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Role Of Modern Educational Technology in Overcoming the Issues of Education in India

Dr. Munir Ahmad Mir

CrossRef DOI : 10.31426/ijamsr.2022.5.5.5311

CrossRef DOI URL : https://doi.org/10.31426/ijamsr.2022.5.5.5311

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Information and Communication Technology (ICT) is playing a vital role in open and distance learning (ODL) to meet the requirements and expectations of the learners’ in large scale. It is difficult to perform the same using any traditional institutional system due to its limited resources. ICT has various proven tools and technologies to meet the requirements of a learner at various phases of learning cycle viz the admission phase, the learning phase, the evaluation phase and finally the certification phase as a service. Due to heterogeneous requirements in open distance learning, there are issues and challenges that are to be addressed in usage of the technology and the service(s) being provided through ICT. The paper emphasizes the issues and challenges on the computing & network infrastructure, portability with respect to hardware & software and various learner support services. The paper also presents on security issues of a service in terms of its availability, authenticity, confidentiality and access control so that one can ensure a service to the utmost satisfaction of a learner in open distance learning system.

Educational Awareness Regarding the Rights of Children in India

Dr. Sakeena Akhter

CrossRef DOI : 10.31426/ijamsr.2022.5.5.5312

CrossRef DOI URL : https://doi.org/10.31426/ijamsr.2022.5.5.5312

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Child rights assume great significance in a civilized society because children are human beings who have rights to safety, security and opportunities for full development. Human resource is important part of any country and it can be developed through Education especially by strengthening the basic Education. Education is considered to be the way to lead towards progress and development of the individual. After independence of India constitution guarantee free and compulsory elementary education. On 15thof August 1947 India got freedom from British dominance. After independence India got opportunity to make the system/platform to give Education to the maximum population of the country, Indians get opportunity to make modification in the previous system and their educational policies according to the need of the country. Starting from University Commission, Secondary Education Commission, and Hunter Commission, many other policies, programmes, Acts and commissions are established but till now educational rights of children are not fulfilled. They are denying their educational rights in one and other forms.

An Evaluative Study on Effectiveness of Secondary School Teachers in Kashmir

Dr. Rayees Ahmad Dar

CrossRef DOI : 10.31426/ijamsr.2022.5.5.5313

CrossRef DOI URL : https://doi.org/10.31426/ijamsr.2022.5.5.5313

Download PDF Google Search Abstract

This study examined the Attitude towards Teaching of effective and less effective secondary school teachers in Kashmir valley. The sample of the study consisted of 800 secondary school teachers which were collected by random sampling. Attitude towards teaching scale developed by using S.P. Alullwalia’s was used. The results of the study revealed that the effective secondary school teachers have favorable attitude towards teaching as compared to less effective secondary school teachers. The results also revealed that effective teachers are more competent to their job and also show positive attitude and are more cooperative to the students and heads of institutions.

Instructional Supervision in the Private Schools of Addis Ababa, Ethiopia: Awareness and Practices

Easaw Alemayehu Assefa

CrossRef DOI : 10.31426/ijamsr.2022.5.5.5314

CrossRef DOI URL : https://doi.org/10.31426/ijamsr.2022.5.5.5314

Download PDF Google Search Abstract

Instructional supervision may be defined as the activity of assisting, directing, advising, and fostering growth in teachers to increase teaching quality. Therefore, the study's main goal is to assess the awareness and practices of instructional supervision at the four private schools in Addis Ababa's Gulele sub-city. Three basic research questions were formulated to guide the study.

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