ManishChand:EMERGING ROLE OF E-RESOURCE MATERIAL IN EDUCATIONAL DEVELOPMENT

E-resource material is the best tool for making teaching effective and dissemination of knowledge in the classroom. It provides a creative scope for interaction and teaching-learning in a classroom. E-resource material encompasses audio, video, animation, illustration, power point presentation tape recorder, radio, projector method etc. It enriches student’s knowledge and learning experience. It is seen that when any aspect of multimedia is used in classroom, theater or public places, it produces effect upon people in straightforward manner towards reaching the set objectives.

Besides stimulation and enchantment, it provides students a frame of understanding towards the concepts and makes it clear through visualization of object. It gives students a lot of opportunities to associate between abstract and practical things. With the use of multimedia, classrooms become lively and center of appeal. It draws attention of students towards the lesson plan prepared by teachers. Multimedia can be used in crucial way in the form self-pacing, self-checking and interrogatory interaction amongst students. At the elementary school, the introduction of video, tape recording equipment which does not require elaborates production or facilitates. Use of television can be shown for the self-assessment of children. Tape recorders can be replayed for the purpose of self-analysis by the group of children or peers analysis with their classmates. Therefore, “small group is an integral part of the Problem Based learning approach, used consciously and conscientiously to achieve the learning outcomes”. 1

Multimedia saves time and labor of teachers, without spending time on monotonous lecture. It also assists in teachers’ teaching method and becomes a form of pedagogical tool. It provides students realistic form of situation which helps setting an understanding of book culture and life culture. The realistic form of situation provides students live picture whereby they can relate themselves and explore the possibilities of meaning.

Multimedia can perform a vital role in bridging the gap between rural and urban diversity. It may be understood in this way for example, Small Science Class 4, 'Where Our Food Comes From' students who study in urban setting schools, are away from technicality of irrigation and method of farming. Many of students may not be acquainted with how crops (rice) are grown. What are processes involves in producing rice? Apart from bookish culture, through video presentation it can be made more understandable and lively for initiating class discussion among students.

A form of video presentation can hold the interest of students and promote exciting learning experience while sitting in the classroom. Students can have better understanding through interesting and appealing visual presentation. Students can make a sense about what process, time and labor involves in rice production; “ploughing, applying manure, levelling, sowing by broadcasting sprouting seeds onto wet nursery plot, seed close-up, sprouting rice seed, seedlings grow, removing seedlings from nursery plot, transplanting seedlings into flooded fields, applying pesticides, weeding, flowering, close-up, drying out in drained field, harvesting, threshing and goes into milling and polishing machine”2

After that students can see “what happens during milling and polishing: after threshing the rice grain is separated from the stalk, milling removes husk, remains rice, polishing removes outer skin and embryo, finally in turns into polished rice, outer skin comes out along with embryo”(abid.).

This is another important objective of using audio visual material, using the application of slides and films in the classroom. Here teachers can use the audio visual aids to reinforce their teaching in the context of a lecture or activities based lesson. Thereafter, teachers can demonstrate any motivational movie according the needs of situation and relevant topic. In the classroom, films, audio tapes and video tapes can be used instead of personal student teacher contacts. These forms of instruction can be used in continuing government schools where the teachers are inadequate.

It is pertinent to not that purposefully designed and small group learning facilitates through the development of audio-visual material that supports and promotes both cognitive and meta-cognitive development. Teachers may show some movie, cartoon and slow-motion animation on a story of water cycle (condensation, evaporation, and perspiration), a story of pollen grains (aspects of pollen dispersal), and presentation on wild vegetables for the use of teaching. Having finished, teacher can instruct children to sit in small group and tell what they saw. The ‘structures’ in small group can be applied as problem based learning, along with the tutorial process and the use of scenarios, help the students to learn how to learn in groups and learn how to anticipate, prevent, cope and deal with the difficulties that they will experience working in this way.

Multimedia will serve effective method in dissemination of knowledge even in overcrowded classroom. Without this technical device, poorly teacher prepared cannot hold the class properly. If teachers use the help of audio visual in class such as projector, which would definitely stimulate imagination and catch the attention of students for construction of knowledge. Teachers often give instruction heavily loaded abstract, verbalisms which seem meaningless sometime. So in case of elementary level, teaching should be in simple and lucid manner. In this way, use of audio visual aid in classroom, would lead towards learning with understanding, Learning by watching would generate interest among students for prolong study, not as a burden. Teachers should know which things are relevant and which are irrelevant, specially how audio visual aid may contribute to an understanding of the lesson being taught. Therefore, it is essential for any teachers who want effecting teaching, must plan carefully and worked out in advance.

Audio visual would be also more useful and meaningful for those students belonging to literature background. All the genre of literature (novel, drama, tragedy, comedy etc.) can be shown easily through this device. Students will learn to understand it very soon before reading. Reading may seem little tiresome and time-taking. But in case of audio visual would maintain and hold the interest of students. The impact of multimedia would be hundred times more than book. Teachers may demonstrate in many types of slide and movie in the classroom. Apart from that “an understanding of the arts-painting, sculpture, the dance, handcrafts-can readily be taught by means of television. And both radio and television are valuable media for teaching musical forms”.3 It will enrich their understanding and vocabulary about the uses of language during conversation. Through recording, radio and tape, teacher can tell telecast many interesting and informative daily news, history and story. These would build a creative environment in primary and upper primary class room.

Learning of children can be influences effectively by the audio-visual aid. Teachers can use television or projector method to explain the scientific phenomenon. It will take less time in describing the minute details of the things comparatively traditional method. Through television children can watch the big image of the object such as solar eclipse, use of water cycle, stories, drama, and vermi-composting in primary science text book etc.

There are some limitations while using e-resource material in the classrooms. Regarding facilities, equipment and capabilities required for extend use of audio-visual materials in schools will differ depending upon a wide variety of factors like space, funding and electricity. The biggest factor is to note that it is not problem of hardware or software but the educational objectives of the teachers and the motivational issues of the children.

Due to use of audio visual aid in the classroom, many teachers feel hesitant, fear making of errors. When they use such technology, they do not feel comfortable. Using of audio visual aids decreases teacher’s autonomy in the classroom. They find themselves as motor which is run by remote control. It also creates frustration and panic fear of committing more mistakes. They do not find natural environment where they deliver their knowledge. This technical device leads disappointed performance. “Electronic equipment may frighten teachers with its apparent complexity. At least part of this fear comes from the expectation that something may go wrong during the lesson causing the instructor the embarrassment of appearing inept, unable to control the teaching situation’’4

Audio-visual aid may be more necessary to typically remote area in order to assist in gaining optimum learning. It is somewhat hard to achieve such learning if there is only one center it is because of schools locations, educational objectives differ from place to place.

When audio- visual material are compulsory for the teaching –learning process, then it is obvious that the teacher could be replaced for these schools by a well-trained projection , functioning equipment and well-prepared self-explanatic material, such as audio visual software materials. When such areas of curricula can be identified in advance, it is clear that a great saving of time and talent of the teacher can be utilized in another creation of innovative work.

Audio visual materials have always been used for instruction in hope of reducing the heavy teaching loads that have been increasing stress for children. It is seen that audio visual materials has been teacher oriented mechanism which is not fair. In such atmosphere, teacher either projects the visuals or plays the audio from a central position at his/her desk. After that, students are supposed to look or listen to the programme presented. It should not be like that rather teacher must encourage among students for healthy and fruitful discussion in the classroom after movie finishes. For growth of learning, interaction is dire of between students and teachers.

Another aspect, socio-cultural context of learner is an important factor which impinges upon overall personality. It is very necessary for the use of electronic devices such as, tape recorder, television, computer, and radio, children‘s family must be educated and sensitive towards implication of these operation. After that, it is possible to make best use of these electronic devices in purposeful and meaningful way. Otherwise, it may bring complex repercussion upon children. Children belonging to WSS (weaker section of society) may not be able to facilitate these things at home and send their children in decent school where these modern technologies are equipped.

Finally, in this way, we understood that E-resource material is becoming the best tool for making teaching effective and the best dissemination of knowledge. It can be said that E-resource material are emerging as pedagogical tool in relieving teachers time and labor, making classroom lively and more interactive oriented and providing scope for different aspects of learning style. However, it can not be overlooked that it has also some certain limitation that all schools whether urban or rural cannot afford and difficult to adopt approach to modern technological devices, multimedia because still many schools have less adequate teachers, poor management, funding and modern infrastructure of classroom facilities.

REFERENCES

1. Benson, G., Noesgard, C. and Drummond-Young, M. (2001) Facilitating small group learning. In Rideout, E. (ed.) Transforming Nursing Education through Problem-Based Learning. Sudbury: Mass, Jones and Bartlett Publishers, 75–102.

2. J.Ramadas. Small Science Textbook Class 4, Developed by Homi Bhabha Centre for Science Education. published, (2001) Oxford University Press.(p.75-78).

3. Thomas, M, Kobayashi, (1987), Educational Technology-Its Creation, Development and Cross-Cultural Transfer, (Chapter 4, “Educational Radio and Television-Their development in advanced countries” Pegamon Press. p.116.

4. Thomas, M, Kobayashi, (1987), Educational Technology-Its Creation, Development and Cross-Cultural Transfer, (Chapter 4, “Educational Radio and Television-Their development in advanced countries” Pegamon Press. p.118.

5. Mc Known C. H 7 Roberts B. A (1949). Audio-Visual Aids to Instruction, Mc Graw Hill Book Co. p.6.

ManishChand:ROLE OF EDUCATION

Education is a tool to enable and empower people towards self­-discovery and making life better. There are two type of education. First is formal education, where schools, colleges and university impart information and knowledge. Second, it is informal education, where family, society, theater and   club  are  the major medium whereby people learn and develop their understanding. Hence, education is not a static process rather it is dynamic process whereby people learn from both family as well as schools through interaction and exchange of words. I remember Nelson Mandela words true in this sense,”Education is a powerful weapon which can be used to change the world.”

It also means modify the behaviour of the person. Schools are the place where children go and their behaviour   get   changed   under   holistic   environment.   Education   is   also   deliberate   action   which involves time and training by institutions. That is why Education commission (1964­66) emphasized that education can not be considered in isolation. It is to be planned in social settings. It must contribute to national development.

Education   is   also   considered   as   one   of   the   most   important   agents   of   social   change.   This transformation in individual and national progress can be realized through formal quality education. In this regard national education Commission (1964­66) has observed ,”The destiny of India is being   shaped   in   her   classrooms.”   And   in   adition,   NPE   (1992)   also   has   observed,”education   is fundamental to all round development,material and spiritual.”

So, in this way, i personally believe and conceive   education is as tool to enable and empower people. It develops people's level of understanding  around the issues. However, it depends and varies how   education   is   imparted   for   children.Teachers'   professional   knowledge,students   ratio,school environment, and pedagogy play crucial role in delivering quality education. In this regard NCF (2000) observed ,” Pedagogy should aim in catering to individual differences enabling each child to blossom in fulfillment.”

ManishChand:Underestimating Student’s Potentiality

                      
Each individual is unique in itself. Each person is possessed with different sort of ability and disposition. Fortunate are those who realize in time with support of their decent family environment and guidance. But what about those people who later came to realize their capacity and lag behind. They find themselves difficult in coping along with privileged children but dare to head with them.

It is short narrative tale related a friend of mine who became the victim of this comparative measures of success. Once he told me that he felt very embarrassing and shameful situation when his teacher told in front of him that his other classmate is ‘bright and understand better’. My friend said that he could not sleep well for many days because of this sarcastic remark. He said that what is his fault? If he could not understand better! Who is wrong? It is student who is average or so called ‘slow learner’. Whether teacher who did not have skill to convince his or her student?

As long as, the crux of matter is concerned is very serious and subtle. It is really debatable issue. It is difficult for a naïve person to arrive at certain conclusion. But when I think back in past I find that we always appreciated and still sincerely respect out teachers who made us to have our own polimorphous understanding and enlightened our mental horizon with restless endeavor. And that teacher also took pain in convincing with utmost patience until we understood something.

But here we find different story that, people in academic after reaching even higher position ,do not have common sense to guess the negative impact of comparison of ability before students. Teachers need to introspect upon themselves that it evident proof that having taken a lot of theoretical knowledge, one is not able to convey what he/she wants to say to them. It is teachers’ epistemological belief in these pretexts that poor children understand poorly even one try his/her best. Teacher is already prejudiced about concept of learning and understanding. Such teachers is supposed to make up their own mind and come down while making judgment about students whether they are fast learner or slow at least in front of them.

ManishChand:GENDER ISSUES IN EDUCATION, PROCESS AND OUTCOMES FOR GIRL EDUCATION

In this paper, I will critically  discuss on gender issues in education from micro to macro perspectives. I will also put teachers view on the same issues who responded during the interview session. During the interview with government teacher, I felt his view was very much reserved and close to tradition and societal norms. On the other hand, elite teacher opinion was much modern thinking towards gender issues.  Finally I got a sense that both of them seemed to be accepting that “we are not part of system, we are just teacher, we do not have sufficient autonomy and freedom to take decision and to go beyond the traditional hegemony.”
The Issue of Retention

“The enrollment of girls has increased, but the dropout rate of girls from marginalized and  specially from the upper primary level upwards is extremely high”(NCF,2005,pp.1). BMC  teacher was quite aware about the fact that girls at this very age drop out because of puberty and adolescent. He also said that during11 to 14 age girls grown up. So being elder of the family among the brothers and sisters, she is supposed to take care at home. On the other hand , private school teacher said that this kind of incident rarely happens in her school. She said that issues of drop out happens more in govt. school because because parents do not bother and have much concerns about girls education. She was of view that  almost children who study in private good school like us irrespective of gender and caste, religion, ,belong to decent family. Therefore this type of situation hardly happens.

Educationa as a Means of Socialisation and Social Control
“Formal education or schooling involves moving into public spaces, interaction with males(in co-educational school and with men teachers)” ”(NFG,2005.pp.2)It is interesting to note that govt teacher was very much open and clever to say that schools are not as social control and socialization. But school is a place where children receive moral education how to live their life and all. We provide good education. He was of opine that without education, children can not develop in their life. If school is considered as social control, it is not bad.  School is a place where we children get socialized and civilized ,how to treat with others and respect for elders. Without schooling, children will be like wild animal. Socialization of children is necessary because, without rule and norms children could go wrong path way. So , to bring them on the  right track, socialization is very necessary.

Whereas, private teacher was bit liberal in this case. She said that we do not punish them time and again. We make children realize that they committed mistake. Although, she believes that children need to be molded in decent behavior. We expect from every children to talks politely and respect others. Children learns courtesy words from schools and their classmates. We do not restrict them in a boundary. They can make friendship with girls . No problem. But they should respect the dignity of school and teachers, while going beyond certain limitation. In our school, girls and boys can seat anywhere, they want.

Implication  for girls as students

“Socialization and education reinforce each other. Schooling becomes another form of domestication. For example, school textbooks depicts this gender based domestic division of labor.” (NFG,2005.pp.4). It is often seen in many schools that girls are treated same manners as they get treated at home. In schools, The girls seems to do all the mundane chores, like serving  water or , fetching water and making tea for the teachers or visitor, family. So it is a question that what is the difference between school and home if both are doing indoctrination in the same manner ?

Govt teacher believes that bring water is not big deal. It is petty  and easy task so they are supposed to do. Boys are supposed to do harder work because they can do it quickly. Girls can not go everywhere, as compare to boy. If suppose they go outside  ans something might happen. Who would be responsible for that? So it is our moral duty to take care of girls when they inter school. We want children betterment, read write and grow.

On the contrary, private teacher said that in our school, we do not have such kind division of labour in our school. We treat and assign them equal task and expect to do the same. We want that both should get equal opportunity and to do their best. As teacher we are only facilitator.

Heterogeneous Gendered Realities and Domain and Challenges in Education.
In case, the dimensions of rurality, class, caste and tribe, religion and disabilities are further complicated by contemporary political and socio-economic forces to create cumulative disadvantages.” (NFG,2005.pp.5)
It is pertinent to note that govt teacher says that it is fact that rurality is considered a sign for backwardness. In rural areas they are paucity of schools. Schools are located quite far away. In case of girls, it become more problematic to go to school. Parents do not allow girls to go school. They say that better to do homework, distance learning and embroidering and weaving. Parents are very much concern about chastity of girls. Whereas for boys , it does not matter boys can go. Boys will get easily bicycle to there because their education is more important than girls . But in case of girls, scarcity of money and for boys they will borrow money because they are the earning source in future.

SC/ST girls’ schooling, gendered labor and socialization:
“Poor  SC/ST parents are unable to send their children to ‘free’ schools because of costs other than the tuition fee and of forgone income from the children’s work.” ”(NFG,2005.pp.5)

Govt. Teacher think in this regard that SC/ST girls face more problem being born in poor family. They are bound to carry out their traditional job to become able to maintain the family. But private teacher had no idea about the SC/ST girls. Even she did not know who are SC/ST?

Govt has made many provision and plan but  seems that all is not to be well. SC/ST children face more difficulties in terms of language when they track their change from one board to another. In that case , reservation, scholarship, do not serve more  beneficial.  They feel dire need of remedial classes to improve their language for better communication because language is the medium through which one is judged. Therefore, it is necessary to bring into light NPE (GOI1986) had declared: ‘the central focus in the SC’s educational development is their equalization with the non-SC population in all stages and levels of education, in all area and in all four dimensions-rural and urban, male and female. The policy focused on incentives, scholarship, reservations, recruitment of teachers, location of school buildings and  most important ‘constant micro-planning and verification to ensure that the enrolment, retention and successful completion of courses by SC students do not fall at any stage alongside provision of remedial courses to improve their prospects for further education and employment’(GOI 1986).

Muslim girls’ education: financial constrains and communal factors:
“They hold that the guise of ‘religious freedom’ madarasas actually impart a religious education that interprets the freedom to practice gender inequality. Their argument against the new trend towards ‘modernisation of madarasas’ is that this will tend to dis empower muslim girls and deny them a chance of a secular education.” (NFG,2005.pp.10)

In this case, govt. teacher believes that muslim parents are not interested in education. Even parents are also less educated that is why they do not send their daughters to school. Parents do not understand the relevance of education. Another aspect that they are more interested in madarasa and do not like to send their daughters in formal school.
On the other hand, private school teacher believes that main problem  is money. Muslim parents like to send their daughters to school but they prefer madarasa because they are fundamentalist. Muslim educated parents like to send their girls in formal but otherwise they prefer their school (madarasas) because they do not expect from their daughters to be officer and all. If girls get educated more, she will become as  problem for parents to search more educated groom.
The challenges of globlisation:
“polarization of schooling  is creating imbalances which are severely gendered, with parents deciding to send their sons to private schools, whatever their quality in the hope that this education will afford some upward economic mobility.” ”(NFG,2005.pp.11)
Govt. teacher takes a stand that it is simple matter that girls will not become the bread winner of family so why to waste money. If she goes to govt. school what is the problem? She is not going to take part in any competition. It is boy who has to compete with many people. If he will not get decent and quality education, he might not get good job. So if he goes to private school, he will learn many things and will bring happiness in family after getting job. Girls are not our property, she is second property. Ultimately, she has to leave the home after getting married. Therefore, parents put more emphasis towards boys  who will command the family rather than girls.
Private teacher thinks that education matters . She thinks that if parents are well educated they will certainly send their girls in private school without biasness. It is illiterate parents who do this kind of discrimination between girls and boys. But is it fact that sometime due to economical imbalance people prefer to send their daughters in govt school. Parents spend more money by sending their boys in good school because they will become the backbone of family in future. Parents send their daughter in govt school to save money so that they can further spare on their daughters' marriage.
Language as a new market of discrimination against girls in the context of Employment:
Govt. school teacher says that English is hard subject. It is difficult to read and write for girls if they are sent in English medium school. Boys are leborious and if they are not able to do that. Boys will do hard work. Even though, boys are able to do , they will be beaten by teachers, getting good environment and good friend  then they will become perfect master.
Whereas, private school teacher does not accept that it is a discrimination. He thinks that  family occupation matters in this regard. If they are economically sound, they would definitely send their daughters in English medium school.

It is parents stereotype thinking that makes difference in enrollment of schools. It seems that even parents are able to afford , although they would not like to send their daughters in Private school.  We can look at this data “In Mumbai, the ratio of boys to girls in English schools is approximately 3:1, whereas in Pune  the ratio  of boys to girls in Urdu schools is 1:4.” It is clear that language has become a marker of discrimination against girls in the context of employment”(NFG,2005.pp.11)
Discrimination against girls are common in schools. It happens through the language used by the teachers. the content of the text book where text is mostly male oriented. During the discussion with the children , the girls says that teachers ‘scold the girls more but punish (including beating) the boys more.  We can see another forms of discrimination by text “ Also there is a bias in the language use  with terms like ‘mankind’, ‘manmade’, ‘ businessmen’ etc. used. Surprisingly, the Grade vii (new) and vii textbooks which talks about “Giving girls their chance”, presents these examples of gender unfairness. ( Shugra Chunawala,2008.pp.  83)
The importance of sexuality education
“School should also create the space for frank and healthy discussions that enable all young people to come to terms with the role of sexuality in their lives, encourage them to experience freedom from shame, and help them to develop the confidence to express what they see as right or wrong.” (NFG,2005.pp.13)
Girls with disabilities-doubly discriminated”

“Nevertheless, the number of the girls with disabilities is substantial enough to underscore the double discrimination faced by them in terms of gender and disability and multiple discriminations if they also belong to the socially disadvantaged sections of society.” (NFG,2005.pp.13).

Teachers often segregate children on the basis of gender and make them to seat separate. For example “recent  studies of Betul and Hisar districts conforms the persistence of a segregated pattern of seating children.(see chpt. 8 and 10). Though these particular forms of discrimination  have not been witnessed in Nanded district, Maharashtra, that it exists is clear from the fact that boys are asked twice as many questions as girls.”( Vimala Ramachandran,2004.pp 159)

Review of Policies
As of now, there are so many policy and scheme have been made but the stark reality is still maintain. We can understand that whether because of bad policy or bad implementation, policy does not get implemented on the ground. We can read these policy and committee report who play with words. “The most radical departure from the view that girls ‘needed’ a different education came with the recommendations of the Hansa Mehta committee on differentiation of curricula for boys and girls (1964).”(NFG,2005.pp.14)
NPE,1986 gives emphasis on women’s education. it states that,” Education will be used as an agent of basic change in the status of women. In order to neutralize accumulate distortions of the past, there will be a well-conceived edge in favour of women. The the national educationa system will play a positive interventionist role in the empowerment of women..”(NCF,2005.pp.1).
Nationalising Women’s Education:
The education Commission Report (1964-66),however, while debunking gender differences as socially constructed and unscientific, it circumscribed their agency outside of motherhood to choice of ‘careers’,thereby limiting its concerns to the education of urban, middle-class women, who in its vision, could be educated to contribute to national development.” (NFG,2005.pp.14)
Towards Equality:
 “The Committee on the status of Women in  India (CSWI) concluded that women’s productive roles had hitherto remained unacknowledged in policies and consequently their needs had remained un-addressed.”(NFG,2005.pp.15)
“The Sharma Shakti report on Self-employed Women and Women of the Informal Sector was the first committee which made visible the role and contribution of women in the unorganized sector of the economy.”(NFG,2005.pp.15)
The NCSRT also brought a series of teachers’ handbooks to address gender equality in classroom through curricular transactions.
NCF (2000) Gender –girls and women (biological category)
As an isolated category, in terms of provision of equal facilities.
is not just a womens issue…. It’s a peoples issues.s
‘’Equality’ as goal through, increasing representation, sensitive portyals of discrimination,  portyal positive role models, sameness approach. It should be corrective model, not formal approach, equality in terms of outcome.
“The aims of education committed to gender equality cannot be merely to provide girls equal access to education, because “ there is a world  of difference the equal right to education and right to equal education.” (NFG,2005.pp.19)

‘Empowerment’  understood as instrumental ways as education for effective implemenatation of, beter hygiene, two child norm,pop control, upholding traditionand spiritual values, improving social cohesion.supplemenatry income generation. ”(NFG,2005.pp.19).
“Empowerment’ of girls however, is not a product, it is a process. It is the process by which they can challenge relations of power and take control of their lives to assert their rights as independent human beings.”(NFG,2005.pp.26)



The Hidden Curriculum-Beyong tokenism

The dominance of a textbook culture has meant that teachers begin teaching not with what the children know or have experienced but with what they do not know and have not experienced. ”(NFG,2005.pp.21)
The used word seems very confusing and ambiguous when they mention the role of Dr. B.R. Ambedakar in making the constitution of India. They use the word which children may learn and memorize. But later it may be forgotten because they have not understood what does this word stand for ’father of the Indian constitution’.  For instance “Dr. Bhim Rao Ambedakar (1891-1956) is considered the father of the Indian constitution and is also the best known leader of the Dalits”. (p.20).

On the contrary, the way the textbook maker’s project, for other members (dominant and powerful group) very clear presentation. So at first instance, NCERT textbook identity seems that it might be biased.  One might say also that there is exclusion of Dalit Icon from this picture.  For instance, “some of the members who wrote the constitution of India.” (class VI,p.22).



In fact, Schools as institutions that embody collective traditions and human intentions which are the products of identifiable social and economic ideologies. If much of the literature on what schools tacitly teach is accurate, then the specific functions may be more economic than intellectual. If we are honest with ourselves, we must acknowledge that the curriculum field has it is a root in the soil of social control. For instance, “Whose meanings are collected and distributed through the overt and hidden curricula in school? That is, as Marx was fond of saying, reality does not stalk around with a label. The curriculum in schools responds to and represents ideological and cultural resources that come from somewhere. Not all groups’ visions are represented and not all groups’ meanings are responded to. How then, do schools act to distribute this cultural capital? Whose reality stalks in corridors and classrooms of America schools? ((Nancy King,p.44).
Masculinity
“Boys and men also suffer from the stereotyping that exists in a patriarchal culture. Boys are discouraged from being emotional, gentle and caring or from admitting to being weak or fearful.  They are thrust into the role of breadwinners, protectors, warriors.”(NFG,2005.pp.7)
Govt. teacher thinks that boys are physically more stronger than girl that is why they are called masculine. Whereas  private school teacher views that if girl gets same opportunity she can also become physically strong what boy can do.
we see that the construction gender is done through textbook. Schools are the centre where gender construct are embedded by way of teaching. In schools boys are told right from the beginning that you are boy you should not weep or cry. We can look at this photo which reflects how children are laughing and cutting jokes, when a boy weeps. For instance in textbook it is given through illustration “As babies or children when boys fall and hurt themselves, their parents and other family member often console them by saying ‘Don’t cry’. You are a boy. Boys are brave, they don’t cry.”
(class VI,p.15).

There is masculinity and feminity construction into classroom. Girls are considered quiet, passive whereas boys are regarded haraami, active. There is effect of this genetic term in the classroom. For example,”Our teacher does not scold, so nobody sits quiet. Even if she does shout nobody listens. The boys are all haraami…the girls listen, but the boys don’t… They trouble me. They hit me back. (Bhattacharjee, p.367).

Impact of textbooks and curricula

The textbook imagery reflects the idea of women as care-givers and by showing them predominantly as housewives. But in few those instances where they are portrayed in other brave, they appear again in the care-giving role. For instance, “Éxceptional women like Rani Jhansi and Madame Curie were still defined by their domestic roles- textbook writers were careful to point that despite everything they continued to perform their domestic roles.” (NFG,2005.pp.20)

In case of Madam Curie, we see that she has been portrayed both aspects private work (home) and as scientist. She had to do both domestic responsibilities being women. For instance, “even she busies herself in the laboratory, surrounded by chemical fluids, test, tubes and complicated experiment not to mention her scientist-husband. We are informed” Maria used to do to do all the house, wash clothes, cook food and wash dishes. After two years, she gave birth to a girl child. This increased the load of work but did not affect the quality of her work.”(Bhog,p.1641).

Class VI textbook deals with concepts like ‘prejudice’ while giving the reference of rural and urban people. Textbook defines’ Prejudice’ means to judge other people negatively or see them as inferior. But the textbook does not give the proper note to the teachers that it is prejudice (wrong thinking) which is not always right. How one can assume that all teachers are wise and rational?  There is possible that teachers might take it wrong sense that he/she may believe that rural people are dirty, ignorant and superstitious and urban people are spoilt, lazy, cannot be trusted.  For instance, (class VI p. 14) ‘’below are some statements on people living in rural and urban areas tick mark those that you agree with

        

A study by HBCSE on gender aspects of illustrations and writing in the NCERT science textbooks for Grade iii to x came out with new finding. They found that textbooks presents gender biases in various ways. They found lin their study less female figures are shown in stereotypical images (mother, nurse, teachers, etc). Women’s are shown in restricted in domestic occupations. Whereas, they found that men are portrayed in a variety of activities which are economic in nature towards public -sphere. For example.
Figure 1.(classVII,p.4)  Figure 2. (class VII,p.5)

 The NCERT textbook class VII standard has used slang language in the content representation. They have used now and then ‘Dalit’ word is not appropriate according to the dignity of human being. The Indian constitution recognizes every person as equal. It means that every individual in the country irrespective of caste, class, gender, religion and region are recognized as equal.  But the use of derogatory term ‘Dalit’ in the textbook is not suiting from any point. Indian constitution does not allow these types of word to refer any community or caste which may hurt their sentiment and emotion. To address any caste or community, Indian constitution had made certain provision to use decent word like SC/ ST. To use of such derogatory terminology and slang is violating dignity of targeted caste (SC/ST) and against equality of democracy in the classroom. For example,
(Class VII,p.8)

And also the manner, in which caste system and untouchability are presented in the NCERT textbooks class VI and VII, is hurting, shameful, embarrassing and undesirable. It violets human dignity and also threats the existence of the democracy of a nation. Now question arise how a teacher will address this ‘Dalit’ terminology in the class ? For instance “Now let us read a story about the experience of a Dalit child attending school. You have already read about Dalits in the class VI book. Dalit is a term that the so-called lower castes use to address themselves. Dalit means ‘broken’ and by using this word. Lower castes are pointing to how they were, and continue to be, seriously discriminated against”. ( Class VII,p.7)
However, the textbook is very rich and full of worth. A classroom belongs to various backgrounds of caste, class, and religion and region. How one can speak or teach like this? Is it the suitable and appropriates what NCERT textbook presenting in the name of the chapter ‘Equality’? The moment ‘Dalit’ word is addressed, in the classroom, which refers to certain lower caste, they start feeling uncomfortable in the classroom.  It can be avoided, if teachers use, according to Constitution of India, SC/ST for lower caste, then this situation will not arise.
There is no space either within or outside the classroom for cooperation and healthy interaction between boys and girls. Even the games they play are different. during schoolevents, items presented are organized separately for boys and girls.


Conclusion
We can conclude by saying that gender is not issues of men or women, it is a matter of people. Gender is cutting across irrespective of caste ,class and religion. As we know that women have been historically marginalized from their rights. Our education system needs introspection and deliberation on the part of the policy makers, bureaucracy , teachers and also from curriculum developer agencies in producing textbook a success reality with rational objectives on the ground without biased. Let’s not make difference between girls and boys because if one girl gets educated she will educate everybody of the family. Through education , she can assert her right to power and equal dignity in the society. Therefore, we need to discuss about gender and also “There is an urgent need now for serious inquiry into curricula, content and the gendered construction of knowledge, as well as a more critical and pro-active approach to issues of gender.”( ”(NFG,2005.pp.5)



REFERENCES
Vandana Madan. Content Analysis of Classroom Processes Studies; Vimala Ramachandran,2004.(ed.) Gender and Social Equity in Primary Education; Hierarchies of Access.Sage,New Delhi.

Vimala Ramachandran,2004.(ed.) Gender and Social Equity in Primary Education; Hierarchies of Access.Sage,New Delhi.
National Policy on Education (1986) and Programme of Action (1986). New Delhi: GOI.
Dipta Bhog, Gender and Curriculum.
Nell P. Stromquist,Molly Lee Birgit Brock-Utne, The Explicit and the Hidden School Curriculum

ManishChand:How to Make Composting

Understanding the Process of Composting

Making your own compost from garden or household waste is one of the best ideas that anybody can think about it. Let us first talk about waste, from where it comes?  We must have heard about wastes generated in kitchen, garden etc.. But do we realize where the waste goes after its disposal? Does it rotten up or does it get piled up somewhere? Is it consumed by other organisms? Or do we turn a blind eye towards it and allow the Municipal authorities to take care. However, it was of interest to us to see ourselves what exactly happens to the waste generated by us. The treatment it gets at the beginning and the phases there after.

What if the stinking waste gets converted magically to something beneficial? Keeping this in our mind we came up with a few bright ideas to make the best use of waste at source or at least minimizing the contribution of waste generated. Our office was the most suitable site to think of effective waste management. Apart from reducing waste production at source we thought of alternative ideas like composting the canteen waste, vermi composting the garden waste and recycling and reusing paper, tetra packs, plastics etc.

So, we decided upon treating the degradable wastes generated at our office premises. On experimental basis we thought of doing the 'compost' experiment on a small scale.

Plastic crates were arranged for this purpose. We categorized the canteen waste into cooked and uncooked types. We were curious to learn about the time period required for decomposition and changes happening with the waste in terms of color, texture, odors, pest problems etc.

We labeled the crates as follows:

Crate 1: Composting of canteen waste, leftover food(cooked)

Crate 2: Composting of vegetable peels (uncooked).

Treatment of waste , First Week, (5-12-09)

Cooked and uncooked waste from the canteen was collected separately in 2 crates.  Both these wastes were mixed with dry leaves obtained from the garden. These crates were half filled with waste mixture and were kept one meter away from walls. Water was poured into these crates on alternate days. The mixture was mixed regularly.

 

In a day or two, we found ants all over the crates.  The cooked and uncooked waste mixture started smelling slightly. To avoid this stench, we put magic powder + jivika powder (to enhance decomposition) in both crates. 

Second Week (12-1209)

We observed that waste mixture mixed with powders reduced odors remarkably. Towards the end of this week, other than ants we also observed Millipedes. We had an idea that by regularly watering the crates would destroy ant nests and thus would avoid ants. The color of the waste was becoming darker.  The waste in it looked like a paste when freshly watered.

Third week (18-12-09)

There were many changes observed during this week. There were several rats seen around the crates (canteen waste and vegetable waste). Rats had had made huge burrows around both the crates. The rats had also spread soil in

both crates.  So, we tried clearing out the soil from these crates. (However, presence of soil would not harm the composting but the initial parameters kept in mind for decomposition would get disturbed). We now placed the crates on a firm base. We placed the crates on stone to avoid giving the direct exposure of the waste in the crates to the ground. We added the magic powder + jivika regularly along with water. Now the leaves started appearing dull. Grey, brown and black spot were found on the waste. Canteen waste began to decomposing at a faster rate. Towards the end of this week, we had to put powder many times because ants and rats did not stop coming (Some where the thought was that adding more of these powders would avoid intruders in our crates).

Fourth Week( 24-12-09)

The site of composting turned into a dilapidated condition and we could sense a horrible state !  Again there were severals big holes around both crates. We cleared the area around the crates and further made the foundation strong to place the crates. 

Fifth Week, ( 31-12-09 )

We had to throw the cooked waste (there was no other go... despite the use of powders the strong smell continued). Since then, rats had disappeared from the spot (it was good news for us!). Ants and millipedes remained in both crates (but ants vanished when the crates were watered... anyway ants did not bother us now). We found that strong smell from crates because “microbes release gases during the process.” Jayashree Ramdas.(2001)

Sixth Week, (8-01-10)

Now, we had just one crate (uncooked waste). As usual, we added the powders. Towards the end of this week, waste mixture looked darker, the mixture became coarser.  Water is poured and mixed properly.  During hot days the mixture became dry. We learnt the importance of water for decomposition. 

Seventh Week (16-01-10)

Water is poured into crate occasionally. Having put the water, it is mixed properly. We have put again the jivika powder in crate so that it will increase the process of decomposition……

Eighth Week (24-01-10)

Finally, we found that our sincere attempt has come into realization. This weekend, our composting has become ready for nurturing and increasing the fertility for soil and plants.

 

Reference

1- Jayashree Ramdas.(2001), Small Science, Class IV, teacher's Book,  Chapter 10, What Is Thrown Out.

ManishChand:UNDERSTANDING IMPORTANCE OF ICT IN EDUCATING ELEMENTARY SCHOOL CHILDREN IN THE INDIAN CONTEXT

In this study, I will examine the relevance of ICT in elementary school. This paper will deal with the strengths and limitations of ICT in elementary school. I selected one school which uses ICT and tried to find out its outcome through my short visit and secondary data. At the end, findings revealed that students in class were highly motivated through the extensive use of ICT. ICT is potentially a useful tool both for managing education and for teaching.

ICT in education is a crucial tool for making learning easy and concept understandable. ICT is decreasing the burden of tasks of students and teachers. Its presence in education is also not new. “In India, radio in education dates back to mid 1940s, educational television to early 1960’s, interactive television to early 1970s and computers in education to mid 1980s. However, educational radio, television, computers, etc. hung independent of each other like isles. ICT as a more comprehensive umbrella that implies convergence and hybridization of technology is a recent development in Indian education.” (Mukhopadhyaya. M . 2006,pp. 5 )

First of all, we will try to know about the exact meaning ICT.  Basically, ICTs stand for information and communication technologies and are defined, for the purposes of this primer, as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information. These technologies include computers, the Internet, broadcasting technologies (radio and television), and telephony.”( ICT in Education,pp.02)

Difference between passive computer-aided unilateral technology vs interactive technology.

Any source of information if it is received for sake of acquisition of knowledge, it would not considered as interactive mode of learning. Learning happens through interaction, discussion, discourse amongst groups and in classroom.  For instance, a teacher entered classroom and delivered his/her lecture with help of projector method, tape recorder or radio. It will not serve the meaningful and purposeful until there is discussion, queries among them. So, lack of discussion and interaction, will lead to passive learning. Passive learning may be called as ‘Banking learning’ (Paul Freirre) where teachers deposit all the information and students become as passive receivers.

Each of the different ICTs-print, audio/video cassettes, radio and TV broadcasts, computers or the Internet may be used for presentation and demonstration, the most basic of the five levels. Except for video technologies, drill and practice may likewise be performed using the whole range of technologies. On the other hand, networked computers and the Internet are the ICTs that enable interactive and collaborative learning best.  Their full potential as educational tools will remain unrealized if they are used merely for presentation or demonstration.



Learning through play and child-initiated activity is central to school education for children. But the introduction of ICT can play meaningful and significant role in reaching out with quality education for all. It can also add value to school education (e.g. by developing life skills, achieving higher order thinking skills, etc.). It can enhance school attraction and child friendliness, and school effectiveness contributing to better learning and performance in examination and also better school management.


 Examine importance of ICT in educating elementary school children in India

It is normally agreed that ICT is a crucial resource in education. ICTs are used in education that has made an impact on education systems. Children use computers from an early age and continue to university level. Children are taught practical ICT skills that are transferable into the work place. “The study explored what organizational factors affected perception, how to use ICTs and how to use a new learning management system. Previous study shows that three factors affect the use and perception. These are the user characteristics, and leader perceptions, technology training, and management approach.” (Grainger and Tolhurst 2005)


ICT can be used for students to enhance school attraction and effectiveness. It can be used for capacity building of teachers, heads of schools and senior educational personnel in the districts and states. ICT can be work more effectively in management of schools and management of the education system through e-governance.

These are two questions arise here. Whether ICT enhances learning achieving higher order cognition or not depends upon the choice of technology and quality of programme delivery. For example, There are good number of studies that indicate either ‘no’ or marginal effects of educational television.  There are large numbers of studies/ experiments that indicate positive learning outcomes with interactive video and television, online education, computer aided learning, etc. But its potentials remain largely unexplored. Technology, by itself is not universal remedy. But it can be made to work through well-designed interventions.

Radio and TV broadcasting can be used in elementary school
Radio and television have been used widely as educational tools since the 1920s and the 1950s, respectively. There are three general approaches to the use of radio and TV broadcasting in schools.
1) Direct class teaching, where broadcast programming substitutes for teachers on a temporary basis;
2) School broadcasting, where broadcast programming provides complementary teaching and learning resources available.
3) General educational programming over community, national and international stations which provide general and informal educational opportunities.  (http://www.apdip.net.)


Encounters with ICT accompanied by guided interaction can enhance three key areas of learning. These are dispositions to learn, knowledge of the world and operational skills. By optimizing the learning benefits of ICT requires a responsive, reflective pedagogy which values pleasure and engagement as well as operational skills.



 Can it be used with equal efficacy across school/regions for different s-eco groups of the society?

I visited a Shirgaon Collegiate High school which is located Sinhudurg district of  Maharastra. There is a little village located near Goa. It lies between the Arabian Sea and the Sahayadri hills. It is a non-government school. Fee structure of school was 60 rupees but defers class wise. Students come from middle class family.
In this remote place in 2002 NIIT and ICICI bank installed a kiosk centre in same school. There are first two computers into twenty children share each. Free public computer kiosk for children. This facility is for use by children under 15 years of age. There are no instructors or teachers. All activities at this kiosk are continuously monitored from New Delhi.

Those computers had no mouse. They had a finger touch joystick four of the six buttons are meant to direct the cursor. The remaining two were the right and left clicks of the mouse. Seeing the number of children visiting the kiosk NIIT installed 50 to 60 games on the computers. First of all, the children just had fun on the computers. Later, the crowd at the kiosk increased. They began playing games and tiring of them opened other programmes like paint brush.

Computer lab, the software package had its links to sites in Marathi, Hindi and English and related to children’s school subject. Children could not use the computer lab in the school for long hours. There were over 60 students using the few computers. Children could not learn much .Their teacher could only give them a demonstration. In comparison with computer lab, the kiosk was always open. Whenever the children had time they could do anything.

Children learnt very soon how to open browsers, click on link and open sites. They would pick up on the sites related to their school subjects. Thus while searching websites; they stumble on the Google link. Despite their poor English they realize that what research meant and start searching for games. They discovered a whole list of such websites. They realized something new that there is a thing like search engine. Children searched also about things for books and websites


There, ICT provides children what they want to learn and study. ICT has come up an exploratory idea in which children get space for study and discover how to learn, what to learn for them in what way they like. In fact, there was one documentary named ‘ICT Harvest’  is made by Swati Desai a creative consultant. This documentary also was made with financial support from HIVOS and Comet Media Foundation 2007.From 2002 to 2007, NIIT an IT Training and Developing Organization undertook a study investigation what children did when left themselves with a computer and a high speed internet connection. ICT teaching pedagogy seemed to me based on non authoritarian. ICT allows students exactly what they want to study, space what they want to do.

Another interesting aspect that make me to think of the teacher [Attar] who discovered his vocation with ICT[ Information and Communication Technology] and persisted to keep these effort alive. Earlier he knew nothing but later through his sincere effort he became the master of computer. He learnt in summer vocation. He did not give up his positive hope and at last became successful computer teacher. He takes his class with help of projector. He shows video of water cycle prescribed in class iv science book. Children understand very well, usually, about the matter of state, function of water in forms of condensation. Perspiration and evaporation.

So, above base, yes, ICT may be used in equal efficacy across school and region. But the potential for using ICTs well in education and in building human capital depends on a number of factors that differ from one region to another, and especially between rural and urban region. It is important for countries to bear these differences in mind when making investments. One of the most important differences between regions is the availability of hardware. A computer is essentially an individual device, most useful for one person at a time. Everywhere, youngsters tend to have better access at home than at school.


Access to the Internet varies widely, even among regions broadly comparable levels of income. High-speed access to the Internet also varies. The educational effectiveness of ICTs depends on how they are used and for what purpose. And like any other educational tool or mode of educational delivery, ICTs do not work for everyone, everywhere in the same way.

But getting the best from ICTs depends on several variables, including the appropriate design of software and hardware; the training and attitude of instructors; and the realization that different students have different requirements. It also requires a willingness to experiment, effective use of ICTs in education and training is likely to require quite different pedagogical techniques from traditional classroom teaching.


 The school I visited they do not have their own website. But student can download important things during any time when they had time. It was free access of net. That school used Project-based learning (PBL) which  is a constructivist pedagogy and class-oriented learning approach. Unlike traditional learning which is short-term, subject independent, teacher-focused, and mostly constrained to classroom  settings ,PBL involves long-term, theme-based learning and student-centered activities that focus on daily life problems and allows learners to use an inquiry-based approach to engage with issues and questions that are real and relevant to their lives.

 How is ICT used? For different subjects? For learning? By whom- teacher/student?
In project-based learning, teachers actively supervise students by taking the role of project facilitator instead of instructing them. Teachers support students not only as a source of knowledge, but also as co-learners/peers in their activities. In a PBL environment, teachers are no longer the centre of learning. Rather, students design their own activities and answer driving questions. Through the process of question-raising, cooperation, data collection, communication, and result demonstration, a highly engaging atmosphere and rich learning environment that focuses on students is thus created.

Even, “NCF 2005 has acknowledged that Educational technology and ICT are significant tools to achieve constructivist learning in the new generation of Indian classrooms. It admits that there a lack of detailed curricular ideas of how technology could or should fit in.”(Shuchi Grover,2007,pp.1)

With limited ICT resources available in each classroom, it is essential that the organisation of those resources be such that there should be a demonstrable equality of access. This is achieved by adopting the following organisational and pedagogical strategies as appropriate to the activity being taught:
Planning activities that allow sufficient time for all individuals to take part.
Effective teaching input (whole class, group or individual) to allow completion of task without further teacher intervention.
Planning short, time limited, skills focused activities.
Identify clear learning objectives in planning and teacher input.
Working individually, in pairs, or in small groups.
Splitting larger projects into clearly defined pieces with different groups or individuals taking on responsibility for specific parts,
Maintaining ICT registers/task lists etc. to encourage individuals to complete tasks at appropriate times when equipment is available, and to provide evidence of equality of access.
Clear instructions in the event of being “stuck” or equipment failure (e.g. use of class “experts”).
Allow opportunities for work to be printed for display, evidence, publishing on the school web site etc.


 For what purpose?- most important aspect of your study!
The purpose of my study was to looking at the alternative ways of applying ICT in primary schools in informal educational settings in school. The results are anticipated to shed light on the potential applications of ICT in the Schools   which offers the students a stage to present their technological competence and collective web.  Also through the use and teaching of  ICT the school aims to:
Meet National Curriculum requirements in ICT;
Help other curriculum areas achieve National Curriculum requirements through the support of ICT;
Allow staff and children to gain confidence in, and enjoyment from, the use of ICT.
Allow children to develop specific ICT skills as set down in the school’s scheme of work;
Ensure that staff and children alike understand the capabilities and limitations of ICT and gain insight into the implications of its development for society;
Allow staff to develop professionally by enhancing their teaching skills, management skills and administrative skills.


Strengths of ICT in Education
 Here I would like to state with support from article that “ICT could do much that a book does, presenting text and pictures screen by screen, together with adjust aids to learning. For instance, Cavalier and Klien (1998) described ICT support for teaching 10 and 11 year olds about prospecting for minerals. He goes on saying that what is needed is playing to the strengths of a resource, whether it is text, software, video or audiotape. Ict can provide various kinds of support and some can be replaced by other surrogates such as a textbook.” Newton,D.P. (2000,pp.98-100).
There are following various strengths of ICT.
Use of packages: word-processing, dtp, spreadsheets.
Special facilities for pupils with disabilities.
Teacher and pupil communications improve.
ICT provides links with other schools or with businesses.
Computers in schools provides wider access to ICT and encourages new ways of learning.
Changes in teachers’ knowledge, beliefs, and attitudes:
Changes in how students engage with content:
Changes in relationships among teachers, students, and parents:
Changes in the use of ICT tools to promote students’ learning:
Makes visible what are normally invisible processes.
Allows learners to experiment and test their ideas about the topic.
Can repeat work again and again and again.
ICTs to make administration more efficient may also raise the overall quality of education
Enables learners to create and combine new representations in different media.
Allows learners to manipulate and annotate information and create their own examples and solve problems.
Facilitates inference by directing attention to what matters.
Interactive teaching packages are available on CD for different subjects.
Children can learn in varied ways in the classroom.
There are many CD-ROMs available for each level of the national curriculum.
A cheap, fast way to access a huge amount of resources that are regularly updated.
Accessible 24/7 – allowing students to continue their work at home. Encourages computer literacy, helpful in an increasingly technologically orientated world.
Teachers can upload course documents so that students misses a lesson, they can download information and do the work in their own time ( it was not available  being visited school)
Encourages student-driven lessons, where students take responsibility for their learning.
Government promises high-speed broadband internet access for every university, hospital and doctors' surgery which would allow schools to be linked and to share resources.
Teachers no longer need to pass round bundles of end-of-term reports in paper envelopes, but can fill


5. Limitations of ICT in Schools

Lack of Human Resource.
 First, most of the school staff are not very literate and lack basic computing skills. Second, the root obstacles are teachers leaving the schools. When a teacher leaves the students often lose their ICT class in which they are interested.

“Many srudies ( Seth,1983 SCERT 1982, Mohanty and Giri 1976, Sord 1982,Nagaraju and ramakumar 1983, Pillay 1987) on media indicate the utilization rate to be as low as to to 20 percent. This is only a quantitative figure. Quntative analysis is far more frightening. Very often such use amounted to putting on the sets and the teachers  taking time  off.” (M.Mukhoadhyay,1990,pp.5)

Third, the teachers with technology skills will not travel far away to teach in school which lack convenient facilities. Head teachers said that in 2002, the  school did not have any teachers who have IT or related knowledge. Fourth, insufficient training of school staff in ICT is a problem for the integration of ICT..


Infrastructure.
That school has no adequate infrastructure. The lack of infrastructure in hardware and software in the schools is due to shortfalls in the budget. Lack of interest of the Education Service Area in the quality of the ICT delivered leading to a limited number of computers, systems out of date and slowness of the system.


Strategies /policies.

The  school lacks ICT strategies at the school level and the education public sector level also lack an internet safety policy. The students perceive that the internet could corrupt the morals of their society through easy access to pornography and exposure to negative cultures and parents worry that if pupils become immersed in the internet, they might lose their traditions and internet welcomes fashions and trends from other parts of the world. Apart from it, there are various loopholes also which followings are:


ICT is very expensive - not all students get the same opportunities
It can be boring sitting in front of a computer for a long time.
Computers cannot interact on a personal level e.g. fuller explanation.
It becomes harder for the teach teachers to organize the teaching of new concepts.
Some students find it hard to use computers
Student’s minds are more likely to wander from their set task.
Not all teachers are keen on ICT but, are forced to use it.
Low level of access and usage of ICT in the education system
Low community/school readiness to accept and integrate ICT
High cost of access and usage of ICT
Limited human capacity to leverage ICT in education
Lack of coordination amongst the various ICT initiatives
Lack of prioritization
Limited availability of digital learning material
Lack of effective monitoring and evaluation
Lack of clear understanding of linkages between ICT and expected Education outcomes
Lack of project management skills.
Lack of awareness about the benefits and limitations of ICT in education

Limited infrastructure such as power, connectivity, and equipment
Technology is never a substitute for good teaching. Without skilled instructors, no electronic delivery can achieve good results. But neither can traditional classroom teaching, come to that.
Less need for schools
Being taught the wrong things
A lot of distractions
No outside contact
Job losses for teachers, etc
There is a lot of incorrect information on the internet
Students will learn more theory and less practical
Being taught sometimes the wrong things
Hacking, creates viruses, plagiarism, and a lot of distractions from free porn sites, music,videos,chatrooms,/messangers/emails.
.

Conclusion

Therefore, undoubtedly, one can assume that ICT is potentially a useful tool both for managing education and for teaching. ICT is not a panacea for all ills in education. ICT is an effective tool in the hands of the teachers for teaching and students for learning. ICT needs the hand and mind of the teacher. ICT and e-learning offers opportunity to raise educational standards in schools. The findings revealed that students in class were highly motivated through the extensive use of ICT. Through long-term engagement with ICT, students were empowered to conduct both wider and deeper exploration of their selected topics of interest.  I am reminded of the famous quote of President Nelson Mandela, “The Internet and education are the two great equalizers in life, leveling the play field for people, companies and countries worldwide”.


                                                 References
Varghese and Tilak, ‘Some aspects of economics of educational technology’ in. Mukhopadhyay, M (eds.) (1990), Educational Technology: Challenging Issues, Sage, New Delhi.
Mukhopadhyaya. M, Educational Technology and National Policy on Education in. Mukhopadhyay, M (eds.) (1990),Educational Technology: Challenging Issues, Sage, New Delhi.
Newton P. Douglas (2000). Teaching for Understanding: What it is and how to do it, Routledge & Falmer Press, London: New York.
Shuchi Grover, Technology as a tool and enabler in the post NCF 2005 Constructivist Classroom in India.
Nararjuna, G., “What Policy Should India Adopt for ICT in School Education”, Short Discussion Paper in. Consultation on National Policy on ICTs in school education, 2008, New Delhi.
Grainger, R. and D. Tolhurst (2005). "Organisational Factors Affecting Teachers's
Use and Perception of Informaton & Communications Technology."Australian Computer Society.

Daniel Light. The Role of ICT in Enhancing Education in Developing Countries: Findings from an Evaluation of The Intel Teach Essentials Course in India, Turkey, and Chile .pub. Journal of Education for International Development 4:2 December 2009. (downloaded,15/02/2010)

Young, S. S.-C., & Ku, H.-H. (2008). A Study of Uses of ICT in Primary Education through Four Winning School Cases in the Taiwan Schools Cyberfair. Educational Technology & Society, 11(3), 52–66. . (Downloaded, 1/02/2010)

ICTs for education and building human capital (downloaded, 5/02/2010, http://www.itu.int/visions.


The use of ICT for teaching in the primary sector - Beyond Chalk and Talk - Oxford Union Debating Chamber –April 12th 2002 - Bridget Cooper - Leeds University . (Downloaded, 15/02/2010)

ICT in Education by Victoria L. Tinio  (Downloaded, 10/02/2010)
www.eprimers.org.

ManishChand:THE STATE AND THE GOVERNANCE OF EDUCATION

In this paper, I will intend and try to explain in brief a background to the entire analysis which this article delves into. To begin with, in the name of development, there is shift always from state control towards privatization and decentralization. It may be considered as issues for developing countries wherein the education systems are facing problems. The author has tried to make an understanding base about the role of state relationship in Western countries. This paper points out that today the state’s role in the control of education has strengthened rather being weakened. Earlier it was perceived that state had responsibilities to provide education for children as public good. But now, it is changing because of two reasons. The first reason is regarding to ideological commitments of neo-liberalism. The second reason that the states have no adequate capacities to deliver education in their present social and economical context.

He explains that “due to global economy, education has been affected both direct and indirect way. The direct impact can be seen more in developing countries. Whose countries’s education system have been shaped by the lending policies of the world Bank programme(India) and demands of structural adjustment (i.e. the diminution of public sector and the expansion of the private) that organizations like the IMF make conditions of support. The impact of can also be seen in advanced countries where public funding of services related like education seems no longer feasible at previous levels. ” (Roger Dale,pp. 274). Here we can correlate this case in Indian context, SSA programme is an example.

Further, the author tells that the state’s control is form of government which is losing in its state premises. The state’s control is shifting towards governance many Western and Asian countries. According to Hirst and Thompson( 1995) “ Governance-that is the control of an activity by some means such that a range of desired outcomes is attained-is ,however, not just the provinces of the state. Rather it is a function that can be performed by a wide variety of public and private state and non state, national and international, institutions and practices”(ibid, p. 278)

The Governance of Education

There are three forms of intervention by the welfare state. These are individually different from each other. These activities involved in welfare of policy. How the policy is funded, how it is delivered and how it is regulated by the state. The author argues that it is not necessary for the state to carry out all these activities for control of education. He says that these activities have to be coordinated along with three major institutions. There are State, Market and Community. Now the field of these institutions have been expanded and formalized as the area of direct state involvement.

Governance Activities	Coordinating institutions
Funding	State, Market, Community
Regulation
Provision/Delivery

Funding

It can be understood and seen as source in education of public or private schools. The author gives an example, in private schools where fees are thoroughly funded by parents. Some schools are funded by religious or volunteer organizations or direct community funded. These private schools also get several tax reliefs through state subsidy. They also get benefit through direct state funding of the academics. There are some disciplinary mandates through which distribution of funding happens.

· Funding may be delivered to organizations or individually through scholarship or vouchers.

· It may be given subject to condition (competence and performance basis).

· It can be taken in forms of grants, loans, investment or subsidy.

Regulation

It is a major ability of the state to determine policy and sanctions through law that shapes the whole area of regulati0on. Funding and regulation combine in different ways to create the context for education policy, provision and practices. There are three aspects of the processes by which the state shapes the governance of education. These are Deregulation, Jurisdiction and the New Public management.

Provision/ Delivery

The delivery of education is basically shaped by changes in funding and regulation. The key dimensions of this governance activity regarding the way provision relates to the question of entitlement. In education, market forms of provision which have their efficiency but it excludes issues of equity. Here consumers (students) who have money and cultural capital, will receive high quality educational services. Whereas, those who do not have these forms of capital, they will receive low quality education.

Accountability and the Limits to State Action

The state has scarce resources to realize effectively implementation of education policy. The author finds out three forms of clear absolute limits these limits prevent the governmental intervention. These are regulation, manipulation of fiscal resource and the use of information and persuasion.

Conclusion

Therefore, the shift from the state control to governance in education can be visualized to be responding to three acts of different pressures. The first, due to global economy, the economical role of the state is shifting. The second, shift from welfare state (education as public good) to welfare society (education as have and have not). The third concerns that limit the state action in the modern context.