Title: Examining the new politics of development cooperation in education and training, involving both public and private actors at national and international levels.
Author: Mr. Rohen Meetei
Assistant Professor, IPS Group of Colleges, Gwalior (M.P.) INDIA
Abstract: Among the most of the South –East Asian countries, India as the biggest democratic nation, known for “Unity in Diversity” in the world, growing rapidly toward the optimal development in all dimensions including education. But the real fact is the extreme heterogeneity in the population and the performance of policies of political agendas. Both public and private actors in partnership with the politics, different projects specially for a sustainable, inclusive and equality in education are being launched with many huge investment. But only 2% per year increase in drop-out rates are found. DPEP,SSA,Ekalavya and Anaganwadi
etc. are few visible example of such initiative aiming to 100% literacy, eradication of poverty. Suicidal cases of farmers, students, gender and religious fanatical crimes are increasing when corporate India is shining globally. There is no change in many border states in the last twenty years. Rapidly expanding armed naxalism, infiltration and band organization are absorbing unemployed and restless youths, drop out and failure students in certain exams particularly at their lovely teenage. Mushrooming of private sectors rises with many positive hopes enhancing the freedom of democratic livelihoods but it is also leading to green-miles draining with child labors and exploitation of innocent educated youths. Correlation and coordination between center and states, Government, public and private etc are with full of allosteric enzymes like corruptions with many mimic outcomes. New Politics and New Technological Revolution could bring the new mirror but the gap of missing link between the actual development and value added development has also increased un measurably. The Government funding of many projects follows the law of food-chain of ecosystem at the rate of 10% ending with 0% outcome. Political concerns with accountability, efficiency, financing and the maintenance of relevance in Educational Training find little that is comparable with experiments in the developed countries. The paper concludes with ten propositions regarding future attempts to improve the bonds between Politics, Policies and Corporate development through Education and Vocational Training in India at national and international perspectives.
Monday, November 9, 2009
Abstract3- ICT-my virtual friend
ICT-my virtual friend
N. Rohen Meetei Satish Chandra
Asst. Prof. (Dept. of Education) Asst. Prof. (Dept. of Education)
M.Sc. M.Ed. M.Phil (Edu.) M.A., M.Ed.and Ph.D.Scholar
IDGC and Ph.D. Scholar Institute of Professional Studies,
Institute of Professional Studies, College of Education, Gwalior (M.P.)
College of Education, Gwalior (M.P.) E-mail: satishh26@gmail.com
E-mail: rt_meetei@yahoo.co.in
Abstract
Information Communication Technology (ICT) becomes the central focal point in recent times especially on the aspects of its tremendous user friendliness. Very much suitable and flexible to the learners or users. This paper explores the nature of psychologically near and distance in distance learning and identifies some of the vital student support issues in relation with the contribution of ICT. Very little study seems to have been brought to bear upon the promotion of creative thinking by the use of online technologies, and this paper attempts to contribute to this field of study particularly in both regular and distance learning students’ .In schools, research has focused primarily on social interaction and group work student achievement levels and curriculum development. This paper reports on a pilot study which has investigated the creative impact of information and communication technology (ICT). Initial findings from a pilot study comparing the experiences of remote and local students (N=30) are presented. Significant variance between genders was observed in expected support, with females generally requiring more than males. Individual differences in approaches to study also indicated a significant variance in expectations. Significant differences were observed between the expectations of remote and local learners. Although the sample size is small, and may lack statistical power, several key issues are raised which point the way to future research.
N. Rohen Meetei Satish Chandra
Asst. Prof. (Dept. of Education) Asst. Prof. (Dept. of Education)
M.Sc. M.Ed. M.Phil (Edu.) M.A., M.Ed.and Ph.D.Scholar
IDGC and Ph.D. Scholar Institute of Professional Studies,
Institute of Professional Studies, College of Education, Gwalior (M.P.)
College of Education, Gwalior (M.P.) E-mail: satishh26@gmail.com
E-mail: rt_meetei@yahoo.co.in
Abstract
Information Communication Technology (ICT) becomes the central focal point in recent times especially on the aspects of its tremendous user friendliness. Very much suitable and flexible to the learners or users. This paper explores the nature of psychologically near and distance in distance learning and identifies some of the vital student support issues in relation with the contribution of ICT. Very little study seems to have been brought to bear upon the promotion of creative thinking by the use of online technologies, and this paper attempts to contribute to this field of study particularly in both regular and distance learning students’ .In schools, research has focused primarily on social interaction and group work student achievement levels and curriculum development. This paper reports on a pilot study which has investigated the creative impact of information and communication technology (ICT). Initial findings from a pilot study comparing the experiences of remote and local students (N=30) are presented. Significant variance between genders was observed in expected support, with females generally requiring more than males. Individual differences in approaches to study also indicated a significant variance in expectations. Significant differences were observed between the expectations of remote and local learners. Although the sample size is small, and may lack statistical power, several key issues are raised which point the way to future research.
abstract 2
Understanding Mathematics Teaching Competencies in Higher Education: a neo modern analytical study.
Mr. N.Rohen Meetei
M.Sc.M.Ed.M.Phil
Asst.Prof.IPS College of Education, Gwalior(M.P)
Abstract
How these professors prepare to teach, what they know about how we learn, what they expect from their students, how they conduct class, how they treat their students, how they evaluate their students and themselves, and what we can learn from them. Developing forms of behavior or cognitive competency related to the formalizing,organization, logic Knowledge of behavioral analysis, and more specifically the concept of behavior, seen as a complex interrelation with the environment, may help find out what kinds of behavior need to be developed when teaching mathematics in order to prepare engineers to deal with a reality that is strongly affected by advances in computer science and technological development, and to achieve significant results. Logic and deductive thinking as well as formal and precise language characterize mathematics as a powerful tool in scientific and technological development as it offers conceptual elements that represent reality phenomena. Thus, teaching mathematics in Higher Education aims at developing forms of behavior or cognitive competency related to the formalizing, organization, logic reasoning and elaboration of models to represent the properties of situations by means of mathematical concepts.
Mr. N.Rohen Meetei
M.Sc.M.Ed.M.Phil
Asst.Prof.IPS College of Education, Gwalior(M.P)
Abstract
How these professors prepare to teach, what they know about how we learn, what they expect from their students, how they conduct class, how they treat their students, how they evaluate their students and themselves, and what we can learn from them. Developing forms of behavior or cognitive competency related to the formalizing,organization, logic Knowledge of behavioral analysis, and more specifically the concept of behavior, seen as a complex interrelation with the environment, may help find out what kinds of behavior need to be developed when teaching mathematics in order to prepare engineers to deal with a reality that is strongly affected by advances in computer science and technological development, and to achieve significant results. Logic and deductive thinking as well as formal and precise language characterize mathematics as a powerful tool in scientific and technological development as it offers conceptual elements that represent reality phenomena. Thus, teaching mathematics in Higher Education aims at developing forms of behavior or cognitive competency related to the formalizing, organization, logic reasoning and elaboration of models to represent the properties of situations by means of mathematical concepts.
Abstract
Abstract
on
“VYAKARANIK CONCEPT OF TEACHING THEORY: basic code of all teaching theories”
By
Authors
* N. Rohen Meetei
(Assistant Professor: Dept. of Education)
M.Sc. (Botany), B. Ed and M.Ed. (RIE-NCERT, Bhubaneswar), M. Phil. (Education)
Ph.D. in Education (Pursuing), IDGC (Pursuing), RIE-NCERT, Bhopal, (M.P.)
Member of AIATE-WERA, NORRAG-GENEVA and ACA-USA
Institute of Professional Studies,
College of Education, Gwalior, (M.P.)
E-mail: rohan.meetei12@gmail.com
“VYAKARANIK CONCEPT OF TEACHING THEORY: basic code of all teaching theories”
ABSTRACT
This paper is an attempt to realised the underlying purity and truthfulness of all the teaching theories regardless of any subject or any standard in the world of Teaching- Learning proceses based on the Vyakaran (Grammar) of any language. This will definitely contribute while transforming teachers. All teachers are composers of the beautiful tune of any learning process with a positive aura of inspiration around them. Analysis were done with the participation of Educationist, Doctors, Engineers, Sociologist, Artist, Musicians etc. exploring the silverlining philosophy of teaching in all professions. Sensing the need of truthfulness, statements from Swami Vivekananda, Shree Aurovindo Ghosh and Mahatma Gandhi were also considered. Many ultra modern factors were also kept concerned of the study. The findings are more based on the qualitative and theoretical analysis on the already available concepts emphasising on self realisation as a professional. It is certainly going to contribute to fill - up the missing link between the theories learned during the teachers training programme and in real life application professionally. Such remarkable transformation is in urgent need to transform from a traditional teacher to an excellent teacher.
Keywords: Vyakaran, Basic Code, Teaching Theories, Transformation, Truthfulness, Teaching & Learning Process and Traditional & Excellent Teacher.
*****
on
“VYAKARANIK CONCEPT OF TEACHING THEORY: basic code of all teaching theories”
By
Authors
* N. Rohen Meetei
(Assistant Professor: Dept. of Education)
M.Sc. (Botany), B. Ed and M.Ed. (RIE-NCERT, Bhubaneswar), M. Phil. (Education)
Ph.D. in Education (Pursuing), IDGC (Pursuing), RIE-NCERT, Bhopal, (M.P.)
Member of AIATE-WERA, NORRAG-GENEVA and ACA-USA
Institute of Professional Studies,
College of Education, Gwalior, (M.P.)
E-mail: rohan.meetei12@gmail.com
“VYAKARANIK CONCEPT OF TEACHING THEORY: basic code of all teaching theories”
ABSTRACT
This paper is an attempt to realised the underlying purity and truthfulness of all the teaching theories regardless of any subject or any standard in the world of Teaching- Learning proceses based on the Vyakaran (Grammar) of any language. This will definitely contribute while transforming teachers. All teachers are composers of the beautiful tune of any learning process with a positive aura of inspiration around them. Analysis were done with the participation of Educationist, Doctors, Engineers, Sociologist, Artist, Musicians etc. exploring the silverlining philosophy of teaching in all professions. Sensing the need of truthfulness, statements from Swami Vivekananda, Shree Aurovindo Ghosh and Mahatma Gandhi were also considered. Many ultra modern factors were also kept concerned of the study. The findings are more based on the qualitative and theoretical analysis on the already available concepts emphasising on self realisation as a professional. It is certainly going to contribute to fill - up the missing link between the theories learned during the teachers training programme and in real life application professionally. Such remarkable transformation is in urgent need to transform from a traditional teacher to an excellent teacher.
Keywords: Vyakaran, Basic Code, Teaching Theories, Transformation, Truthfulness, Teaching & Learning Process and Traditional & Excellent Teacher.
*****
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