day-by-day; they harm the fertility of the land, they harm
the nutrition value of grain ,vegetables and fruits, Moreover, the human beings are being slow-poisoned
by food itself. If we really want to develop our villages, make them self-reliant and ensure sustainable
development, our conventional organic farming could be the only permanent, eco-friendly, non-violent
alternative to recent fatal environmental problems.
Impact of agriculture on human culture :
There is an old saying in our Indian languages “]%m qetI, m@ym Vyapar, kin*# nOkrI”,which
indicates glorious past of agriculture. With the advent of agriculture, the primitive man settled down around
banks of rivers; and it was the dawn of human civilization 132132and culture. Agriculture produce offered
an alternative to carnivorous primitive man, and he modified his food habits. The herbivorous man was sober
and kind, which led him to the path of spiritual journey.
Along with agriculture, he realized the importance of animal husbandry, and began to value the
utility of domestic animals in his life. He attributed respectable position to “cow” because of her innumerable
virtues. Now he began to appreciate the importance of flora and fauna, and especially the herbs that promotes
health and had medicinal properties.
Myths and facts regarding Green Revolution:
Unfortunately, the scenario changed with industrialization and green revolution .The western culture
invaded agriculture and culture in the form of green revolution.
Earlier, Green Revolution was welcomed for its bulk production, which was the need of the hour;
but later it got transformed into Greed Revolution.The excessive use of chemical fertilizers and pesticides
promoted bulk production of grain, but at the cost of its nutrition values. Chemical fertilizers have slow
poisoned fruits, grain and vegetables so much so that particles of chemicals have been found from even
mother’s milk.
Green Revolution promoted violence and harmed bio-organism and bio-diversity very badly. For the
materialistic and utilitarian western culture, the “cow” was no more a mother or a holy symbol, but a sheer
bulk of flesh to be eaten. Industrialization gave birth to giant industries at the cost of environment.
It destroyed most of the aboriginal plants, herbs and seeds. The nature possesses its own in-built
system of flourishing helpful germs and creatures like earthworms, honeybees, butterflies, frogs and so on
and destroys harmful ones. Chemical fertilizers disturbed this system and with the eradication of this system,
agriculture suffered the loss of its natural system of Nitrogen cycle and food chain. Vandana Shiva in her
* Associate Professor, Vaidya Shri M. M. Patel college of Education, Gulbai Tekra, Ahmedabad.
famous book “Violence of Green Revolution” disillusioned the society that the terrorism of Punjb and Haryana
was the result of Green Revolution only.
Moreover, the automation and mechanization of agriculture demanded more and more petrol and
diesel, which we have been importing from Arab countries. We get crude oil against the export of beef and
meat. Thus, it promoted killings of the cow, which used to hold a sacred position in Indian households long
back, and deprived our agriculture from its natural compost fertilizers.
Economics of Capitalism in agriculture:
The mother of culture and civilization – Agriculture has been trapped in the hands of capitalist
profit- making Multinational Companies. The MNCs make such a an aggressive marketing strategies that
the farmers are being lured to use their seeds, fertilizers and pesticides, which ruin the fertility of the land
and economy of the farmers as well. Modern agriculture has increased lot of dependence on MNCs for the
agricultural requirements. The government machinery act as the agents of MNCs, and they design rules
and regulations according to their convenience. This Global Economic Imperialism has ruined the farmers
worldwide.
Out of two – self-destructive and social welfare directions of development, the capitalists have
chosen quick, profit-making and self-destructive one. Global Economic Imperialism produce excessive goods
and dump them in developing countries, book the profit ,influence decisions of government – is a well-
organized conspiracy and nothing but the weapons of exploitation. Consequently, cultural scenario of our
present society has been shaped up like this:
Here is a present condition of our so-called civilized and cultured society:
Food Culture: Adulteration of food, preference for junk food, scarcity of pure drinking water, slow-
poisoned grain, vegetables and fruits.
Health and hygiene: Increased life span of human beings with the simultaneous invasion of new and
unknown diseases.
Education: Commercialization of education; only the elite has the right to education; invasion of western
culture through English language.
Entertainment: Overdose of materialism, sex, violence and extramarital affairs on small screens and
films.
Advertisements: Advocacy of consumerism, aggressive and exaggerated marketing to promote materialism.
Erosion of moral and ethical values: Virtues of morality and ethics are being vanished from the society
as a whole from interpersonal human relationships and has extended to exploit natural recourses from the
land and environment.
Religion: Commercialization and politicization of religion has led the common man to total chaos.
Socio-cultural conditions: Atrocities towards women in the forms of female foeticide, child marriage
patriarchy, honour-killings, dowry-deaths etc.
Human relationships: More complex than ever before in terms of selfishness, egocentrism, self-centeredness,
indifference and commitments.
Economics: Liberalization, Privatization and Globalization have increased materialism and consumerism in
prevailing Indian society.
Environment, agriculture and animal husbandry :
Agriculture has lost its vitality and has become a business of total loss in terms of money and
energy. Farmers are committing suicides and environmental threats like global warming, depletion in ozone
layer, greenhouse effect, scarcity of pure drinking water and deforestation are questioning human existence.
Futuristic Ideology:
We badly need a change in the system .Industrialization and automation has done enough harm to
our agriculture and environment. Now it’s a high time to evolve a Renaissance – Of agriculture-base society
to endorse a new culture. We need to evolve new criteria and norms to define Development, in which quality
assurance is ensured and not exterior packaging of goods. We need to construct a society, in which the
market is not casting its evil influence on human society but has servitude. We need to create a society,
wherein there is a balance and harmony between all the components of eco system and environment.
Ab mee.E raxn kI ktaro.me> nzr Aata hU>, Apne qeto>se ib7DnekI sZaa pata hU> a
These lines very significantly suggest that agriculture and animal husbandry has been a crucial
feature and life style of Indian culture. We need to adopt our conventional, pragmatic and eco friendly
ideology for agriculture, which thought of long term gains and was beneficiary to environment. We need
to be free from the slavery of short –sighted modern agriculture before it ruins the mother earth
completely.
Organic or natural farming – a constructive alternative and remedy for long- lasting and
sustainable development.: Organic farming is ever-green revolution, as it believes in the philosophy of
“live and let live.” It believes in safeguarding environment and natural resources rather than its misuse .It
believes in nonviolent co-existence of bio-organisms. It preserves biodiversity of plants and species and
integrates all components of nature. It is environment protective and maintains harmony and balance
among all components of eco system. It makes judicious use of natural resources considering
requirements of future generations. Organic farming is totally indigenous and self reliant; it encourages
farmers to make natural fertilizers and pesticides from local ingredients. It fortifies the land and makes
the farmer prosperous. It is a life saving drug for those farmers, who are on the verge of committing
suicides. Organic farming is not only productive, but long lasting also as it believes in judicious and not
maximum utilization of natural resources. Organic farming should be a cultural campaign worldwide
because if the farmer is self reliant, happy and satisfied, then the village will be prosperous and the socio-
economic and cultural prosperity of a nation obviously lies in the prosperity of villages.
References:
1. bo.mb3kr vs.t (2001) : Svavl>bI qetI kEse kre>, p/kaxk- AazadI bcavo Aa.doln
2. Ag/val Do. Ga.gap/sad (2002) : 1. sjIv qetI, p/kaxk- svR seva s.6 p/kaxn, vara‘sI
3. shah kanti (2000): Sajiv kheti-Ek Naravi Jivanshaily,Gram Seva samaj;Vyara.
BRIEF EXPLANATION: BASED ON THE TEACHER’S SELF-ASSESSMENT, API SCORES

ARE PROPOSED FOR RESEARCH AND ACADEMIC CONTRIBUTIONS
RECOMMENDATION BY U.G.C.
CATEGORY-III: RESEARCH AND ACADEMIC
contributions. The minimum API score required by teachers from this category is different for
different levels of promotion and between university and colleges. The self-assessment score will be
based on verifiable criteria and will be finalized by the screening/selection committee.
APIs Faculties of Languages Max. points for
Arts/Humanities/Social University and
Sciences/Library/ Physical college teacher
education/Management position
Research Refereed Journals* 15 / publication
Papers
published in: Non-refereed but recognized
and reputable journals and 10 /
periodicals, having ISBN/ISSN Publication
numbers.
Conference proceedings as full 10/ publication
papers, etc.
(Abstracts not to be included)
*The International Journal of Education for Human Services is an international medium for publication of
Referred Articles, Research papers to researchers in Education & Behavioral Science (Multidisciplinary).
International Journal of Education for Human Services has major focal point for the publication of Educational
research from throughout the world. International Journal of Education for Human Services has been
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date, etc. A few examples are as follows:
* Malek, A.P. (1998) Education Policy and Perspective. New Delhi: Allied.
* Majumdar, Ramesh (1997) “The Role of the Society”, Journal of Educational Views, 1 (3 & 4),
July-October, pp. 1-11.
*For Book : Whitty, G., (2002) Marketing sense of Education policy: studies in the sociology
and politics of education. London, Paul Chapman.
*For articles : Shastri M,C & Shrimali ,M.(2002) Early school leaving and the cultural geography of
high school, International Journal of Education for Human Services , 12(3),131-138.
*For chepter Within Books : Shastri ,M. (2006) Organisational stretagy in Educational
Management,in : Educational Management ,London,Routedge.
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International Journal of Education for Human Services - ISSN:0976-1128 Vol. 4 No.

INTERNATIONAL JOURNAL OF EDUCATION FOR HUMAN SERVICES

Dr. ManojKumar C. Shastri,

SSTCT ACADEMIC EDUCATIONAL PUBLICATION.

* Associate Professor,Department of Teacher Education, School of Education Central University of

* Assistant Professor, JG College of Education (GUJ. Medium), Gujarat University, Ahmedabad.

i ii iii iv v vi vii viii ix x

Teacher Responses in percentage as per Objectives

Where fo = Observed value

* PGT (English) Deptt. of Higher Education (H.P.)

* Associate Professor, Shree R P Anada College of Education, Borsad

Experimental Group Control Group

Frequency Distribution for Experimental Group

Frequency Distribution for Controlled Group

Mean of Achievement Scores of Experimental Group and Controlled Group

* Assi.Professor, Dept. of Gandhian Studies, Gujarat Vidyapith,Ahmedabad.

Published Books by SSTCT Publication, Ahmedabad

* JJTU Ph.D. Scholar

* Lecturer, SadGuru B.Ed College, Sanand.

* Ph.D Scholer, Department of Psychology, Gujarat University

Table – 2: Mean, SD, and ‘t’ - value of Area

* Lecturer, Vaidya Shri M.M. Patel College of Education, Ahmedabad.

* H.O.D.,Psychology Department, Govt. Arts College,Maninagar, Ahmedabad- 380008.

Gender Stream Total

Table:3 Showing mean score differences and interaction of Gender, As well as

*Ph.D. Research Scholar, Gujarat University, Ahmedabad, (M) 9898469848

* Assistant Professor, Lokmanya M.Ed. College, Ahemdabad.

* Research scholar, Faculty of law,

* Principal, Vadiya shree M. M. Patel College of Education, Ahemdabad.

3. shah kanti (2000): Sajiv kheti-Ek Naravi Jivanshaily,Gram Seva samaj;Vyara.

BRIEF EXPLANATION: BASED ON THE TEACHER’S SELF-ASSESSMENT, API SCORES

SUBSCRIBE THE JOURNAL NOW ! ! !

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