INTERNATIONAL CONFERENCE

Of

ALL INDIA ASSOCIATION FOR EDUCATIONAL RESEARCH
on
IMPROVING RURAL EDUCATION
on
10-12 OCTOBER 2005
at
ANGEL MATRICULATION HIGHER SECONDARY SCHOOL,
THIRUNINRAVUR, NEAR CHENNAI, TAMIL NADU

ABSTRACTS OF THE PAPERS

 

The State Language Policy in Mongolia

 

Giimaa. Luuzan, English Language Department, State University of Education., Ulaanbaatar, Mongolia

 

A Study on Sarva Shiksa Abhiyan  in Assam with Special Reference to  Barpather Gram Panchayat in Borbaruah Educational Block of Dibrugarh District

 

Gogoi,K.P, Reader, Deptt. of Education, Dibrugarh University, Dibrugarh, Assam

 

The study reveals that the Constitutional commitment regarding Universalization of Elementary Education (Education for all) in India still remains unfulfilled till the Xth plan period in spite of numerous plans, programmes and targets promised in this regard. A lot has been written on this subject of Universalization of Elementary Education in India and many studies have been conducted in determining the reasons of non-fulfillment of the prescribed target. Hence, with a view to study the shortfalls, an attempt has been made to study the whole procedure of programme implementation and its pros and cons at Gram Panchayat level. The present study aims at scrutinizing the facilities provided by the respective state government to the said Gram Panchayat, the area that comes under SSA scheme from 2002. With the help of information schedule the researcher tries to find out the mode of operation of work and utilization of financial assistance already being provided. The study is expected to be significant, as it will show the progress towards UEE in this panchayat within the newly structured framework of implementation. The study, if requires will offer necessary suggestions for further improvement of the programme to achieve the national goal.

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The Problems Faced by Para Teachers in Providing Quality Education at Primary Level in Rural Area

 

Gohel,K.D, Lecturer, Lt. M. J. Kundalia College of Education, Rajkot

 

Primary education is basic requirements for cultural, social and moral development of the country. Para Teachers scheme had been introduced by Indian Government for the development and quality improvement of the primary education in rural area. But Para Teachers have some problems, which affect on quality education specifically in rural area. Objectives of the present study were (1) To develop problem checklist for Para Teachers and (2) To find out the problems of Para Teachers in providing quality education at primary level in rural area. It was studied in the context of four problem areas, like economic, training, administrative and educational according to sex and marital status. Population of the present study was Para Teachers of different seven districts of Gujarat State. 85 Para Teachers were selected by purposive sampling method. From qualitative analysis of the data according to sex and marital status it was found  that  (1) Dissatisfaction regarding salary, (2) Teachers feel that training duration is too long, (3) Teachers feel that additional administrative  work as a barriers in the teaching, (4) In schools there is lake of physical facilities, grant and encouragement of senior teachers. From the above findings government should decrease duration of fixed salary period for Para Teachers. Duration of in-service training should be reasonable and arrange it in holidays. Additional administrative work should not be given. All physical, educational facilities should be completed in all primary school at rural area and all types of grant should be given regularly.

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Initial Training for Teachers for Rural School Science Teaching Standards

 

Gomathi,P, Lecturer, Dr. NGP College of Education, Coimbatore-35

 

The initial training for teachers for rural schools-science teaching standards- in rural schools to teach science subjects is very difficult, because the students don’t have any basic idea and knowledge about particular object.  Now a days there is a lot of changes in science & technology, so we have to focus on rural area schools, have to develop and bring them equal to urban schools.  Make them to know the vision of science, so we have to give proper training for teachers in science education.  Teachers have to give proper resource, time & opportunities to develop the science standards.  Students learn greatly influenced form the teacher how they are taught.  This paper focuses on the different techniques in science teaching and  improvement in  standards of rural schools.

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Distance Education at a Glance

 

Govindaraju,P, ,L.Vijay, & G.Vinayagamurthy

 

Classroom teachers rely on a number of visual and unobtrusive cues from their students to enhance their delivery of instructional content. A quick glance, for example, reveals who is attentively taking notes, pondering a difficult concept, or preparing to make a comment. The student who is frustrated, confused, tired, or bored is equally evident. The attentive teacher consciously and subconsciously receives and analyzes these visual cues and adjusts the course delivery to meet the needs of the class during a particular lesson. In contrast, the distant teacher has few, if any, visual cues. Those cues that do exist are filtered through technological devices such as video monitors. It is difficult to carry on a stimulating teacher-class discussion when spontaneity is altered by technical requirements and distance. Without the use of a real-time visual medium such as television, the teacher receives no visual information from the distant sites. The teacher might never really know, for example, if students are asleep, talking among themselves or even in the room. Separation by distance also affects the general rapport of the class. Living in different communities, geographic regions, or even states deprives the teacher and students of a common community link.

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A Study on the Attainment of The English Language Skills of the Primary School Children

 

Grace Sornabai Satya, Ph.D. Res. Scholar, Department of Education, University of Madras, Chennai

 

This study aims to bring out the attainment of the English language skills of the primary school children.  Tests were conducted in the selected six schools in the Rural and Semi-urban areas of Chennai the tests were constructed for I-V standards standard-wise to assess the attainment levels of the primary children in all the four major skills of the English language (LSRW).  It is found that the attainment levels of the English language skills of the primary school children differ for each standard it is concluded that innovations in the Teaching-Learning process will improve the attainment levels of the English language skills leading to a commendable standard in the English language achievement.

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