INTERNATIONAL CONFERENCE

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

Initial Training for Teachers of Rural Schools

Padmini Sriraman, Principal, The Hindu Senior Secondary School, Indira Nagar, Adyar, Chennai - 600 020

The teachers in India had been widely respected in ancient times. In fact we have a rich heritage in this matter. However, there is a need for improved levels of educational participation for overall progress. The educational institutions play different role to transform the nature and function of education both formal as well as non-formal. The education commission 1964-66 stressed that sound programs of professional education of teachers is essential for the qualitative improvement of education. It is estimated that an average 40% of the teachers are provided in service training once over a period of five years. However their familiarities with latest educational developments remain insufficient and there is a need to bring realism and dynamism in the teaching procession. In the present scenario, both rural teacher and rural learner find it difficult to apply subject content effectively in life .Issues such as preparing learners for continuous learning experimentation, for team work, to introduce new ideas to introduce new narrative model of the curriculum and use the model of cultural learning needs attention. Even the best trained teacher must keep up with changes in their subjects, they should understand the status of rural areas and learn the need of the day and adopt certain learning techniques in teaching process such as experimental learning, skill based learning and media based method. The teachers of the rural section must also develop certain competencies such as focused training, cognitive ability, content knowledge, and experimental motivation. There is a sea change in the rural education system. More and more students are enrolled in the schools. Even parents want their sons and daughters to be educated. Hence, a teacher must upgrade their knowledge, know the pulse of audience and plan accordingly so that the education in the rural section becomes productive and participatory.

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A Survey Study of CAE Project in the Rural Area of Valsad

Pankaj M. Desai, RKD College of Education, Vapi

Twenty first century humanity has stepped into a world of technology. It is crucial for every individual, group, even country’s survival to be able to obtain and apply the information gathered through computer technology when faced with a society formed by computer technology and Internet. This society stresses on the obtaining of information, the ability to manage and apply the information, ownership of computer with proper applications and the knowledge and technology of Internet. It is important to find what exactly is taking place in the rural primary schools as regards Computer Aided Learning. The present survey focuses on the reach of CAE Project of SSA, and the responses of the teachers and students benefited by it. From the study it is observed that the teachers and the students appreciate the attempts of the Government to reach the rural area primary schools to provide Computer Aided Education. Yet there are a number of difficulties. The training period is not sufficient. The students and the teachers find some of the CDs not suitable at their level. The power supply and related problems are also worth noting.

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Use of ICT for Informal Rural Education

Parul C. Dave, Lecturer, T. N. Rao College of Teacher Education, Rajkot - 360005 Gujarat & Bipin T. Savaliya , Research Scholar, Dept. of Education, Saurashtra University, Rajkot Gujarat

As India is made of villages, there is a need to enrich villages if the country has to be listed as a developed country. This enrichment is not to be brought considering only the economical aspect. Enrichment of village means enrichment of the villagers’ independent – enriched personality and their independent identity. For this literacy is compulsory in the villages. It is equally necessary to give consideration to the informal teaching rather than formal teaching, if we see the present circumstances at rural level. Only the informal education can bring about consciousness to walk along the path of development. Especially today when there is an era of information and computer, such informal education can be provided by the television and computer in the form of entertainment and the spread of informal education can be increased. In which field of informal education ICT can be used and what may be its pre requirement?

Concept Mapping in the Teaching of Science in Rural Secondary Schools

Paul Raj,I, DIET, Chennai-600 005 & Mrs. R. Sahaya Mary, Lecturer, Pope John Paul II College of Education, Pndicherry-605 010

Education is the key to rural development. Rural education can be facilitated by employing appropriate methods of teaching so that adequate interest is created in students for learning science. The paper discusses the concept mapping strategy in teaching of science and how it leads to educate not only the urban pupils but also the rural pupils. These concepts are represented in a hierarchical diagram. These are connected by links with descriptive word explaining the relationship between the concepts. It is easier for the brain to make meaning when information is presented in visual formats.

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Resource Materials for Teachers in Teaching of Environmental Education in Difficult Location

Pauline Victoria,T, Gnanodhaya Teacher Training Institute, St. Thomas Mount, Chennai- 600 016

Education is the process of bringing about a desirable change in the behaviour of human beings through teaching and learning. This change is relatively permanent. Education in its trust sense, is much more than mere transfer of information though the term is often used a synonym for academic education. About 85% of the population of India lives in villages. This vast population has been scarcely touched by education, expect by the permanent withdrawal from village. The extreme poverty and lack of cultural opportunity of this population is common knowledge. The course of wisdom is not to deny or to ignore this glaring lack, but rather to create the type of educational opportunity which is appropriate to Indian rural life, and to give a quality and range to that life which will remove the disparity which is now a reality. As free India begins to plan its course, a great increase of interest in village welfare is in evidence. This is important, not only for the sake of the villages, but for the destiny of India as a whole.

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Strategies for Enhancing Rural Teachers’ Development

Prakash Reddy, M.T.V, Lecturer, S. V. College of Education, R.V.S. Nagar, Chittoor A.P. 517 127

The primary needs of teachers in remote areas are crucial in planning appropriate staff development programs. A good program recognizes that teachers need to know how to obtain focused teaching resources: Teachers should play an active role during the planning of rural phase so that other needs can be recognized and incorporated in the program. Use "high-tech" innovations such as accessing specialized secondary curriculum via satellite or using interactive Multimedia systems and Technologies for teacher training Integrate rural-focused content into their curricula, particularly when working with culturally disadvantaged students To obtain additional funding and equipment for rural areas Involve and Integrate hub of resources for an instructional resource in rural areas Relate effectively with rural parents, peer professionals and community members Incorporate alternate instructional arrangements for special needs populations

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