National Council Of Educational Research And Training Research Articles

Potentials of Yoga for Mental Health of School Students: An Integrative Review

Abstract: Background- The National Council of Educational Research and Training (NCERT) has released a report on the mental health survey of students in Classes 6 to 12. As per the findings, 29 percent of students lack concentration, while 43 percent have mood swings. The survey also found that 81 percent of students suffer from anxiety caused by studies, exams, and results. It affects the overall quality of life and is associated with anxiety, stress, and other psychological factors. Objective- The purpose of the study was to conduct a review of the evidence base underpinning the effect of yoga on children’s mental health. Method- A review was conducted using the keywords’ yoga OR mindfulness AND school AND children OR child OR youth OR adolescent OR mental health’ and all the probable terms in national and international data repositories such as PubMed, Scopus, Science Direct, Google scholar, web of science. The search was limited to studies in the English language. Result- The evidence for yoga therapies in children is encouraging, although studies include methodological flaws such as small sample sizes and sparse information on interventions. Conclusion- This review has examined whether school-based yoga effectively promotes mental health in school-aged children. This review has highlighted the positive effects of school-based yoga interventions on children’s mental health.

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

PurposeThis study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS).Design/methodology/approachDescriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency.FindingsThe study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills.Practical implicationsThis research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes.Originality/valueThe research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

Generation of Multiple-Choice Questions From Textbook Contents of School-Level Subjects

Multiple-choice question (MCQ) plays a significant role in educational assessment. Automatic MCQ generation has been an active research area for years, and many systems have been developed for MCQ generation. Still, we could not find any system that generates accurate MCQs from school-level textbook contents that are useful in real examinations. This observation motivated us to develop a system that generates MCQs to assess the student's recall of factual information. Also, the available systems are often domain, subject, or application-specific in nature. Although the MCQ generation task demands a specific setup, we expect a level of generalization can be achieved. In this development, we also focus on this issue. We propose a pipeline for automatic generation of MCQs from textbooks of middle-school level subjects, and the pipeline is partially subject-independent. The proposed pipeline comprises four core modules: preprocessing, sentence selection, key selection, and distractor generation. Several techniques have been employed to implement individual modules. These include sentence simplification, syntactic and semantic processing of the sentences, entity recognition, semantic relationship extraction among entities, WordNet, neural word embedding, neural sentence embedding, and computation of intersentence similarity. The system is evaluated using the National Council of Educational Research and Training (NCERT), India, textbooks for three subjects. The quality of system-generated questions is assessed by human experts using various system-level and individual module-level metrics. The experimental results demonstrate that the proposed system is capable of generating quality questions that could be useful in a real examination.

What We Teach Our Children: Gender Sensitivity Within the Indian Curriculum

Equity and Equality are an integral part of any humane society. As a country with norms formulated and bills passed around gender disparity and equal education rights, India has come a long way to be genderinclusive when it comes to educating the youth. However, beyond the admittance of students in schools, the quality of education imparted to them acts as a measure of the child's development. Despite the tremendous strides in technological and institutional aspects, the Indian curricula still fare poorly in the discourse of gender sensitization. Gender inequality and societal stereotypes are an integral part of the kind of stories included in the Indian syllabi. The present study looks at the magnitude of gender inclusivity within the Indian curriculum by exploring the English textbooks for grades IX and X prescribed by the National Council of Educational Research and Training (NCERT). The paper alludes to the United Nations Sustainable Development Goals and the country's efforts in maintaining gender equality in the classroom; and draws a parallel to the content taught in a child's formative years. By analyzing the manner in which gender roles, stereotypes, heteronormativity, and gender- based binaries are expressed within the highschool textbooks, the study opens up an academic probe into the impact of rigid gender boundaries on a student's mental health.

From the Cover page to the Body Text: Embedding Gandhi in Economics, Governance and Management Education

Given the prevalent political, social and economic predicaments and disruptions in the world, Gandhi represents an idea that is much more relevant today than ever. The paper argues that merely placing Gandhian talisman on the cover of the textbooks published by the National Council of Educational Research and Training (NCERT) would not suffice. It argues that like the theme of a story, Gandhian philosophy and practices must reverberate throughout the scholastic journey of our learners. The paper presents some pathways for embedding Gandhi in Economics, Governance and Management Education, that is, EGM education. The paper draws on methodological holism emphasizing the centrality of Gandhian thought in EGM Subject Content Knowledge (SCK) and Methodological Content Knowledge (MCK). It emphasizes experiential and experimental methods such that Gandhi is not reduced to a portrait on the back of a person’s chair. Instead, Gandhi engages her or him like a mirror in front that enables a personal makeover into a Vaishnav Jan through a transformative process that trains hands, awakens intellect and softens hearts.

Restructuring the Civic Education Paradigm in Indian Schools: Measures to Cultivate a Generation of Responsible Citizens

Political science as a subject is integral to the development of sensible and patriotic citizens, yet it is not given the attention it deserves in the Indian education system. Solidified by the findings of field research conducted in five schools that cater to India’s middle-income bracket (the largest segment of the population), this research paper brings forth the reluctance of over 92% of the representative sample to undertake education in a discipline as important as political science- a distressing figure indeed. The sample involved random selection of students of grade 11 in the five schools mentioned herewith; qualitative research was obtained through anonymous questionnaires allowing a safe space for truthful responses, and quantitative data were obtained through access to the schools’ records pertaining to subject selection for grades 11-12. This paper will highlight some of the current deficiencies in the system, undertake a comparative study of how it stands vis-à-vis those of European countries, and arrive at recommendations to the National Council of Educational Research and Training (NCERT) and to the Central Board of Secondary Education (CBSE) on how to improve civic education among high school students in the country, eventually fostering a moral and capable Indian generation.

The “Imagined Other”

In 2014, the National Democratic Alliance, led by the Bharatiya Janata Party (BJP), won the general election with the highest number of seats won by any party since 1984 and went on to win a second term victory in 2019. Since the rise of the BJP, Hindu nationalist interventions into education have increased. Their agenda has been to “indigenise, nationalise and spiritualise” education in India. To this end, textbooks were written to promote a Hindu majoritarian idea of India that sees Hindus as the primary citizens of India and categorizes Muslims as the “other”. This article outlines the political context in which Hindu nationalists have recently attempted to rewrite Indian history by focusing on the period of Muslim rule in India. It looks at textbooks published by the National Council of Educational Research and Training (NCERT) and media reports about regional history rewriting in India.

Promoting Inclusivity in Elementary Classroom Through Art Integrated Learning (AIL)

Art Integrated learning is an innovative approach of teaching and learning which ensures effective and joyful classroom transaction in order to secure attention of students, to motivate learners, to support active participation of students in classroom process and to enable then to develop their thinking abilities by keeping in mind the individual differences and preferences. Howard Gardner’s Multiple Intelligence Theory (1983) provided a wonderful way to embody an Arts Integration approach that would foster student’s autonomy with a focus on multiple learning styles and abilities. The National Council of Educational Research and Training (NCERT) has also formulated comprehensive guidelines and a framework for the integration of art in pedagogy to create an atmosphere of “experiential and joyful learning” in the classrooms. At this premise this paper makes an attempt to look into the positive aspects of Art Integrated Learning in promoting inclusivity in classroom at elementary level. The thrust areas of this paper are concept and understanding of ‘Arts’ as pedagogical tool, its impact on the holistic learning and development of every child, importance of Art Integrated Learning in promoting inclusivity in classroom and role of teacher/facilitator in promoting inclusivity in classroom through Art integrated learning approach. Further, this paper also advocates that there is an urgent need to orient teachers towards the implementation of Art Integrated Learning in regular classroom in order to promote inclusive education and to attain certain educational goals.

Use of Tactile Diagrams in Teaching Science to Visually Impaired Learners at the Upper Primary Level

Inclusive classrooms are a must in today’s education system so that all the students are given equal opportunities, irrespective of their abilities. Understanding science without diagrams and illustrations can be a challenging task for learners. Although Braille books are available for visually impaired students, they lack diagrams and illustrations. To address this issue, the Department of Education in Science and Mathematics (DESM), National Council of Educational Research and Training (NCERT), New Delhi, has brought out a tactile science book for upper primary level students. This paper aims to convey the importance of the tactile science book for students of class VI. The tactile science books were distributed to students from different inclusive schools as well as students in special schools. The students with visual impairments felt that they were able to understand science concepts easily with the aid of the tactile diagrams. The tactile science book can promote comprehensive classrooms in inclusive set-ups and, through diagrams and illustrations, can help students with visual impairments to increase the efficacy of their learning.

Kurikulum Pendidikan Sejarah di India

Schooling educational system in India uses system 5-3-2-2 in level, Lower Primary School for 5 years(class I-V), Upper Primary School for 3 years (classs VI-VIII), Secondary School 2 for years (class IXX),Higher Secondary School for 2 years (class XI-XII). Educational Curriculum ruled by a nationalcurriculum named National Curriculum Framework 2005 produced by National Council of EducationalResearch and Training (NCERT). NCERT is a governmental institution which hold education in India.NCERT is an institution belongs to Human Resource Development Ministry. Relating to the historysubject in the Indian Schools, the government puts it as an important subject, mainly for increasing thestudent’s nationalisme attitude. For this reason, the government makes the history as a compulsry subjecfor all level of school education in India, particularly the National History for class I - XII. Meanwhilethe World History taught only from class I until class X only.

Review on the Gender Sensitive Women Education- Legal Revolution in Higher Education

Education spreads parallel with the life span of a person starting from his birth to death. Education is known to be the instrument which fills human actions with the essence of values, dignity, ethics and human virtues. Life progress along with the process of civilization equipped with social, moral, cultural attributes in the path of education. The Educational system should be gender sensitive to impart knowledge and disseminate skills to the marginalized sections of the society. The country could excess by facilitating contribution of the marginalized folk in the near future. Autonomous bodies like University Grants Commission (UGC), National Council of Educational Research and Training (NCERT), Central Board of Secondary Education (CBSE) regulates women education system in India. Institutions like United Nation’s International Children’s Educational Fund (UNICEF), Indian Council of Social Science Research (ICSSR), United Nations Educational Scientific and Cultural Organisation (UNESCO), Council of Scientific and Industrial Research (CSIR), Medical Council of India (MCI) and Dental Council of India (DCI) facilitates women education in India. Women Study Centres aided by UGC study the status, problems, issues concerned with women education. The illiteracy among women makes them dependent and deprived in general. Social, economic and political empowerment of women through education is the need of the day. This paper reviews various legislative and policy framework to improve the teaching, learning and evaluation aspects in the higher education in India.

A Study of Dropout Students at Primary Level in Delhi

In most countries, it is compulsory for children to receive primary education although it is permissible for parents to provide it. The major goals of primary education are achieving basic literacy and numeracy among all pupils, as well as establishing foundations in science, mathematics, geography, history and other social sciences. The National Council of Educational Research and Training (NCERT) is the apex body for school education in India. The NCERT provides support and technical assistance to a number of schools in India and oversees many aspects of enforcement of education policies. The present study aims to understand the current magnitude of the problem as also the causes of dropout. The main objectives of this study are to compare the mean scores of dropout students with respect to their gender, family economic status, locality of school and educational status of parents. The main causes of dropout are poor economic condition of family, poor infrastructural facilities in schools, lack of middle school for girls near their village, shifting of students to private schools from govt. schools and education do not help student in managing their future life.

Living in Harmony?

Three societal lines of conflict, “casteism”, communalism, and regionalism, are regarded as severe challenges in present-day India. This article discusses and compares differences between presentations of these lines of conflict in six textbook series for social sciences prepared by the Indian states of Maharashtra and Tamil Nadu, and by the National Council of Educational Research and Training (NCERT) in New Delhi. The variations in perspective, scope, and approach are related to changing educational approaches and to specific discourses of identity politics, which may be explained in terms of the impact of different positions adopted by states and the union towards the issues, and in terms of the discursive dominance of specific sociopolitical viewpoints.

Visual Representations of the Water Cycle in Science Textbooks

Visual representations, including photographs, sketches and schematic diagrams, are a valuable yet often neglected aspect of textbooks. Visual means of communication are particularly helpful in introducing abstract concepts in science. For effective communication, visuals and text need to be appropriately integrated within the textbook. This study is based on an analysis of the science textbooks of the National Council of Educational Research and Training (NCERT) and the Maharashtra State Board (MSB) for Classes 3–10. We first assess these textbooks for the use of visual representations generally. Then we focus on the water cycle, looking at how this topic is treated in the school science curriculum, at the types of visual representations used, and how effectively text and visuals are integrated to teach the water cycle over the course of the school years. We conclude with some observations on the visual treatment of the water cycle in two exemplar textbooks, and examine the implications for the use of visualisation to understand the concept of the water cycle.

Feasibility study of continuous comprehensive assessment of primary students

The Department of Educational Measurement and Evaluation (DEME) of the National Council of Educational Research and Training (NCERT), New Delhi, India prepared a scheme of assessment for primary classes based on the concept of continuous and comprehensive evaluation. This scheme was finalized by an expert group before actual tryout. Primary teachers teaching in experimenting schools were oriented thoroughly regarding various aspects of the scheme before its implementation. Necessary modifications in various instructional aspects were added along with a monitoring mechanism. Subsequently the scheme was tried on students studying in primary classes of four schools for one full academic session. Implementation of the scheme revealed that it is feasible in primary schools. Teachers, students and their parents have found the scheme very useful and practicable for assessment of children's all-round development.

India: Introduction of sex education

The education authorities are seriously contemplating the inclusion of sex education in the school curriculum in the light of the growing scare about AIDS. In a society where talking about sex is still taboo the move is a major step. The National Council of Educational Research and Training (NCERT) which prepares textbooks for all levels of schooling has initiated a program to design lessons relevant to India in education--the term the council prefers for sex education. Adolescence education will be introduced not as a separate subject but as part of existing population education lessons. Suitable components of sex education will be incorporated in subject areas such as the sciences social studies and psychology. Health and education experts meeting in New Delhi to chalk out the program for the council recommended that the four modules on sex education--covering the physical and the social aspects sex roles and sexually transmitted diseases--prepared by UNESCO should be taken as reference points for preparing teaching material. The emphasis will be on changes occurring during adolescence the reproduction process sex-related hygiene bad effects of teenage pregnancies HIV infection and AIDS and drug abuse. To create a favorable public opinion for the introduction of sex education NCERT will shortly launch an awareness program among parents opinion leaders educationists and the community. India has over 100 million subjects in the age group 15-20 years. Experts believe it is necessary to introduce sex education in schools since the gap between the age at which children attain puberty and the age at marriage is widening. A survey conducted by the Family Planning Association last year among schoolchildren revealed that the primary sources of information on sex and related matters were television and magazines not family friends or school. (full text)

Images of Men and Women in Indian Textbooks

In 1965, the Government of India proposed to create a curriculum conducive to sex-role equality. Recognizing the fundamental equality between men and women, it envisioned an educational system that would pave the way for a new society where individuals would not be forced to follow sex-based patterns of behavior: . . it is unscientific to divide tasks and subjects on the basis of sex and to regard some of them as 'masculine' and others as 'feminine.' Similarly, the fact that the so-called psychological differences between the two sexes arises, not out of sex but out of social conditioning, will have to be widely publicized and people will have to be made to realize that stereo-types of 'masculine' and 'feminine' personalities do more harm than good.' This commitment was reiterated a decade later in a proposed amendment to the Indian Constitution which, among other fundamental duties, called upon Indian citizens to ... remove any practice derogatory to the dignity of women.2 The Indian government has had a very important means for implementing this educational policy since 1955, when the preparation and approval of Indian textbooks became a highly centralized and mostly state-controlled enterprise. Ever since 1953, when the Secondary Education Commission found serious flaws in textbooks published by private concerns, the government has steadily increased its direction of the textbook industry. The National Council of Educational Research and Training (NCERT) and the National Board of School Textbooks developed guidelines for the states, and by the end of 1971, all states had set up appropriate agencies to produce the texts.3 As a result, the Indian educational policymakers today enjoy almost complete control over the content and format of Indian school textbooks.