Attempts to make free and compulsory education accessible to Indian children began a little more than a century ago. A strong consciousness for the need of free and compulsory Primary Education in India was highly moved by enactment of the Compulsory Education Act in 1870 in England. Education has been formally recognized as a human right since the adoption of the Universal Declaration of Human Rights (UDHR) in 1948. This has since then been reaffirmed in numerous global human rights treaties. Ultimately, universalization of elementary education has been one of the most important goals of educational development in India since independence. The Right of Children to Free and Compulsory Education Act (RTE Act), 2009, came into force from April 1, 2010, pursuant to the Eighty-Sixth Amendment to the Constitution of India (2002), which guarantees elementary education as a fundamental right. This article attempts to delve into the checkered history of development of the free and compulsory primary education in India under the British Raj. The history of compulsory and free primary education during the British Rule in India is an uphill journey replete with suggestions, advocacies, demands, experimentations, attempts, promises, and movements within legislative framework. The British rulers adopted a good number of policies on education, but these were framed in tune with the needs of the colonial power. Consequently, compulsory and free primary education remained an unfulfilled dream during the British Raj, in spite of the stirring efforts of the Indians.
Since middle of March, 2020, all the academic institutions from KG to PG level in India have been shut down to prevent spread of infection of corona virus. As a corollary, both teachers and students have been going through a paradigm shift in platform of teaching-learning, i.e., from offline to online, from the old, chalk and talk model to one driven by technology. The central and the state governments have come forward with a cluster of e-learning initiatives during this juncture. In spite of creating governmental and institutional supports, substantial researches confirm that students and teachers have been facing wide-ranging challenges associated with online teaching-learning. In the near future, digital education is likely to be incorporated side by side face-to-face education. Against this backdrop, this paper intends to peep into the degree of preparedness in West Bengal and in India nationally towards online teaching-learning in higher education sector. It primarily aims to explore the daunting challenges of online education in higher education sector (UG and PG level) particularly in the Indian state of West Bengal through the lens of students and teachers with an objective of proposing an evidence-based set of future roadmaps.
Background: The nitty-gritty of the teacher education chiefly rests on its curriculum implementation at institutional level, transaction in classrooms, assessment, evaluation, as well as the degree of its suitability. Thanks to the NCTE Regulations (Norms and Standards), 2014, the duration of the B. Ed. Programme has been extended from one year to two years across India from academic session 2015-16 to prepare the teachers professional and well-equipped with sound theoretical knowledge and pedagogical skills. However, the attitude of the teacher-educators and pupil teachers towards Two-Year B. Ed. Programme matters to a great extent for its assessing suitability of the new regulations. Purpose: The present study has been undertaken to review only ten selective research studies only on the attitude of the teacher-educators and pupil-teachers towards the Two-Year B. Ed. Programme, aiming at grasping their attitudinal status or trend in a single frame with a broader spectrum of views value towards the Programme.Methods: The review-based content analysis method was adopted and its approach was qualitative for analysing the attitude of the Teacher-Educators and Student-Teachers towards two-year B. Ed. Programme.Results: the entire gamut of the Two-Year B. Ed. Programme under the NCTE Regulations, 2014 is effective and more promising for preparing professional and accountable teachers from the lens of the teacher-educators. Only the student-teachers need to be oriented with prescribed theoretical knowledge base through viable pedagogical strategies as most of the student-teachers have not hold favourable attitude towards the Two-Year B. Ed. Programme. Conclusion: As a whole, the attitudinal trend among the teacher educators and pupil-students towards the two year B. Ed. Programme irrespective gender, locality, experience and types of institution hints at the pressing need to ensure that all the B. Ed. Institutions must comply with the norms and standards stipulated in the NCTE Regulations, 2014 for preparing professional and accountable teachers in the future ahead.
Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. As aspiration and expectations of each generation vary with time, constant review of curriculum and evaluation system becomes an essential exercise. The main purposes of evaluation is to help the learners improve their achievement in scholastic areas and to develop life skills and attitudes with reference to the larger context and canvas of life. In keeping with the above, reforms in the examination system are often recommended, sometimes discussed and rarely implemented. Introduction of Continuous and Comprehensive Evaluation (CCE) is one of such reforms which have undergone a long journey. This article examines the concept continuous and comprehensive evaluation, its historical perspectives, its need and importance, its features and role of teacher in implementing CCE in the landscape of Indian schools.
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