Education

5.Chapter Educational Management
and Administration

5.1 Qualities of a good Educational Research and Training,

Manager Maharashtra, Pune

5.2 Functions of the Teacher as a 5.4.2 Maharashtra State Bureau of

Classroom Manager Textbook Production and
5.3 Functions of State Level Curriculum Research
(Balbharati), Pune
Main Educational Administrators

5.3.1 The Secretary of Education 5.4.3 Maharashtra State Board of

5.3.2 Commissioner of Education Secondary and Higher
5.3.3 Director of Education
5.4 State level Educational Institutes Secondary Education, Pune

5.4.4 Maharashtra State Council of
5.4.1 State Council of Educational Examination, Pune

Lets tell related to the education process. The only
solution to these challenges and problems is

 What is Educational Management ? Effective Management. The nature of problems
 What are the functions of Educational in the field of education are ever changing
and thus to improve and maintain quality in
Managers? education, management is important.
 Explain the need and importance of
5.1 Qualities of a good Educational Manager
Educational Management. Education is a comprehensive process

In the previous standard, we have studied and it consists of main processes such as
about the meaning, nature, objectives, need, Teaching, Learning and Evaluation. Teachers,
importance and functions of educational Students, Schools, Textbooks, Educational
management. The process of education includes Materials, Evaluation Tools play very
aims, planning, organization, direction, control important role in fulfilling the objectives of
and evaluation of educational activities. It also Education. To bring the permanent change
involves human factors such as government, in student's behaviour, classroom teaching
society, teacher, educationist, parents and needs efficient use of educational resources.
students etc. Various physical resources like Role of a good educational manager is
school complex, textbooks, laboratories are quite important in co-ordinating among
also important in the educational process. human and physical resources for effective
All these components need to be managed use of education. Only a good educational
properly and efficiently. Modern technological manager can perform this task well with his
advancements demand the need of proper educational planning, organizing, directing,
management in all the fields and education communicating, controlling and motivating
is no exception. The scope of management skills. A good educational manager helps in
is widening day-by-day due to continuous achieving aims and objectives of education.
changes occurring in educational, social, A good educational manager should have
financial and political fields. Each day is following qualities :
marked with new challenges and problems

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 Qualities of a good Educational Manager Discuss it
(1) Educational Manager should be a good
Discuss with your peers about the role
planner. of headmaster in quality development of
(2) Educational Manager should have good school.

leadership qualities. 5.2 Functions of the Teacher as a Classroom

(3) Educational Manager decides objectives Manager

for an educational task and fulfils it by Classroom management is an art as well

organizing and coordinating among all as a science. Other skills are of no use, if a
the components. teacher is not able to manage the classroom
(4) Educational manager should be a good properly and effectively. Teacher shoulders the
responsibility of developing future responsible

mentor in educational management and citizens of a country. In order to develop who

he should motivate various factors to is capable of facing the challenges of future,
get the work done effectively. teacher should perform the following roles :
(5) Educational Manager should be a
(1) Teacher should look after the attendance
of the students in schools and make sure

skilled, knowledgeable and studious for further improvement in it.

person. (2) He should use variety of teaching
(6) Educational Manager must be aware methods and educational materials as
per the nature of the content.
of various educational administrative
policies and procedures for their smooth (3) Teacher should take student's active
participation in the teaching-learning

implementation. process.

(7) Educational Manager should follow the (4) Teacher should create a democratic
democratic principles. environment in the classroom rather than
dictatorship. It will help to inculcate
(8) Educational Manager should be able to democratic values among the students.

adapt with new and innovative ideas, (5) Good behaviour of the students should

thoughts and reforms in the field of be reinforced. Teacher should make
Education. them realize about their faults and
(9) Educational Manager should be weaknesses, in a sympathetic manner.
accountable not only for the success but
(6) Self–discipline should be stressed in the
classroom. Intrinsic discipline should

also failure in his task. be developed in the students, because

(10) Self-discipline is an important quality of discipline under compulsion is not
Educational Manager. sustainable.

(11) Educational Manager should be able (7) Through teaching and learning, the
teacher should motivate the students

to evaluate every aspect of educational to gain new knowledge and improve
process in an appropriate manner. or change the wrong or unwanted
(12) Educational Manager should be a good behaviour.
communicator and should be able to
(8) Teacher should develop conducive
classroom environment because entire

deliver his ideas, thoughts, goals and success of teaching-learning process

instructions in an effective manner. depends on classroom environment.

41

(9) Teacher should assume role of Counsellor (3) To prepare the final draft and plan about

and a guide for the students having the educational matters as decided in

problems. the Ministry.
(10) As a classroom manager, time planning (4) To give proper advice regarding

should be done for activities to be the recommendations made by the
organized. Directorate of Education to the
(11) Through classroom teaching teacher, Government.
should channelize students’ thoughts, (5) To think about available resources in the
capabilities and interests in a proper State and study the related financial and
direction. administrative problems for effective
(12) As an expert of classroom management, implementation of recommendations.
teacher should be able to form groups, 5.3.2 Commissioner of Education
choose a leader, to get the work done This post is created in order to bring
through the team, according to variety proper co-ordination in the regionwise work
of the activities. of various departments of school education,
(13) Various educational aids and resources including all Directorates, effectively
are required during classroom teaching. implement all schemes of the departments and
As a facilitator, teacher should make take remedial measures, in order to improve
available all the required educational the quality of education.
aids at the required time, in the required  Major Functions of Commissioner of
number and in the required medium.

(14) Teacher should strictly adhere to the Education

discipline, rules and imbibe the same (1) To bring co-ordination among all

in the students. directors of education.

(15) Teacher should act as a good (2) Effective implementation of all
communicator between administration programmes.
and students. He should be able to
communicate students’ problems to (3) To implement integrative measures to
management and vice versa. enhance quality of education.

5.3 Functions of State Level Main (4) To give permission to fill the vacant
Educational Administrators seats of D.El.Ed.

5.3.1 The Secretary of Education (5) To give permission to last chance for
The main function of Secretary of admission to D.El.Ed by correspondence.

Education is to decide about the educational (6) To give permission to any change
policies of the State, understand and solve in medium to the divisions of Arts,
problems related to education and to give Commerce and Science streams in
advice about educational matters to the granted/non-granted higher Secondary
Education Minister. The Secretary of Education schools.
acts as a link between the Minister for School
Education and the Director of Education. (7) To give permission to show educational
 Major Functions of the Secretary of movies to the school children in the
State.
Education
(8) To give permission for co-education to

(1) To give advice to the Minister for school secondary or higher secondary schools

education about policies, resolutions for girls.

and laws related to education. (9) To issue NOC and approval of renewal

(2) To prepare the rough draft, framework to the schools other than those following

and details of educational resolutions government curriculum such as CBSE,
and laws. ICSE and IB schools.

42

(10) To monitor the work of Regional Deputy In order to make the educational programmes
Directors of Education, Secondary qualitative and dynamic, it was renamed as
Education Officers and their offices State Council of Educational Research and
regarding the proper implementation of Training (SCERT), Maharashtra on 31st August
their powers. 1984. This institute emphasizes on improving
quality of teachers' training programmes
5.3.3 The Director of Education and educational research. The Director is
the head of the institute and he is assisted
The Director of Education of state by Joint Director and Deputy Director. Class
education department administers and I and Class II gazetted officers look after
implements the policies and plans. He is the working of various departments in the
assisted by Joint and Deputy Directors of institute. All the departments work separately
Education and Regional Deputy Directors of but in co-ordination with each other. SCERT
Education. It shoulders the responsibility of works under the School Education Department
implementing various programmes, policies, and Sports Department, Maharashtra State,
plans as decided by Education Department. Mumbai. SCERT works through its various
Looking after school education in state is his departments.
responsibility.

 Major Functions of Director of Education  Major Functions of State Council of
(1) To give advice to the Education Minister Educational Research and Training

regarding educational matters. (1) To improve the quality of primary
(2) To implement the educational policies, education and develop research attitude
in teachers.
plans, orders and instructions received
from Education Secretary. (2) To study the problems in internal
(3) To present plans for new educational evaluation process in schools and
programmes to the Government through suggest measures for improvement.
the Education Secretary.
(4) To exercise control over educational (3) To reconstruct and reframe the curriculum
institutes. of primary education, organize training
(5) To sanction grants to educational programmes and develop educational
institutes. materials.
5.4 State level Educational Institutes
5.4.1 State Council of Educational Research (4) To control the working of District
and Training, Maharashtra, Pune Institute of Education and Training
(DIET).
Lets tell
(5) To implement various programmes
Which organization conducts educational suggested by national institutes like
NCERT, NUEPA, NCTE for State.
research and organizes training programs
for teachers for quality improvement in (6) To prepare the curriculum of Diploma in
education? Elementary Education (D.El.Ed.) and to
reconstruct it as per the need.
In 1964, a State Institute of Education
was established in Pune as per the policy of (7) To facilitate pre-service training for
Central Government to bring in comprehensive teachers and organize in-service training
improvement and quality in school education. for administrative officers, Education
Development Officers, clerks, teachers
and teacher trainers, at all levels.

(8) To organize training programmes related

to value education.

43

(9) To implement the admission procedure members. The main objective of this institute is
in order to start the D.El.Ed. course. to publish the required school subject textbooks
and the educational material, based on the
(10) To publish the magazine 'Jeevan Government approved curriculum and make it
Shikshan.' available at affordable prices to all.

Let us know  Major Functions of Textbook Bureau

Following are the major departments (1) To produce, publish and distribute the
operating in the State Council of Educational school subject textbooks and other
Research and Training, Maharashtra : educational material for the students
(1) Human Resource Department as per the Government recognized
(2) Coordination Department curriculum.

(3) IT Department (2) To evaluate the textbooks.

(4) Language Department (3) To publish 'Kishor' magazine for
(5) Department of Social Sciences children.
(6) Department of Art and Sports
(7) Pre-service Section (4) To produce supplementary educational
(8) Department of Equity material.
(9) Department of International Education
(5) To sanction research projects related to
Apart from this, the council has a good curriculum and textbooks to the teachers
comprehensive library. and to provide financial assistance.

5.4.2 Maharashtra State Bureau of Textbook The distribution of textbooks and
Production and Curriculum Research educational material published by the Textbook
(Balbharati), Pune Bureau is done by Regional Depots. These
regional depots are located at following nine
Lets tell places - Pune, Goregaon, Panvel, Nagpur,
Amaravati, Aurangabad, Latur, Kolhapur and
Which institute is involved in production
of the school textbooks? Nashik.

It is an autonomous institute established Let us know

under the control of the State Government. It Maharashtra State Bureau of Textbook
was established on 27th January 1967 on the Production and Curriculum Research is
recommendation of Kothari Commission. working under the following major Wings/
Maharashtra State Education Minister is the Sections :
Ex-officio Chairman of this institute. The
Director of this institute is an officer, who is of (1) Academics
the grade of Director of Education, in education
department. The governing body decides the (2) Research
policy of the institute. Governing body consists ( 3) Store and Distribution
of some Government and some non-government
( 4) Computer

(5) Production
(6) Administration
(7) Publishing
(8) Kishor

(9) Library

44

5.4.3 Maharashtra State Board of Secondary Council of Examination.' The headquarter is
and Higher Secondary Education, of this institution is located in Pune.

Pune The examinations conducted by
Maharashtra State Council of Examination
Lets tell are :

Which organization conducts 10th and (1) Diploma in Elementary Education
12th standard examinations and gives the (D.El.Ed.)
marksheet and certificate?
(2) Trained Teacher Certificate Examination
In order to decide and implement the (T.T.C.)
policies related to secondary and higher
secondary education, Maharashtra State (3) Certificate Examination in Physical
Board of Secondary and Higher Secondary Education (C.P.Ed.)
Education was established on 1st January 1966.
The nine Divisional Boards are located at (4) Middle School Scholarship Examination
Pune, Aurangabad, Nasik, Nagpur, Amravati, (M.S.S.)
Kolhapur, Mumbai, Latur and Ratnagiri.
 Major Functions of the Maharashtra State (5) High School Scholarship Examination
(H.S.S.)
Board of Secondary and Higher Secondary
Education, (6) National Talent Search Examination
(1) To give advice to the State Government on (State Level) (N.T.S.)

the policy matters, regarding Secondary (7) Government Commercial Certificate
and Higher Secondary Education. Examination (G.C.C.)
(2) To conduct Secondary and Higher
Secondary annual examinations and (8) Teacher Eligibility Test (T.E.T.)
declare the results.
(3) To evaluate curriculum, teaching and (9) Rashtriya Indian Military College,
examination procedures and to conduct Deharadun, Entrance Examination.
research to improve the same. (R.I.M.C.)
(4) To frame the rules and decide the criteria
related to annual examinations, criteria (10) Departmental Examination (Clerical
about passing an examination and to grade), Eligibility test for Supervisor
give certificates. post and eligibility test for Assistant
(5) To evaluate and control the working of Education Supervisors and related
divisional boards. officers.
(6) To publish the magazine 'Shikshan
Sankraman.'  Major Functions of State Council of
5.4.4 Maharashtra State Council of Examination
Examination, Pune
It conducts important examinations related (1) To plan and publish the comprehensive
to school education and vocational education. arrangements examination.
It was established in 1968 as 'Shasakiya
Pariksha Mandal.' Later on, it got converted (2) Major functions of state council of
into an autonomous institution. From 15th examination.
August 2002, it is known as 'Maharashtra State
(3) To decide the district wise examination
centers as per the number of students.

(4) To provide all the facilities at the
examination centers.

(5) To counsel schools, parents and students
regarding examinations.

(6) To plan and conduct the examinations.

(7) To confirm the security of the confidential
materials of examinations.

45

Exercise

Q.1 (A) Complete the statements by selecting (2) Who is the Ex-officio Chairman of

the appropriate option from the given Maharashtra State Bureau of Textbook

options. Production and Curriculum Research?

(1) The .................. was established as per the (3) Which organisation publishes the magazine
recommendations of Kothari Commission. 'Shikshan Sankraman'?

(a) Maharashtra State Board of Secondary (D) Write the answers in one to two words.
and Higher Secondary Education, Pune (1) Which magazine is published by State

(b) Maharashtra State Bureau of Textbook Council of Educational Research and
Production and Curriculum Research,
Pune Training Maharashtra?

(c) Maharashtra State Council of (2) SW tahtiechBmuaregaauzinoefisTpeuxbtblioshoekd by Maharashtra
Examination, Pune Production and

(d) State Council of Educational Research Curriculum Research?

Q.2 Complete the following concept designs.

and Training, Maharashtra Pune (1)

(2) The head-quarter of Maharashtra State

Bureau of Textbook Production and Examinations conducted
Curriculum Research is located at .................. by Maharashtra State
(a) Mumbai (b) Pune
Council of Examinations

(c) Nagpur (d) Aurangabad

(3) Middle school and High school scholarship

examinations are conducted by ..................
(a) Maharashtra State Council of (2)

Examination, Pune.

(b) State Council of Educational Research Main Functions of
and Training, Maharashtra Pune. Director of Education

(c) Maharashtra State Board of Secondary

and Higher Secondary Education, Pune.

(d) Maharashtra State Bureau of Textbook  
Production and Curriculum Research, Q.3 Write the short notes.
Pune.
(1) Functions of Maharashtra State Council of
(B) Identify the correct correlation between
column 'A' and Column 'B' and match Examination
them.
(2) Qualities of a good Educational Manager

Column ‘A’ Column ‘B’ (3) Mahashtra State Bureau of Textbook

(State Level Educational (Year of Production and Curriculum Research
Organisation) Establishment)
(Balbharati), Pune

(1) State Council of Educational (a) 1968 Q.4 Explain the following in about 50 to 80
Research and Training,
Maharashtra, Pune words.

(1) Major functions of State Council of

(2) State Council of Examination, (b) 1964 Educational Research and Training,
Pune
Maharashtra

(3) Maharashtra State Board of (c) 1967 (2) Major functions of Secretary of Education
Secondary and Higher
Secondary Education, Pune (3) Major functions of Maharashtra State

Board of Secondary and Higher Secondary

(4) Maharashtra State Bureau of (d) 1966 Education
Textbook Production and
Curriculum Research, Pune Q.5 Write the answers to the following questions

in 100 to 150 words each.

(C) Write the answers in one sentence. (1) Explain with examples the functions of

(1) Who gives the advice to the Minister of teachers as a classroom manager.
School Education regarding educational
policies, resolutions and laws? (2) Explain the main functions of Commissioner

of Education. 

46

6.Chapter Curriculum and
Educational Evaluation

6.1 Curriculum 6.2 Educational Evaluation

6.1.1 Concept of Curriculum 6.2.1 Concept of Educational Evaluation
6.1.2 Principles of Curriculum 6.2.2 Continuous Comprehensive Evaluation

Development 6.2.3 Examinations

Lets tell Curriculum is the important means to fulfil the
aims and objectives of education. Curriculum

 Which subjects have you studied so far is decided to give guidance about what to
in the school? teach and how to teach the students. While
developing the curriculum, age group of
 Which co-curricular programmes were students, their interests, environment, society
arranged in your school? etc. are considered. Curriculum gets changed

6.1 Curriculum from time to time. In order to include the
changes, curriculum is developed according
Before coming to the school we learnt many to strata of education. After developing
things from our family, friends, neighbours curriculum, syllabus is designed for each
etc. This learning happens informally. We get standard. Subject experts from concerned
planned education in the schools. We learn subjects collaborate together and develop
various subjects in the school and complete the the curriculum. So what is curriculum?
relevant subject practicals. We also participate How curriculum is developed? What are
in various competitions, dance, music and the principles of curriculum development? It
various sports. It means that, in school we is essential to study these issues regarding
complete all the scheduled activities in a
disciplined way. We take formal education in curriculum.

the schools. For this purpose educational aims Do you know?
and objectives are framed. While framing the

objectives, physical, mental, social, emotional The English word 'curriculum' is derived
and moral development of the students is from Latin language. Original Latin word
considered. So we take into consideration the is 'currer' means to run/to proceed.
basis of educational philosophy, educational

psychology, educational sociology, etc. All 6.1.1 Concept of Curriculum

round development of the students is the main By curriculum, we consider many school
aim of education. So to develop various skills subjects. It includes textbooks, content and
among students, to give subject knowledge its structure of the subject. So in order to
as well as to develop potential talents, is understand what is curriculum, it is necessary
also equally important. So at school level, to learn definitions of the curriculum given by
developing curriculum is an important task. some educationists.

47

According to Manroe, “Curriculum (4) Tools of Evaluation - Various evaluation

embodies all the experiences which are utilized tools are used to check, to what extent

by the school to attain the aims of education.” the educational objectives are achieved?

“Curriculum does not mean only the Whether the desired change in student’s

academic subjects traditionally taught in the behaviour is occured or not.
school, but it includes totality of experiences 6.1.2 Principles of Curriculum Development
that a child receives at the school. In this sense,
the entire school life becomes the curriculum, While considering the components of
which touches all aspects of the life of the curriculum, following principles should be
considered :

students and help in all round development (1) Curriculum should be Target
of the personality.” - Secondary Education Oriented - Curriculum is an important
Commission Report. tool to achieve the educational aims
and objectives. Curriculum is developed
In short, Curriculum means to impart to fulfil the objectives in cognitive,
knowledge of various subjects, to complete affective and psychomotor domain. Also
the projects related to the subject, to the intellectual, emotional, moral, social
arrange various co-curricular activities, to and professional development should be
develop the potential qualities among the achieved through the curriculum. These
students, to take the students for educational objectives should be stated in the form of
excurssion, to make the learning process change in behaviour of the students. To
more joyful and to give more and more bring about these behavioural changes,
enriched experience. The fulfilment of aims of all types of the learning experiences are
education and the achievement of objectives considered in the curriculum development
of education depends on curriculum. Hence process. The age, interest, maturity level
curriculum development has great importance etc. of the students are considered while
in education. Why to teach? What to arranging the learning experiences.
teach? How to teach? How many objectives
are fulfilled? To find the answers for these (2) Curriculum should be Value Based
questions the following points should be and Life Oriented - It is important to
considered : inculcate various values through teaching
(1) Educational Objectives - In the of different subjects. Curriculum is to
be developed to cultivate and develop
beginning, the objectives of the subject the values like patriotism, punctuality,
are decided according to the age group dignity of labour etc. There should also
and stage of education of the student. be a provision in the curriculum to teach
(2) Content - After framing the objectives, how life can be lived happily.
subject content is decided. The difficulty
level is decided on the basis of individual (3) Curriculum should Satisfy the Needs
differences and the content is decided - It is necessary to impart education
accordingly. which can satisfy the needs of life. The
(3) Teaching Methods and Tools - Different needs of life are ever changing. The
teaching methods are used to teach the present day needs of students and the
society, should be fulfilled through the

content given in the textbook. Various curriculum. The curriculum should be

tools are used to give variety of learning framed according to the needs and the

experiences to the students. surrounding environment.

48

(4) Curriculum should be Skill Oriented - a means of earning and to fulfil the

Besides the content of various subjects, practical needs. So curriculum should

different skills should be included in facilitate the livelyhood of students.

the curriculum. There should be variety Subjects of vocational education should

in the curriculum. The skills like self be included in it.

awareness, effective communication, (8) Curriculum should be Flexible and

problem solving, stress management etc. Dynamic - The curriculum should be

should be inculcated through various flexible and dynamic. There should

activities. be provision for change according to
place, time and situation of social life,
(5) Curriculum should be Student because there is a constant change in
Centred and Activity Centred - While the knowledge and basic concepts of
developing the curriculum, the age the subjects. In order that the student
group, interest, etc. of students should be should not lag behind in the global
considered. There should be provision competition, the curriculum should get
of practical education along with changed accordingly.
bookish knowledge. Curriculum should
include activity based programmes like 6.2 Educational Evaluation
experiments, projects, educational tours
6.2.1 Concept of Educational Evaluation

etc., in order to give enough scope for Measurement is a concept used in
student activity. daily life. Measurement means to count. We
do measurements of area, height, weight,
(6) Curriculum should Enrich Personality distance, time, etc. We do measurements in
Development of an Individual - The daily life for various purpose, e.g., 3 meter
bookish knowledge is not sufficient for cloth, 10 kg. onions, 2 litre milk, 4 hours
all round development of a personality. study etc. There is a numeric expression in
In order to live the life happily and measurement. Accuracy and reliability are
prosperously, curriculum should be the characteristics of it. Measurement can be
developed according to the interest calculated in terms of multiple. Various units
of the students. While developing the are used for various measurements.
curriculum, the content and activity,
various actions should be planned by 'Evaluation' is one of the important
considering all types of students, so that concepts in education. Evaluation can be
the students will be appreciated for their done of any educational or other activity.
qualities. They can develop their hobbies Measurement and evaluation are two different
and interests. For this purpose, the list of terms, but there is a correlation between them.
co-curricular activities and the guidelines Evaluation depends on measurement. By
for implementing these programs, should measurement we can get the answer of 'how
be given in the curriculum. much' but by evaluation we get the answer of
'how good' it is.
(7) Curriculum should be Vocation Oriented
- According to common people, the use ‘Evaluation is a systematic method
of education is to become economically to determine, to what extent educational
self reliant. Education is considered as
objectives are achieved.’

49

Classify it It means that only measurement is not
sufficient while doing evaluation of a student.
Classify the following examples as Evaluation does not mean the marks obtained
measurement and evaluation. (1) Height, in all the subjects of examination.
(2) Weight, (3) Marks obtained in term end
examination, (4) Good handwriting, (5) Only Evaluation helps to understand the progress
quantitative marks, etc. (6) Communication of the students. Learning techniques can be
skill, (7) Use of rules described in civics in assessed. New educational programs can be
daily life. implemented. Evaluation is useful for assessing
the educational standards of the school.
Do you know?
Teaching, learning and evaluation are the
integral and inseparable parts of educational
system. It is necessary to have effective

The term 'evaluation' is mainly used for interaction amongst these three.
abstract things instead of person, e.g., the
curriculum and the syllabus. The conclusion Educational Objectives

drawn related to evaluation procedure by

researcher are quantitative and qualitative. Educational
Evaluation
In short, Evaluation = Quantitative
Description + Qualitative Description + Learning Evaluation
Feedback of teacher. Experiences Tools

Action is expected in evaluation. From the above diagram it is clear
Evaluation always leads to a better action and that there is a close and internal correlation
practice. Evaluation is systematic. between teaching, learning and educational

e.g., Sanika obtained 13 marks out of 15 objectives and these things are interdependent.

in an essay and Swapnil obtained 8 marks. The So all these components are important and
feedback given by the teacher is as follows : have equal place.

Sanika's handwriting was neat and legible Educational objectives, learning and
with proper rendering of language. It was teaching methods are changing according to the
grammatically correct. Word arrangement changing needs. So it is essential to change the
was proper and relevant. The introduction and evaluation method. Evaluation is continuous
closure was done with attractive poem, content and comprehensive and it should be nourishing
was meaningful. It reflects that Sanika has the to teaching-learning. The teacher need not wait
interest in extra reading and has practice of for the final evaluation in order to see whether
writing and presentation. the students are applying the knowledge that
has been taught, as he has an opportunity
On the contrary, Swapnil's handwriting to evaluate it frequently. Instead of written
was not good and grammatically it was examination, proper evaluation can be done
incorrect. Various examples, illustrations were through observation. Continuous evaluation
not included in the writing. Poem, quotations is effective to know, how much content the
were not used. He has no practice of writing, he students utilise in daily life. It means that,
has not drawn a line over marathi words, new not only qualitative but also quantitative
points were not started with new paragraph, evaluation can be done. This evaluation is not
margins were not marked. There was absence limited to the school examinations, but the
of neatness in writing. process goes on continuously. Because of this,

50

the narrowness in learning-teaching reduces  Formative Evaluation - A step by step

and it becomes more broad and constructive. and regular evaluation, while developing the

Let us know personality of the student continuously, is
known as formative evaluation. In this type

Dr. Patel defined educational evaluation of evaluation, the observation of the student
on the basis of four points instead of behaviour at different events are recorded.
three, where interrelationship exists among In formative evaluation, following tools and
educational objectives, content, learning techniques are used :
experiences and evaluation methods. In (1) Daily observations
that case, each component depends on the (2) Oral (elocution, communication,

remaining three. interview, group discussion, question
answers, loud reading, role playing,
Subject Matter etc.)

(3) Practical/Experiments

Educational Evaluation (4) Activity (individual/group, self learning)
Objectives Methods (5) Projects

(6) Test (Short duration informal written

test, open book test)

Learning Experiences (7) Exercise/Class work (Information
writing, Descriptive writing, Essay

Discuss it writing, Report writing, Story writing,

Discuss about the merits and limitations Letter writing, Dialogue writing etc.)
of evaluation done by teacher, by observing (8) Other - questionnaire, peer evaluation,
the behaviour of students and through written
examination at the end of the year. self evaluation, group work and other
such tools
Formative Evaluation can be used on a

6.2.2 Continuous Comprehensive Evaluation large scale, considering the standard, subject
and objectives.
A useful procedure at school level for  Summative Evaluation - Evaluation
in an integrated manner after a certain
continuous evaluation of all the aspects of period, means Summative Evaluation. First
personality development of the students means summative evaluation can be done at the end
Continuous Comprehensive Evaluation. It is of first term and second can be done at the
necessary to emphasise Continuous Evaluation end of second term. As per the objectives of
of comprehensive learning and observable the subjects, nature of Summative Evaluation
behaviour of the student. Following two can be either written, oral or practical.
evaluation methods are involved in Continuous
Following objectives are considered in
Comprehensive Evaluation : Continuous Comprehensive Evaluation :
(1) To achieve all round development of the
Methods of Continuous

Comprehensive Evaluation

students.

(Formative (Summative (2) To evaluate knowledge, comprehension
Evaluation) Evaluation) of the students in detailed and continuous
manner and to enhance their ability.

51

(3) To develop the physical and intellectual Discuss it
competencies of the students.

(4) To develop knowledge, competency and Discuss the demerits of present
special intelligence of the students.
examination system in the classroom.
(5) To educate students through student
centric methods like activities, (1) Written Examinations
discoveries and research.
Written questions are prepared and the
(6) Students should be free from fear, students give response to these question
pressure and worries; and to help them in written form. Such type of examination
to express their opinion freely. is known as written examination. Written
examination is one of the useful tools for the
Due to continuous comprehensive student's evaluation. Written examination is
evaluation, the students are getting immediate used as proof for the student's achievement.
feedback and motivation for further work. We can conduct written examination for all
the subjects but for that, we have to see
Students are evaluated continuously, so the all types of objectives of questions in the
teachers can also focus on their drawbacks in curriculum. As the students write answers in
teaching and get the opportunity to overcome written form, these written examinations are
them. more effective than oral examinations, hence
they are mostly used.
Discuss it
 Advantages of Written Examination
Discuss with your friends, the (1) Written examination is the most easy
advantages of Formative and Summative
and useful tool of the evaluation.

Evaluation. (2) Easy to plan the examination of many
students at a time.
6.2.3 Examinations
(3) Written examination gives motivation to
Educational objectives are decided for the students for learning.
all-round development of the students. To find
out how far these objectives are fulfilled and (4) Written examination can motivate
how the learning experiences are effective, students for healthy competition.
different evaluation tools are considered.
Evaluation tools are classified as Quantitative (5) Written examination guides teachers to
tools and Qualitative tools. Quantitative bring desirable changes in their teaching.
tools mainly include examination pattern.
Examinations are of different types - written (6) Due to written examinations, students'
examination, oral examination, practical progress in different subjects can be
examination and online examination. Written recorded and it enables to make the
examinations include essay type questions, comparison.
short answered type questions and objective
type questions. You can also understand the (7) Students’ writing skills are developed
types of examinations by following digram : due to written examination.

(8) Students' achievement level can be
decided on the basis of their scores in
the examination.

Examination (9) Due to various types of questions in the
examination, evaluation of all objectives
is possible.

Written Oral Practical Online (10) Written examinations are useful for
Examination Examination Examination Examination shy and timid students to express their
thoughts.

52

Discuss it (2) The objectives namely knowledge,
comprehension, application and skill
Discuss in the classroom about the can be tested due to this type of question.

merits and demerits of written examination.  Limitations of Short Answer Type

Remember it Questions

Written examination can be conducted (1) Students find it difficult to write the
answers with minimum words.
on the basis of following types of questions :
(2) Students write the answers in their own
(1) Objective Type Questions. words, so subjectivity can be observed
in marking system.
(2) Short Answer Type Questions.
(3) Hand writing, orthography can affect on
(3) Essay Type Questions. marks.

(1) Objective Type Questions (4) If the answers of short answer type
 Advantages of Objective Type Questions question are ambiguous, then marking
(1) All the units of different subjects can be becomes difficult for the examiners.

included in the question paper. (3) Essay Type Questions
(2) Question for 1 mark can also be asked
 Advantages of Essay Type Questions
in the question paper.
(3) It is useful for testing the objective (1) Framing of essay type questions is
comparatively an easy task.
‘knowledge.’
(4) These type of questions are more (2) Essay type questions are useful for all
subjects.
reliable.
(5) The habit of deep study can be developed (3) Question paper of essay type questions
is compact, so expenditure on printing
among the students due to this type of and paper is less.
questions.
 Limitations of Objective Type Questions (4) Proper presentation of points are
(1) It is difficult to frame objective type required while writing the answers of
questions. these questions, therefore good study
(2) Question paper becomes lengthy due to habits can be developed among the
this type of question. students.
(3) The probability of mechanical responses
by the students is high for this type of (5) These types of questions are to be
questions. answered in many sentences in a
(4) These type of questions are not useful paragraph form; hence we can evaluate
for developing reasoning ability. students’ writing competency, systematic
(5) These questions are of no use to develop presentation of thoughts, expansion of
logical presentation, writing style, ideas and sense of appreciation.
mastery over language etc.
(2) Short Answer Type Questions  Limitations of Essay Type Questions

 Advantages of Short Answer Type (1) All the units of curriculum can not be
involved in essay type question.
Questions
(1) Short answer type questions carry 2 or 3 (2) There is more possibility of guess work
in these answers.
marks, so these questions can be framed
on various units of the curriculum. (3) Hand writting, style of writting can
affect the marks.

53

(4) Lack of objectivity is seen while  Limitations of Oral Examination
assessing these answers. (1) Oral examination is time consuming.

(5) Evaluation depends upon the mood of (2) Overall evaluation of knowledge and
the examiner. skills of the students can not be done
by this examination.
(2) Oral Examination

Lets tell (3) All the students cannot be asked questions
of same level in this examination.

Which skills can be mastered among (4) Records of answers given by the students
Kindergarten upto 10th standard students are not maintained. So, question analysis
through oral examination? and marks verification is not possible.

Oral examination is meant to evaluate (5) Questioning and evaluation depends on
and explore students’ achievement through the mood of examiner.
asking questions in face to face mode.
(6) Subjectivity of an examiner affects on
Oral examination can be conducted for
evaluation on large scale.

many subjects at primary and secondary (3) Practical Examination
level. Here oral response is expected, and Lets tell
it is natural, non-formal and immediate in

nature. Listening skill, loud reading skill,  How were your teachers conducting
communication skill, map reading skill, the examinations of work experiences
graph reading skill, tables, oral examples are in preparing paper articles, stitching,
involved in this examination. embroidering?

The Advantages and Limitations of oral  How has been the examination for
examination are as follows : science experiment conducted in your
 Advantages of Oral Examination school ?

(1) Oral examination is useful to diagnose When written examination and oral
about students' mistakes immediately. examination cannot evaluate the specific
objective, then practical examination is useful
(2) Oral examination is useful for such for evaluating the specific objective or skill,
students, whose writing skills have not
been developed. in school subjects.

(3) Oral examination is useful for identifying

the qualities like presence of mind, stage Discuss it
daring, oratory and communication
skills. How to evaluate the specific objectives
or skills through practical examination ?
(4) Oral examination is appropriate to
measure the skills like pronunciation,  Evaluation in Practical Examination
spoken skill, story telling, dramatization (1) Direct Observation of an Activity - It
etc.
is important to evaluate the students'
(5) This examination is beneficial in daily act by direct observation. e.g., direct
teaching, for judging student's progress. observation is important in singing
to check the ‘Rhythm’ and ‘Sur’ is
(6) Printed question paper is not required, appropriate or not, appropriate use of
so the expenditure is less in oral apparatus in science experiment, use
examination.

54

of microscope etc. Some acts of the (4) This examination is useful for students,

students can be evaluated through direct who have less speed in writing and

observations. difficulty in language.

(2) Testing of Prepared Objects/Articles - (5) Through this examination evaluation

When the examination is conducted for can be done during the examination and

many students, then it becomes difficult after concluding the examination also.

to observe their direct activity. In such (6) Evaluation of objectives, namely

case, things prepared by the students can application and skill, can be done

be evaluated at the end of the activity. through the practical examination.

e.g., making of pearl jewellery, drawing, (7) It is reliable and valid, as the examiner
stitching, weaving, model preparation offer marks by direct observation of
for science, drawing maps etc. activity.

(3) Study of mechanical structure -  Limitations of Practical Examination
Asking students to connect various
parts of a machine, by which, how the (1) Practical examination is time consuming.
students study about the various parts
of a machine, can be evaluated. e.g., (2) This examination cannot be conducted
Preparing electrical circuit assembly of without the availability of the apparatus
television etc. for experiment.

 Essential Things for Practical Examination (3) This examination is not useful for all
the subjects.
(1) Standardized apparatus should be
given to the students during practical (4) Apparatus is available for only a few
examination. experiments, so, students are given the
same experiments again and again.
(2) Apparatus should be in proper condition
given to the students, during practical (5) All the objectives for evaluation cannot
examination. be considered in this examination.

(3) Apparatus given to the students during (6) It is difficult to grade learning outcome
practical examination should be proper of the students accurately.
from safety point of view.
(7) Practical examinations are time
(4) Generator or U.P.S. should be provided, if consuming and expensive.
the experiments are related to electricity.
(4) Online Examination
 Advantages of Practical Examination
New approach for conducting examination
(1) This examination can evaluate such through computer is the new concept in
objectives, which cannot be evaluated examination system. Conducting examination
by written and oral examination. on computer with the help of internet is known
as online examination.
(2) How students are using their knowledge
can be assessed through this examination. In online examination, computers are
connected with each other for immediate
results and students can appear for the

(3) This examination is useful for skill examination according to their own time. In

oriented subjects. e.g., Science online examination, different questions can

Experiments, Music, Dance, Singing, be stored in the computer according to the

Playing Instruments, Work Experience, objectives, type of question, difficulty level,

Physical Education, Computer etc. unitwise (groupwise).

55

Various traditional examinations are (4) Restricted number of students can
conducted at various examination centres. appear as per availability of computers.
Lot of preparation is required on the centres
for that. e.g., Question papers according to (5) This examination cannot be conducted
the strength of the students, answer sheets, for all the subjects.
seating arrangement etc. On the contrary,
Online examination can be conducted only (6) This examination cannot be conducted
with computer and Internet. Traditional for all the units of the same subject.
examination can be conducted two times in
a year. Online examination can be conducted (7) In this examination, all the objectives
many times in a year. Results are obtained cannot be considered for evaluation.
immediately, so the students can take the
further decision quickly. (8) It is not easy to conduct examination for
essay type questions.
 Advantages of Online Examination
(9) This examination is expensive.
(1) Paper, pen is not required because this
examination is conducted on a computer. Discuss it

(2) This examination is conducted on a Discuss regarding the difficulties of
computer, so handwriting cannot affect
on marks. online examination with your friends.

(3) No subjectivity in marking system due Let us know
to this examination.
Various new methods and techniques
(4) This examination is easy and systematic are coming in practice for educational
for students. evaluation. These enable us to evaluate
students' various competencies and skills
(5) There is no barrier in putting the pictures more effectively.
and figures in the question paper. • Open Book Examination : In this kind

(6) Different time limit can be set for of examination, while writing the
different questions. answers, the students are allowed to refer
to books for finding the reference. Such a
(7) Practice of online examination can be type of examination helps to judge
provided to the students by making students' thinking skill. It avoids giving
Mock Tests available. unnecessary importance to memorization.
• Case Based Questions : In usual written
(8) Online examination can be conducted type of examination, some questions can
for many times and at any time. be of case-based type. In such questions,
some case, event or a situation is shortly
(9) Foreign tests also can be given online. described. The students have to write the
answer of the question which is based on
(10) Immediate declaration of results for this case. Its answer is to be written on
some online examinations is possible. the basis of application of knowledge
which is already learnt.
 Limitations of Online Examination • Use of Rubric : Rubric is a useful tool of
evaluation. Rubric is a set of verbal
(1) Difficulties can be faced by the students descriptive statements, which are used
during examination, who don't have the for evaluation, instead of using only
knowledge of computer. numerical marks or grades like A, B, C
etc.
(2) Technical difficulties can be faced by
the students during online examination.
e.g., computer error, reduced speed of
Internet, interrupted power supply etc.

(3) Question has to be solved in given time.
Otherwise in few cases, students won’t
get the opportunity for rethinking.

56

Exercise

Q.1 (A) Complete the statements by selecting Q.5 (A) Complete the following concept designs.
(1)
the appropriate option from the given

options.

(1) The .................. is the totality of school

life which touches all the aspects of the   Components
of Curriculum
students’ life and brings about the balanced

development of their personality.
(a) Syllabus (b) Curriculum

(c) Evaluation (d) Textbook (2)  

(2) Students’ writing skill and mastery over

language can be understood through

.................. Types of
Examinations
(a) Oral examination

(b) Practical examination

(c) Written examination

(d) Online examination
(B) Fill in the following chart, mentioning the
(3) The .................. is not included in formative
types of evaluation of the given activities.
evaluation. (to draw the circle of given measurement, to
play tabla, to connect the loud speaker for school
(a) Project programme, to draw landscape, to play a song on
harmonium, to repair the damaged machine)
(b) Oral work

(c) Annual examination

(d) Daily observation

(B) Write the answers in one sentence. Direct To examine To study the
observation prepared mechanical
(1) What is a curriculum? of an activity article structure

(2) What is educational evaluation?

(3) What is Continuous Comprehensive

Evaluation?

(4) What is online examination?

(C) Write the answers in one to two words.

(1) What are the methods of Continuous

Comprehensive Evaluation? Q.6 State your opinion about the following

(2) State the types of questions used in written statements.

examination? (1) Educational evaluation is a Continuous and

Q.2 Explain the following in about 50 to 80 Comprehensive process.

words. (2) The components of Curriculum are

(1) Advantages of short answer questions

(2) Limitations of Oral Examination interdependent.

(3) Essential requirements for Practical Q.7 Write the answers of the following questions

Examinations in 100 to 150 words.

(4) Advantages of Online Examinations (1) What is formative evaluation? Explain with

(5) Objectives to be considered for Continuous examples, the tools and techniques used in

Comprehensive Evaluation formative evaluation.

Q.3 Write the short notes. (2) Explain with examples, the Principles of

(1) Factors of Educational Evaluation Curriculum Development.

(2) Written examination (3) Prepare five objective type questions to

(3) Evaluation in practical examination assess the students’ general knowledge. And

Q.4 Explain the differences. write advantages and limitations of objective

(1) Measurement and Evaluation questions.

(2) Formative Evaluation and Summative (4) Write your suggestions regarding how to

Evaluation improve the written examination.

(3) Written Examination and Online (5) Write in detail your suggestions in order to

Examination. improve oral examinations. 

(4) Oral Examination and Written Examination.

57

7.Chapter Educational Research Methods

7.1 Historical Research Method 7.3 Experimental Research Method

7.1.1 Meaning of Historical Research 7.3.1 Meaning of Experimental

Method Research Method

7.1.2 Characteristics of Historical 7.3.2 Characteristics of Experimental

Research Method Research Method

7.2 Descriptive Research Method 7.4 Tools of Data Collection

7.2.1 Meaning of Descriptive 7.4.1 Questionnaire

Research Method 7.4.2 Interview Schedule

7.2.2 Characteristics of Descriptive

Research Method 7.4.3 Achievement Test

In the previous standard you have learnt e.g., 'Educational thoughts of Mahatma
about research. This year, we will study about Jotirao Phule'. In this research, educational
research methods and tools for conducting thoughts of Mahatma Jotirao Phule will be
research. studied. In this study, educational thoughts of
Mahatma Jotirao Phule is the main topic of
Educational research is done by various study and data will be collected with the help
methods and is broadly classified under of primary and secondary sources.
following three headings -
Primary source will include articles written
(1) Research related to the problems in by Mahatma Jotirao Phule, his autobiography,
Past. some documents and pictures etc.; whereas
secondary sources include a lesson on Mahatma
(2) Research related to the problems in Jotirao Phule in a textbook, his biography,
Present. articles in the newspaper, information given
in magazines, a movie etc.
(3) Research related to the problems in
Future.

In short the classification is based on time.

7.1 Historical Research Method

7.1.1 Meaning of Historical Research Method Documents which are written by persons

A scientific method that is useful in who have witnessed the incident and the

relevant, real and objective description and things that can be directly examined and are

analysis of past events, is said to be historical used in past are called a primary source.
research method. These include documents, relics, pictures and
printed material.
A method which helps to reveal true
identity of history, is called as historical Documents which are provided by persons
research method. who have not witnessed the event directly but
collected information from the person who
Basically in historical research method, witnessed the incident, are called secondary
past events are used as reference for sources. These sources include encyclopaedia,
understanding the present events and for textbooks, newspapers, journals, magazines
anticipating about future. and other reference books.

Past problems are studied in historical
research.

58

In historical research, there is no scope In descriptive research, the information of

for actual observation because researcher is present situation is collected and analysed.

of present state and the events are of past. In this research method, the researcher

Hence, he has to collect the information has to study about various aspects such as
through various secondary sources. abilities, potential, views, characteristics,
aptitude, properties, behaviour, similarities

Lets tell and differences of the specific population.

For the research based on Research tools such as rating scale,
'Educational contribution of Dr. Sarvapalli questionnaire, interview, observation list,
Radhakrishanan', which primary and sociometric techniques, standardized tests are
secondary sources can be used for collecting used for collecting the required data.
information?
Description of current state and its
interpretation is done in descriptive research.

7.1.2 Characteristics of Historical Research Descriptive research deals with present status,

Method existing correlations, opinions, ongoing

(1) In historical research method, collection, processes, consequences and tendencies.
description, explanation and evaluation
of past events is done. e.g., to find out the study habits of
secondary school students. In this research
(2) In historical research method, support of study habits of students are considered. Tools
past events is taken to solve the current like rating scale or questionnaire will be used
problems. to measure the study habits of the students
for collecting the data. The data analysis
(3) In historical research, only collection of will be statistically done using percentage or
facts and information is not enough, but average calculations. The analysed data will
a clear picture of past is essential. be interpreted and conclusion of the research
will be drawn. In this way descriptive research
(4) In historical research, though the
information is collected newly, the method will be used.
information is already existing.

(5) In historical research, primary and Lets tell
secondary sources are used for collecting

data. 'To study the infrastructure available in
secondary schools,' which data collection
(6) In historical research all the important tools will you use for research? Which
evidences are collected, verification of statistical tools will you use for data
past events is done and the collected analysis?
data is interpreted fairly.
7.2.2 Characteristics of Descriptive Research
(7) In historical research, collection Method
and analysis of information is done
simultaneously by the researcher. (1) In descriptive research, problems related
to present state are solved.
7.2 Descriptive Research Method
(2) Data collection is done at large scale.
7.2.1 Meaning of Descriptive Research
Method

When the research is related to the (3) Though the sample is huge, data
problems of present state, it is called as collection is done easily in very short
descriptive research. duration.

59

(4) In descriptive research, population is From these conclusions, educational theories

very large, but a sample is selected are derived and then journey of theory to

which represents the whole population. practical applications begins.

(5) Descriptive research is qualitative and No event can happen without reason.
quantitative. In this research qualitative There are many reasons behind every event.
and quantitative data are analysed and Educational research involves study of reasons
interpreted. Thereafter, on the basis of and consequences of any event.
interpretations, conclusions are drawn.
Like Science, information is collected
(6) Local problems are solved within short through various experiments in the field
duration. In short time span, lot of of education. The method of collecting or
information is collected and analysed extracting information through the experiment
to solve problems. is called experimental research method.

(7) Descriptive research is based on According to John. W. Best, "Experimental
scientific method. Scientific method research is the description and analysis of
is used systematically to solve the what will be or what will occure, under careful
problems in education. controlled condition."

(8) Descriptive research involves survey, As experiment is the core of this method,
case study and developmental method. so it is necessary to understand, what is
experiment?

Enlist According to Chapin, "An experiment is

Make a list of 10 problems in the field an observation under controlled conditions."
of education which you observe presently. e.g., A teacher decides to study students'
achievement by e-learning study material,

7.3 Experimental Research Method on the 'digestive system' in science. For the
7.3.1 Meaning of Experimental Research experiment, he divides the students of a class
into two groups. Each group has students
Method with similar characteristics (age, gender,
In school education, we conduct or see the intelligence). One group of students is taught
experiments only in science. But like science, digestive system using e-learning material
experiments are done in social sciences too. and the other group is taught the same topic
Education is a social science. with traditional method. At the end of the
In the field of education, various aspects experiment, both groups are evaluated with
like teaching-learning process, the nature of respect to their achievement and a conclusion
human intellect, memory and methods of is drawn. In this experiment, the group that
study are studied using experimental method. is taught by using e-learning materials is the
In such experimental studies, observations are experimental group, and group that is taught
made and cause-and-effect relationships are by traditional method is the control group.
investigated. The effectiveness of activities is Here the teacher wanted to study the effect of
examined by implementing the specific type of the e-learning study material on the student's
activities that are implemented. Comparative achievement. Use of e-learning study material
studies of different methods are carried out is an independent variable and students'

and based on all these, conclusions are drawn. achievement is dependent variable.

60

The factor whose effect is studied is Compare it
called the independent variable. A substantial

change should be made in this independent Compare different research methods
variable to study the effect. The factor on
which this change is studied is called the based on given points.
dependent variable.
Historical Descriptive Experimental

Points Research Research Research

Method Method Method

Lets tell • Problems

A researcher had two groups of students are of
'A' and 'B' with the same characteristics. He which
taught group 'A' with Demonstration method time span?
and group 'B' with Traditional method. The
topic was 'Properties of Carbon dioxide.' At • Aim of
the end of the experiment, achievement of
both groups were measured and conclusion Research
was drawn. In this experiment, which is the
control group? Which is experimental group? • Tools used
Which is independent variable? Which is the
for data
dependent variable? collection

7.3.2 Characteristics of Experimental 7.4 Tools of Data Collection
Research Method In the course of the research work,

(1) Experimental research method is information is collected to draw conclusions.
scientific and logical. Information collection means collecting
information from the respondents' group
according to the research problem. Various
techniques and tools are used to collect data in
the research.

(2) The effect of one factor on another is Complete the table
studied in this method.

(3) Accurate observations are important in Complete the following table on the
experimental method. basis of data collection tools used in three

(4) In this method, experiments are methods of research :

conducted on a small group of students. Questionnaire

(5) The size of group of students is decided

according to the problem. Check list Tools of data Rating scale
(6) Experimental method is objective, collection

observational, logical and verifiable.

In above three research methods, following Opinionnaire
steps are used for research :

(1) Selection of research problem. Let us learn more about the tools of data
collection widely used.
(2) Preparation of research design.
7.4.1 Questionnaire
(3) Preparation of research tools and data
Questionnaire is used to find out and
collection. detect the personal values and beliefs of the
people, their past experiences and problems
(4) Classification, analysis and and their current motivations and future plans.

interpretation of collected data.

(5) Report writing.

61

A questionnaire is a method of obtaining 7.4.2 Interview Schedule

answers to the questions, which consists of a Respondents are directly contacted to
collection of questions and the respondent fills obtain detail information required for research.
the information himself. A questionnaire is a Interview is face to face conversation between

tool, designed to answer questions by various interviewer and interviewee, to obtain valid
individuals. It includes open and closed and reliable information, with the help of
ended questions. Based on the open ended questions based on predetermined points.
questions, the respondents are likely to give One person or a group can be interviewed.
their opinions and responses, whereas closed It is useful to keep guideline questions for
ended questions obtain objective responses. interview ready but one can add spontaneous
• Advantages of Questionnaire questions, if required.
(1) Questionnaire can be sent to the persons
• Advantages of Interview Schedule
located in different and distant areas to (1) Information obtained through interview
obtain data from them.
(2) Researcher assures the respondents to is deep and detailed.
maintain confidentiality of their names
and responsibility. (2) As there is a direct contact between
(3) There is no external pressure while interviewer and interviewee, the topic
responding. can be discussed in detail and doubts
(4) The respondents get an opportunity to can be cleared immediately.
think over it and respond.
(5) Decisive answers are obtained. (3) Interview is useful to get information
(6) Large and wide spread area can be regarding the problem from small
covered. children or illeterate person, who can
(7) Questionnaire is economic. not write.
(8) As the responses are written, it is easy
to verify them. (4) Well prepared interviewer establishes
• Limitations of Questionnaire rapport with respondent and hence
(1) It is useful for literate respondent only. detailed information can be obtained
(2) Conclusions can be adversely affected regarding the topic or problems.
if respondent gives incomplete and
incorrect answers. • Limitations of Interview Schedule
(1) Reaching to every respondent is really

expensive.

(2) Contacting respondents from different
locations becomes time consuming.

(3) Every interviewer may not have
knowledge, detail infromation,

(3) There is no direct contact between communication skills, straight-
researcher and respondent, hence forwardness, art of creating a favourable
responding to the questionnaire becomes environment etc.

a formality. (4) If interviewer decides to record obtained

(4) Respondents never respond the responses at the time of interview,
questionnaire or send incomplete then the conversation stops and gets
responses. disturbed. If he decides to record the

62

responses after the interview, he may (4) Effectiveness of teaching method can be
forget some responses and hence it is verified on the basis of scores obtained
difficult to record all the responses. in the achievemnt test.

(5) Information obtained throught interview (5) Diagnostic evaluation is possible through
may not be quantified. achievement test, which helps further in
remedial teaching.
7.4.3 Achievement Test
• Limitations of Achievement Test
Achievement tests are mainly used in (1) If achievement tests are prepared
experimental research method to measure the
acquisition of students' content knowledge. by researcher and if they are not
Achievement tests are either standardised or standardised, evaluation can not be
prepared by the researcher. The effectiveness of accurate.
special teaching methods used in experimental
research, is examined on the basis of students' (2) There is no objectivity in evaluation, if
achievements. questions in achievement test are not of
objective type.
• Advantages of Achievement Test
(3) If achievement tests are non-
(1) The achievement test can be administered standardised, then data analysis becomes
to many students at a time. difficult.

(2) Achievement test can show how much (4) If objective questions are in excess
the students have studied. amount, then spontaneity, creativity and
reflection are neglected.
(3) Strength and weakness of students'
learnings can be found with the help of
achievement test.

How will you select the Research Method?

Is reseach problem related to the events from the past?

Yes No

Historical Is the problem concerned with inter-relations?

Research Method

Yes No

Is there any cause and effect Descriptive
relation in the problem? Research Method

Yes No

Can the independent Correlation
variable be manipulated? Research

Yes No

Experimental Causal Comparative

Research Method Research

63

Exercise

Q.1 (A) Complete the statements by selecting Q.3 Write the short notes.
(1) Historical Research Method
the appropriate option from the given (2) Advantages of Achievement Test
Q.4 Explain the following in about 50 to 80
options.
words.
(1) A systematic study of the social phenomena (1) Characterisitcs of Descriptive Research
carried out by observations in a controlled
Method
situation is called the .................. (2) Characteristics of Experimental Research

(a) Descriptive research Methods
(3) Advantages and limitations of the
(b) Experimental research
Questionnaire
(c) Historical research Q.5 Write the answers to the following questions

(d) Social research in 100 to 150 words each.
(1) Prepare an interview schedule of teachers
(2) The analysis of the data in current situation is
done in .................. research method who have succeeded in achieving 100%
result of the school and write advantages
(a) Experimental (b) Descriptive and limitations of the interview schedule.
(2) Write in detail, by which research method
(c) Historical (d) None of these will you study the problem related to
empowerment of Marathi grammar through
(3) More data is collected during short period language laboratory.
through .................. reserach method. Q.6 State your opinion about the following
statements.
(a) Historical (b) Experimental (1) Research is needed to study the phenomenon
of past events.
(c) Descriptive (d) None of these (2) Questionnaires are more useful tool for data
collection.
(4) The preplanned list of questions in a sequential (3) More in-depth data collection can be obtained
order is called ..................
through interviews.
(a) Interview
(4) Research is done scientifically.
(b) Questionnaire
Q.7 Complete the following concept designs.
(c) Achievement test

(d) Sociometric technique

(B) Identify the correct correlation between

column 'A' and column 'B' and match

them.

Column 'A' Column 'B'

(1) Historical (a) Related to present

Research Method

(2) Descriptive (b) Related to content (1)

Research Method verification

(3) Experimental (c) Related to past Characteristics
of Historical
Research Method
Research Method

(4) Questionnaire (d) List of questions

(5) Interview (e) Related to future  
(2)
(f) Face to face
interaction

Q.2 Explain the difference. Advantages of
(1) Historical Research Method and Experimental Interview

Research Method 
(2) Descriptive Research Method and Historical

Research Method

64

8.Chapter New Trends in Education

8.1 Inclusive Education 8.3.2 Characteristics of Blended
8.1.1 Concept of Inclusive Education Learning
8.1.2 Characteristics of Inclusive 8.3.3 Benefits of Blended Learning
Education 8.3.4 Limitations of Blended
8.1.3 Benefits of Inclusive Education Learning
8.1.4 Limitations of Inclusive 8.4 Constructivism
Education 8.4.1 Concept of Constructivism
8.2 Open Education 8.4.2 Characteristics of
8.2.1 Concept of Open Education
8.2.2 Functions of Open Education Constructivism
8.2.3 Characteristics of Open 8.4.3 Benefits of Constructivism
Education 8.5 Skill based Education
8.3 Blended Learning 8.5.1 Concept of Skill based Education
8.3.1 Concept of Blended Learning 8.5.2 Characteristics of Skill based
Education
8.5.3 Benefits of Skill based Education

Change is the law of nature. There is a all the children from 6 to 14 years of their
constant change in society, so in education age will get free and compulsory education.
process. These changes in education process Accordingly, the government recognized its
are known as new trends in education. In class responsibility and prepared laws and schemes
XI, you have studied the new trends related for the implementation of inclusive education.
to 'e-learning' in education. In this chapter,
you are going to study more new trends in ‘Inclusive education is a process of
education.
addressing and responding to the diversity
8.1 Inclusive Education
of needs of all learners, through increasing
8.1.1 Concept of Inclusive Education
participation in learnings, culture, community
Each person is unique. Everyone has
different physical and mental abilities, so and reducing exclusion from education and
that everyone varies in his/her choices, needs,
methods of study, ability to grasp and methods from within education.’ - UNESCO
of interaction. This trend of education to bring
different types of students together is called Enlist
inclusive education.
List the physical and mental problems
The right to equality and liberty is adopted that students experience while studying.
in the preamble of Indian Constitution. The
article 45 mentions that the Government 8.1.2 Characteristics of Inclusive Education
should strive to provide this right to all persons Inclusive education encourages education
including differently abled. Later according
to section 21A Right To Education (coming to all the students with different needs
under fundamental rights) of the Constitution, together at one place. Students with special
needs are referred to as 'Divyang'. It includes
disabilities like blindness, deafness, physical
disabilities, learning disabilities, etc. Such
students when taught in general school with
everyone, instead of special school, is called

65

as Inclusive education. The features of this (12) As 'Divyang' students get opportunity to
new trend are as follows : communicate with other students, they
(1) Differently abled students study with all develop the committed relationships.

other students. Lets understand
(2) No school can refuse admission to the
Discuss with your Divyang student and
student with different ability on the friend about their routine and difficulties in
basis of his/her different abilities. learning.
(3) Differently abled students receive
guidance from other teachers, as well  Information of Government Schemes
as specially trained teachers. for 'Divyang'
(4) The school has various tools and
learning materials available to the (1) Scholarships for the differently abled.
'Divyang' students. (2) Differently abled welfare Scheme.
(5) The schools make necessary changes in (3) Education and training of persons
the physical facilities for the students
with different abilities. e.g., wheelchairs, with different abilities in Government
ramps, left hand chairs etc. institutions.
(6) Inclusive education includes need (4) Granted special schools providing
based instructional classes in addition special education through NGOs.
to regular schedules. Experts guide (5) Scholarships for the students with
students with special needs during that different abilities for pre-school
period. education.
(7) In inclusive education, combined (6) Scholarships for students with different
activities are conducted for students abilities after matriculation.
with different needs. (7) Financial assistance to persons with
(8) The schools and the colleges conduct different abilities for self-employment.
programs for the students, the parents and (8) Providing artificial limbs and equipments
the community to raise the awareness of to persons with different abilities.
inclusive education. (9) Differently abled Welfare State Award.
(9) The notion of respecting each other's (10) Financial support to encourage marriage
personalities without looking down on between a normal person and differently
any physical and mental incompetence abled person.
is important in this new trend. (11) Scheme regarding Kindergarten for
(10) Students with extreme different abilities mentally challenged students.
are enrolled in special schools, with The above government schemes for the
Doctor's advice. ‘Divyangs’ are implemented through the Social
(11) Students with different abilities and Welfare (now Social Justice) Department in
special abilities are equally provided the district. Also these schemes can benefit
with opportunities not only for study students with 40% or more different abilities.
subjects but also for proficiency in the A card called as 'Swavlamban Card' linked to
special days, cultural programs for the Adhar number with U.D.I.D. (Unified Divyang
differently abled and the others. Identification Digit) of the differently abled
person is now being distributed by the division
of ‘Empowerment of Divyangjan’, Ministry
of Social Justice and Empowerment of the
Central Government.

66

Internet my friend very useful. The term ‘Open’ in the concept of
‘Open Education’ means liberation from the
Visit web sites of Ministry of Social rigidity of formal education. Open education
Justice and Empowerment of the Government seeks to focus more on education, by reducing
of India and get information on various the rigidity of rules of formal education,
schemes for differently abled people. attendance, timetable and results.
 www.different abilityaffairs.gov.in
 www.swavlambancard.gov.in This system has greater flexibility as
compared to formal education in terms of
8.1.3 Benefits of Inclusive Education admission, attendance, timetable, evaluation
(1) As students with special needs become etc. In India, open education system is
implemented through the ‘National Open
accustomed to interacting with other School Institute’ and in Maharashtra through
students, their socialization becomes ‘Maharashtra State Mukta Vidyalya Mandal’.
faster.
(2) All students notice unique personality Internet my friend
differences of each other and develop
the qualities of living together, Visit the website of the National and
co-operating and respecting each other. State Level Open Vidyalaya Boards to find
8.1.4 Limitations of Inclusive Education out the information about the admission
(1) Divyang students may be at a risk of process, syllabus, evaluation, study centres
disturbing mental health, if they are etc.
ridiculed and not understood by others.
(2) If teachers do not teach by understanding  http://www/nios.ac.in
different needs of the students, then there
could be a severe loss of education of  http://www/msos.in
all the students.
8.2 Open Education 8.2.2 Functions of Open Education

There seems to be a problem of dropout of Open educational institutions have to
work in different stages as follows :
the students at school level. In that, the dropout
rate of girls is even higher. In order to bring (1) To Develop Curriculum - To prepare
back such boys and girls again in the stream of curriculum for both distant school
education, the concept of open education came education and skill based vocational
into practice. courses. These curriculum are equivalent
to curriculum of specific levels of formal
Think about it education courses. e.g., curriculum of
open basic education, secondary school
Find and think over the reasons of certificate, higher secondary school
dropouts from school education. certificate, open vocational eduction etc.

8.2.1 Concept of Open Education (2) To Establish Study Centres - Locating
Open education is a trend of non-formal districtwise study centres throughout
the State. These centres are often the
education. For the students who cannot attend schools in that region.
regular formal education, open education is
(3) To Prepare Learning Material - To
create printed and audio visual material

67

for learning and distribute it to the (5) Open education, however does not mean

students through the study centres. Since that there are no rules but it means that
these students are studying externally, this system is more flexible than formal
such learning material is very useful to education. Registration to the class,
them. appearing for examination, attendance
during teaching sessions, payment of the
(4) To Give Admissions - At present, the fees are necessary.
students are given admissions at the
following levels (a) Primary level 5th (6) Students who are denied regular school
Class (b) Higher Primary level - 8th education due to social, physical,
Class (c) Secondary level - 10th Class. economic and family reasons are
(d) Higher Secondary level - 12th Class. given opportunity of education in open
All admissions are given online. A link education.
to this is provided on the website of the
Board. It provides information about 8.3 Blended Learning

admission process, admission schedules, Enlist
documents etc.
Make a list of the online and offline
(5) To Evaluate - For an academic year, materials of learning.
the Board is responsible for preparing

and conducting the timetable for various 8.3.1 Concept of Blended Learning
exams, announcing the results and
giving certificates. It has become inevitable to use computers
in modern education as various ways of

Lets Understand learning are made available. e.g., website,

Visit Maharashtra State Open School blog, e-library, You-tube, e-book etc. It may
in your area and understand its working. not be possible to use these tools every time.
Therefore books, encyclopedia, magazines

8.2.3 Characteristics of Open Education are also to be used as tools. Learning which
combines the use of such traditional and
(1) Open Education is a trend of non-formal online tools is called as blended learning.
education.
“A way of learning that combines
(2) In Open Education, Teaching and traditional classroom lessons with lessons
Learning takes place through distance that use computer technology and may be
mode. Instead of regular time table, delivered over the internet.”
contact sessions for specific days are
followed. - Cambridge Dictionary

(3) The marks obtained in the final exams e.g., (1) In online curriculum, online videos,
are not important for the admission in e-books, presentations etc. are available
open education. The student satisfying online. However, the student has to be present
the criteria of age can get admission in physically for the examination. This system
a class by passing earlier classes. e.g., includes online as well as direct interaction
a student who has passed seventh class and hence this is called blended learning.
can get admission directly to tenth class. (2) While studying the topic of ‘Volcano’ in
Geography, the students observe online videos
(4) In open education school system, self of volcano, as well as study the lesson in the
study is more important. For this, text book. They have used online and offline

learning material is provided to the

students.

68

tools and hence this study is called as blended (5) The learner gets the best experience by
learning. integrating the two ways.
8.3.2 Characteristics of Blended Learning
(6) The learner gets the benefit of technology
(1) Blended study combines modern and as well as the human interaction.
traditional learning materials.
(7) It brings variety in learning experiences
Computer Traditional due to the availability of various online
technology Blended learning and off-line tools.
learning tools and
8.3.4 Limitations of Blended Learning
methods
(1) There is no formal training to use online
(2) Some online courses include interactive tools for educational purposes.
online sessions, as well as the actual
contact sessions. (2) If there is a problem on the availability
of online tools, then you need to depend
(3) In traditional curriculum, the computer is on offline tools only.
used in combinition with the traditional
tools for study. 8.4 Constructivism

(4) In Blended learning, both actual 8.4.1 Concept of Constructivism
classroom and virtual classroom are
used. If we review the teaching - learning
process during last hundred years; it has
8.3.3 Benefits of Blended Learning been observed that teacher gives knowledge
to the students on the basis of information
(1) Available resources are used during classroom teaching. Each student
appropriately in blended learning. Proper in the classroom grasps the information as
selection of tool is possible because of per his/her ability and previous experiences.
the use of both online and offline tools, The teacher used to decide the level of
so that learning becomes effective. understanding of a student on the basis of this
response in the classroom. Hence the students
(2) In this learning trend, ‘Learning’ is at used to remain inactive in this teacher centred
the centre of the study. The study is process. Gained knowledge was remembered
effective, as it has the option of selecting through mugging and re-produced during
the learning material needed. examinations, therefore students were deprived
of learning process due to teacher centred
(3) Traditional tools are also included in the education. A need was felt to transform the
Blended Learning, since the technology education system from teacher oriented to
based tools are not effective for each student oriented gradually. The role of teacher
component; thus avoiding the use of will not be only a knowledge provider, but a
technology for its own self. motivator, a resource provider and a facilitator.
Students will gain their knowledge on the
(4) Everyone does not have the technology basis of the previous experience and support
based tools. Hence by using available of the teacher. Every student is different and
online and offline tools cumulatively, has his/her unique learning style. He himself
teaching can be made effective.

69

discovers, creates and presents the constructed Do you know?
knowledge as per his/her level. This is the
foundation of Constructivism.  Student constructs knowledge of his own.
 Student learns better through activities.
Lets understand this concept with the help
of an illustration. e.g., Teacher organises the Generation of knowledge is a continuous
learning activities for the students to learn process. It occurs differently at various levels.
the concept of addition. The classroom will The student constructs knowledge through
be divided into group of 4-5 students. These cognitive process. e.g., After teaching a
students will be provided with some material prose lesson, teacher will instruct the students
for learning. Such as, first group will be given to read paragraphs. After loud and silent
colourful sketch-pens, second group will be reading of the paragraph, the teacher will
given rose flowers of various colours, third instruct to underline the difficult words. Then
group will be given pen, fourth will have the teacher will distribute cards with pictures
bangles, stones etc. Then the group will be and words for matching with each other
instructed to segregate the things with different correctly. Students are expected to match the
colours. Then the groups will be instructed pictures with the difficult words which were
to collect the things of similar colour and underlined, find synonyms which will help in
keep together. Then groupwise the students vocabulary building and comprehending the
will explain the process step by step. The paragraph. Teacher will instruct the students to
students will further explain about the ways use the difficult words for sentence formation.
of strengthening the concept of addition, in Similarly students will also be encouraged to
order to bring together means to add will be use the words for formation of sayings and
explained by students. The teacher’s role is as phrases, which shall enhance their creativity.
facilitator, comperer, coach, guide; whereas Further, the students will understand the prose
the students learn through experiments and with explanation.
experience, implementation of various skills
and construct new knowledge. As per the above mentioned example,
following questions arise in our mind such
According to Johnson, “Constructivism is as - what is the role of learner? How does
a theory of learning, based on the idea that the student construct knowledge? How does
knowledge is constructed by the knower based the constructive process happen? What is
on mental activity.” the role of teacher in constructivism? What
is the importance of references in teaching-
So in the above definition, it means that learning process? Which methods are used
Activity Based Self Education, is constructive by the teacher for effective construction of
education. The process of construction of knowledge? How to determine the direction
knowledge takes place as follows : of learning? On the basis of above questions,
we can state following characteristics of
Direct Experience constructivism :

Testing the Concepts in Observation and
new Situation Reflection

Forming Abstract
Concepts

70

8.4.2 Characteristics of Constructivism students to think. This leads to the

(1) Student is the creator of his own practice of study by questioning and
knowledge. reflecting on it. It inculcates habit of
self-learning and independent thinking,
(2) Previous experience plays an important so that they can attain vision of self
role in constructivist learning. study in different situations.
(3) Language plays a vital role in
(3) Constructivism is based on individual constructivism, as the learning is
knowledge creation. interactive.
(4) It is possible to use information
(4) In constructivism, the status of previous communication technology tools to
knowledge and new knowledge is linked generate new knowledge.
to construct new knowledge.

(5) Role of a teacher in constructivism is of

a guide, a facilitator and a comperor. Thus constructivism is a re-building of
previous knowledge and learning. Knowledge
(6) Innovative classroom structures and is constructed in a conducive and supportive
sitting arrangements are used for environment. Social co-ordination is achieved
constructivist teaching-learning process.
through knowledge construction.
(7) The emphasis is on creating a joyful

environment as the learning process Let us know
depends on motivation and interest in

constructivism. In view of constructivism, the role of
(8) Teachers provide appropriate reference teachers and the students are as follows :

material which is used by the students  Role of Teachers
for learning.
(1) Teachers should inspire and direct
(9) Constructivist teaching-learning process properly.

has great variety such as, students use (2) He should encourage students for self
experiments, concept formation, problem study.

solving, discovery, creative thinking, (3) Teachers should be ready to accept the
logical capabilities, discussions and concepts attained by students.

brain-storming in constructing the (4) Teachers should encourage independent
knowledge. study.

(10) In constructivism, as learning objectives (5) Teachers should encourage creative
are tested at each stage, students can thinking.
determine correct direction of learning.
(6) Teacher should be able to use new
(11) Evaluation is not a goal but a process. technology for teaching.
Therefore various evaluation techniques
are used to achieve the objectives and  Role of Students
improve the teaching-learning process.
(1) Students should be curious, inquisitive
8.4.3 Benefits of Constructivism and capable of discussions.

(1) In constructivism, the emphasis is on a (2) Students should be able to understand
student to create his own knowledge, so the problems and make clear statements.
there is an opportunity for self-learning
and the knowledge they earn is lasting. (3) Should construct experiments.

(2) Creating a conducive environment (4) Should state his/her views clearly.
for knowledge-creation, motivates the
(5) Should verify and trust the knowledge
as per the present.

(6) Accept new ideas, thoughts and views.

71

Various Professions (Program Manager, Guide,
Hotel Management, Pilot, Computer Repaining, Vehicle Repaining)

8.5 Skill based Education Enlist
The student should get holistic
Enlist various professions. Which
development through education. The education professional would you like to become?
leads to intellectual, emotional and creative Which skills are required for that?
development of a student. A new trend, 'skill
based learning' has evolved for the preparation 8.5.2 Characteristics of Skill Based
for vocational education right from the time Education
of school education.
8.5.1 Concept of Skill Based Education Introducing skill based education at school
level ensures student’s readiness for vocational
Education must lead to job attainment and education in future. It also develops interest
entrepreneurship. Acquisition of various skills for the vocation. Production of capabilities
related to various vocations along with and quality of production depends on skilled
traditional education, is skill based education. human resource. Hence skill based education
Skill is the ability required to complete is important. This new trend has following
wholesome work successfully. Skills required characteristics :
for various vocations and secrets differ. e.g., - (1) Students become aware of the specific
motor repair, tourism etc.
skills required for a specific vocation.
Internet my friend (2) Skilled human resources can be

Visit the following website of National developed for the competition.
Skills Development Corporation (NSDC) (3) The students can decide about the type
and get information about various skill
based courses. https://www.nsdcindia.org of vocation to choose as they have
undertaken vocational education along
with regular education.
(4) The education, instead of becoming
theoretical, becomes experiential and
supportive jobs.

72

(5) It develops awareness of Remember it
entrepreneurship and self employment.

(6) The student becomes capable of facing Pradhanmantri Kaushalya Vikas
the challenges of globalization. Yojana (PMKVY) is implemented by
Government of India through Ministry of
(7) This type of education imparts respect Skill Development and Entrepreneurship
to labour. (MSDE). Through this scheme youth is
trained to acquire skills in various trades.
(8) Differently abled (Divyang) students Visit the website :
can assimilate favourable vocational
skills and become self reliant. e.g., www.pmkvyofficial.org
Visually challenged students can
undergo training of mass media and Experience it
become good comperers, entrepreneurs
etc.

8.5.3 Benefits of Skill Based Education Visit a vocational education institution

(1) Skill based education nurtures and understand its working.>
entrepreneurship and makes the students
ready to become an entrepreneur. Let us know

(2) Skill based job or business can be Apart from the new trends in Education
undertaken after taking skill based which you studied in this chapter; some more
education. noteworthy trends in education can be
mentioned as follows :
(3) National pool of skilled human resources
is built.

(4) It generates employability. • Co-operative Learning

(5) Recruitment of skilled manpower leads In this type of learning, students
to prosperity of industries.
make different groups and learn through
(6) The opportunities of globalization can mutual co-operation, co-ordination and
be effectively utilized because of persons self-learning.
having higher and supreme skills.
• Interactive Learning
(7) The nation becomes capable of
supplying skilled human resources to In this kind of teaching, there is no
various economies across the Globe.
one-way teaching by the teacher. On the
(8) The skill based education leads to contrary, the teacher teaches through
industrial development and thereby interaction and communication with the
growth in the economy. students.

(9) Students can get exposures to different • Team Teaching
vocations, enterprises at an early stage.
This helps them identify their inclination This is teaching done by a team of
and abilities. Based on it, they can
choose the vocation or sector, to initiate two or more teachers, who teach a
an enterprise. particular unit through mutual

co-ordination and dialogue.

73

Exercise

Q.1 (A) Complete the statements by selecting Q.3 Complete the following concept designs.
the appropriate option from the given (1) Knowledge Generation Process
options.
(2) Blended Learning
(1) The student has to construct knowledge at
his own level is a base of .................. Q.4 Write the short notes.

(a) skill based education (1) Characteristics of inclusive education
(b) constructivism
(c) blended learning (2) Concept of constructivism
(d) open education
(2) The trend of education that facilitates (3) Meaning of skill based education

simultaneous education for all learners Q.5 Write the answers to the following in 50
including special needs, learners are called
.................. to 80 words each.
(a) Special education
(b) ‘Divayang’ education (1) Characteristics of blended learning
(c) Inclusive education
(d) Open education (2) Functions of open education
(3) Open education is .................. type of
education. (3) Characteristics of constructivism
(a) formal
(b) non-formal Q.6 Write the answers to the following
(c) informal
(d) special questions in 100 to 150 words each.
(4) In blended learning .................. are used.
(a) Books (1) Explain the concept and characteristics of
(b) Website
(c) Online and offline tools open education.
(d) Photos
(B) Write the answers in one to two words. (2) Explain the concept and characteristics of
(1) According to which article of Indian
Constitution, education is a fundamental skill based education.
right?
(2) Write name of any State Level open (3) Explain benefits and limitations of blended
education institute.
(3) What is inclusive education ? learning.
Q.2 State your opinion about the following
statements. 
(1) Chances of employment increase due to
skill based learning.
(2) Socialization of ‘Divayang’ students become
faster due to inclusive education.
(3) The students who are deprived of formal
education get the opportunity through open
education.
(4) The creativity in students gets developed

because of constructivism.

74

Terminology

Achievement Test - g§nmXZ H$gmoQ>r Economical Factor - Am{W©H$ KQ>H$
e¡j{UH$ ì¶dñWmnZ
Act - A{Y{Z¶‘ Educational Management -
e¡j{UH$ nyaH$ gm{h˶
Adjustment - g‘m¶moOZ Educational Support -
Material ^md{ZH$
Aim - ܶo¶ g‘mZVmdmX
Emotional - narjm
Attitude - A{^d¥ËVr
Equalitarianism - àm¶mo{JH$ g§emoYZ nX²YVr
Basic Education - ‘ybmoXçmoJr {ejU
Examination - A{^춳Vr
Behavioural Change - dV©Z ~Xb à˶m^aU
Experimental Research AmamIS>m
Blended Learning - g§{‘l Aܶ¶Z Method - ‘yb^yV à{H«$¶m
dra~mbm
Blog - AZw{XZr Expression -
Eo{Vhm{gH$ g§emoYZ nX²YVr
Case Study - 춳Vr Aä¶mg Feedback -
gd©g‘mdoeH$ {ejU
Character Formation - Mm[aͶg§dY©Z Framework - ñdml¶r Mb
Am¡Xçmo{JH$ KQ>H$
Check List - nS>Vmim gyMr Fundamental Process - ‘‘©ÑîQ>r‘ybH$ Aܶ¶Z
CnnËVr
Cinema - {MÌnQ> Guide - Am§V[aH$ ‘y붑mnZ
Am§VaamîQ´>r¶ gm‘§Oñ¶
Classification of Data - ‘m{hVrMo dJuH$aU Historical Research - Am§VaOmb
Method ‘wbmIV
Co-Curricular - Aä¶mgnyaH$ ‘wbmIV gyMr
Inclusive Education -
Commission - Am¶moJ {ejU ghg§MmbH$
Independent Variable -
Commissioner n[aUm‘mMm {Z¶‘
(Education) - Am¶w³V ({ejU) Industrial Factor - gamdmMm {Z¶‘
V¶marMm {Z¶‘
Confidential Material - JmonZr¶ gm{h˶ Insightful Learning - Aܶ¶Z
Theory Aܶ¶Z {ZînËVr
Constructivism - kmZaMZmdmX A{Yì¶m»¶mVm
OrdZmZwJm‘r
Content - Ame¶ Internal Evaluation - OrdZ H$m¡eë¶
International Harmony - AmOrdZ {ejU
Continuous - gmV˶nyU© gdªH$f ‘y붑mnZ Internet -
Comprehensive Interview - g‘yh g§nH©$ ‘mܶ‘o
Evaluation Interview Schedule -
Joint Director of g‘yh {ejU
Cultural Factor - gm§ñH¥${VH$ KQ>H$ Education - n[an³dVm
Law of Effect
Cultural Transformation - gm§ñH¥${VH$ g§H«$‘U Law of Exercise -
Law of Readiness -
Curriculum - Aä¶mgH«$‘ Learning -
Learning Outcome -
Data Anlyasis - ‘m{hVr {díbofU Lecturer -
Life Oriented -
Data Interpretation - ‘m{hVrMo AW©{Zd©MZ Life Skill -
Lifelong Learning -
Dependent Variable - Aml¶r Mb Mass Communication -
Media
Deputy Director - Cng§MmbH$ Mass Education -
Maturity
Deputy Director of - {ejU Cng§MmbH$ -
Education -

Descriptive Research - dU©ZmË‘H$ g§emoYZ nX²YVr
Method

Dignity of Labour - l‘à{VîR>m

Director of Education - {ejU g§MmbH$

Directorate of Education - {ejU g§MmbZmb¶

Differently abled - {Xì¶m§J

Distance Education - XÿañW {ejU

Dynamic - J{V‘mZ

75

Mental - ‘mZ{gH$ Scheduled Tribe - AZwgy{MV O‘mVr
Mobile Phone - ^«‘UÜdZr
Monarchy - EH$m{YH$maemhr Scholarship - {eî¶d¥ËVr
Moral Education - Z¡{VH$ {ejU
Motivation - àoaUm Scientific Temper - d¡km{ZH$ ‘Zmo^md
Movement - Midi
National Cadet Corps - amîQ´>r¶ N>mÌgoZm Scout - ~mbdra
News - ~mVå¶m
Objective Question - dñVw{ZîR> àíZ Secondary Source - Xw涑 òmoV
Objectives - CX²{XîQ>o
Observation Schedule - {ZarjU gyMr Secretary of Education - {ejU g{Md
Open Education - ‘w³V {ejU
Opinionnaire - ‘Vmdbr Secularism - Y‘©{ZanojVm
Oral - ‘m¡{IH$
Periodical - {Z¶VH$m{bH$ Self Expression - AmË‘m{dîH$ma
Physical - emar[aH$
Physical Education - emar[aH$ {ejU Sequence - H«$‘~X²YVm
Physical Factor - ^m¡{VH$ KQ>H$
Policy - YmoaU Service Conditions - godmeVu
Political Factor - amOH$s¶ KQ>H$
Population Factor - bmoH$g§»¶m{df¶H$ KQ>H$ Skill based Education - H$m¡eë¶mYm[aV {ejU
Practical Examination - àm˶{jH$ narjm
Previous Experience - nydm©Zw^d Social Factor - gm‘m{OH$ KQ>H$
Primary Source - àmW{‘H$ òmoV
Printed Material - ‘w{ÐV gm{h˶ Social Institutes - gm‘m{OH$ g§ñWm
Professor - àmܶmnH$
Progressive - nwamoJm‘r Social Law - gm‘m{OH$ H$m¶Xm
Project - àH$ën
Psychophysical Process - ‘Zmoemar[aH$ à{H«$¶m Social Service - g‘mOgodm
Qualification - Ah©Vm
Questionnaire - àíZmdbr Social Tradition - gm‘m{OH$ na§nam
Radio - AmH$medmUr
Rating Scale - nX{ZíM¶Z loUr Social Transformation - gm‘m{OH$ n[adV©Z
Reader - ànmR>H$
Recommendations - {e’$magr Social Value - gm‘m{OH$ ‘yë¶
Reliable - {dídgZr¶
Republic - JUamÁ¶ Socialization - gm‘mOrH$aU
Respondent - à{VgmXH$
Salary - doVZ Sociometric Technique - g‘mO{‘Vr V§Ì
Scheduled Caste - AZwgy{MV OmVr
Software - Amkmdbr

Special Education - {deof {ejU

Standardised Test - à‘m{UV MmMUr

Structure - AmH¥${V~§Y

Study Centre - Aä¶mgH|$Ð

Survey - gd}jU

Syllabus - nmR>çH«$‘

Teaching Methods - AܶmnZ nX²YVr

Technical Factor - Vm§{ÌH$ KQ>H$

Teleconference - Xÿan[afX

Television - XÿaXe©Z

Textbook - nmR>çnwñVH$

Theory of Learning - Aܶ¶Z CnnËVr

Transfer of Learning - Aܶ¶Z g§H«$‘U

Trial and Error Learning - à¶ËZ à‘mX Aܶ¶Z
Theory CnnËVr

Universalization - gmd©{ÌH$sH$aU

Valid - d¡Y

Value based - ‘yë¶m{YpîR>V

Vice-Chancellor - Hw$bJwê$ 

76

Notes
77

Notes
78