Archive for May, 2010

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Castes and Scheduled Tribes for Education: Realization Bheenaveni Ramaiah – * - The world today in general, is relatively rapid change, and changes in a variety of directions. Not so long by society as a reality of under-generis beyond the control of the individual to change them and education as a process of inducting the newcomers into society. The idea that societies can be changed and that education can also indispensable instrument of social change is increasingly felt. Focused on the preservation and conservation of tradition in the past, education is now used to bring about social change in a large scale. This is a kind of dilemma in terms of the social role of education in traditional societies. Ignoring this dilemma, many social scientists today tend to believe again that education is an important instrument of social change. The prevailing view in the social science community is that education is an agency of modernization. It is argued that promotes the formation of modernity in many ways, but chiefly in two things: (i) strengthening the “critical consciousness” of the population on the social structure in which they reside, and (ii) by changing people’s consciousness in a direction consistent with the value of the dominant rationality of our time, which is also the driving force of modernity. Following this reasoning, he has documented an impressive wealth of literature in recent years, the impact of schools on individual modernity in developing societies. The profound social changes that India has in recent decades, or if any of the affected population, but in some sections of its society, its effects much more pronounced than in others. Education is the key to development of any community. We can broaden the worldview of the people and their equipment to meet today’s challenges. Education can contribute to their development. It can also build an inner strength of the people. Almost all studies have emphasized the importance of education in human development. Ignorance is the main reason for the weakness and knowledge is power. In the effort to develop education has a special place in the priorities of the population. This is especially true if the two systems of unequal strength are in contact. Education, it brings knowledge to the community and stop the acquisition of a new strength so that they meet the new challenges that come naturally when taking place throughout the change process, unforeseen forces face. The role of education as an investment in human resources has been increasingly recognized throughout the country underdeveloped and developing countries. Education has a special meaning for the weaker sections of society who are facing a new situation in the development process to successfully adapt to changing circumstances. For them, education is not only a contribution to its economic development but also for promoting self-confidence to challenge their inner strength and to meet new challenges. This position of SC / ST education with the contemporary criticism of the school attendance of children from scheduled castes and scheduled tribe communities that line, historically excluded from formal education – the former because of their oppression of caste in the feudal society and This space for their isolation and cultural difference and the further marginalization by the dominant society. Thus, there are clear differences between these two categories of the population in terms of socio-economic status and type of disability. However, there are also a lot more common today as regards the conditions of economic exploitation and social discrimination resulting from the impact of unequal development. In parallel, the categories themselves are far from homogeneous in terms of class, region, religion and sex and what we are today faced with a complex complex. In this context, this paper contextualized understanding of the situation in the education of children of SC / ST and questions and issues that directly or indirectly affect their educational prospects. The educational work as the SC and ST communities are affected is to be a little different from that of general areas. In advanced groups and regions, the demand for education is already there. Creating an educational institution itself is sufficient to remove the children from the extended, because their parents are interested in their studies. This is not the case with the poorest of the community. The message was not yet reached the rural areas and remote tribal, where the citizen is still known about the practical benefits of education. A number of socio-economic in the way members of the CS and STS are able to keep children in schools. In many cases, it is pure economic difficulties. Therefore, programs of universal education at primary level in the case of these communities to be more than just the opening of schools. Students in these communities can be provided with free textbooks, lunch, and in the case of girls, a pair of uniform. As children grow, they become assets to the family. It is therefore necessary that they are appropriate scholarships and grants in the higher classes. It must be assured that if we can not compensate the family, at least in education should not be a burden for a poor family. In the case of tribal areas, it may be necessary to provide middle school and high school education adequate hostel facilities also, as an institutional network itself will not help much. It is often observed that in some tribal areas far from the institutional capacity continues to use. State institutions have been placed for the development of SC / ST and other laws, social policies and programs have been developed for its economic and political development and implementation of the same social status has been aligned. It has been difficult, but these categories in terms of criteria that identify all the state. The “problem” of the tribes has been a bad, that different levels of social and cultural distance and the different levels of voluntary or forced assimilation, exploitation and / or displacement. In fact, it was reported by Galanter, who drew to the place where the line between the tribes and the tribes were not is unclear. There are problems with the intersection of caste and controversial whether a particular group is more appropriately classified as ST or SC. Politics, however, the SC and ST groups treated homogeneously. It also relies heavily on the assumption that integration is a step forward, while lip service to preserve the unique culture, especially the tribals, who are forced to assimilate. Education is also critical to the process of planned change, perceived. It was also the main instrument to achieve a social order based on the value of equality and social justice seen. Expansion and democratization of the education system has been applied, the two main goals of universal equality in basic education and the educational system “have been elevated disadvantaged groups. The status of special promotional measures have undoubtedly education courses for SC / ST, especially in regions that have led the implementation of policy dynamics of reforms in combination, and most decisive anticaste, Dalits, tribal and religious conversion movements. The last two decades have shown the decline of the welfare state under the strong influence of global economic forces and the neo-liberal economic policies. The egalitarian ethos behind the planned change and development is rapidly exhausted. The ideology of the Indian state of New Economic Policy stresses the primacy of markets and profits. As part of an elite consensus addressed the inevitability of liberalization and structural adjustment, current issues and debates of major changes through education. structural adjustment have the legitimacy and momentum for a series of education reforms has made a direct threat to the mission of universal primary education and equalizing educational opportunities for SC / ST , especially those who are laying. The state is on the social sectors of education and health, and to delegate their social obligations and responsibilities to private organizations and NGOs in disqualification. There is already enough evidence that the basic learning needs of the SC and ST are still gravely weakened by the new regulations on the life chances of large sections of those who are still learning the passage of the first generation. Rural-urban migration, education, career changes and religious conversion by the box suggested that the main strategies of socio-economic empowerment, the change of status and acquisition of a new social identity were persecuted. They have achieved varying degrees of success. Anti-caste Dalit movements and the foundations of political consciousness and demands of the new self and new self-respect of collective identities in both moderate-reformist and radical ideologies in the land provided. Contemporary vary the rigors of environmental pollution, social practices of untouchability and social relations of servitude significantly in different regions of the country. The resurgence of widespread atrocities, oppression is also based caste system. Caste and occupation have been closely linked in the traditional socio-economic order, and lower and lower manual occupations were reserved for the SC. The link was broken gradually, but not completely. There have been changes in the caste occupations. The changes occurred with the arrival of new employment opportunities in rural enterprises and small-mindedness, and education in terms of employment and social mobility in rural and urban settings. But still, economic exploitation and economic deprivation and persistent low concentration to obtain jobs and strengthen the social position deteriorated for the majority of the SC. SC are predominantly rural and poor landless agricultural labor. Women are subordinated to multiply. Modernization is a process of social change and cultural context, often seen as leading to the progressive development of society. It is a multifaceted development in particular led to the industrialization of the economy and increase the geographic and social mobility and the secularization of ideas that led to secular, scientific and technical education. It also means a change of status and has reached a given standard of living. Thus, upgrading a matter of changing social structure, norms and values, and standards of these needs and values, and that the needs of adoptive devices. are the constant upgrading of the CS and Egger STS new trends in modern culture, which can only be adopted by modern education. State provision for the education of SC and ST and the latest trends in the quality of education government commitment to education of children of SC / ST in Articles 15 (4), 45 and 46 of the Indian Constitution. Article 15 (4) emphasizes the fundamental state commitment to affirmative action for socially and educationally backward classes, and / or SC and ST. Article 45 stipulates that the State seeks to ensure free and compulsory education for all children up to age 14. Article 46 expresses the specific objective to promote with special care the educational and economic interests of SC / ST. In an effort to compensate for educational disadvantage and social history, conceived in the Indian state of a number of provisions to facilitate access and ensure the maintenance of SC and ST children were in school. In the first five-year plan, emphasis was placed on providing basic education institutions such as schools, particularly in remote areas and provision of scholarships and books. Both central and state governments took responsibility for special education. The scale of intervention can significantly expanded after the fourth five year plan. Specific provisions regarding the education of SC / ST children currently as follows: i) the provision of free textbooks and stationery to all stages of school education ii) free of charge, children in uniform Govt. Youth hostels and ashram schools approved, and in some states for children in mainstream schools; iii) free education at all levels, iv) pre-admission of possible grants and scholarships to college students and / or stage of secondary school; v) special scheme for pre-matric scholarships potential for children and families engaged in unclean occupations Box such as cleaning, tanning and washing the skin of animals vi) girls and boys hostels for students of SC / ST and living accommodation in hostels backward classes including SC / ST vii ashram schools) for tribal children began with the intention of overcoming the difficulties of supply in the regions remote and also very condescending to provide an “enabling environment education” as a habitat of the tribe. In addition, several states have launched programs such as scholarships to students in private schools in SC, merit scholarships, scholarships for attendance of girls, rates of special education, coaching course response, and refund of tour fees and the provision of food at noon. The last part of the curriculum by the Working Group for the development and well-being of castes have been recommended. Conclusion Education has always been considered an instrument of social change. In today’s society, education as a sound economic investment, and that is why in all developed countries and developing societies more attention is paid to training. The role of education is a static society in transition with a dynamic commitment to the development and change. In the perception of reference, education is essential for all. This is fundamental to our all-round development, such as physical, psychological, spiritual, and so on. Obviously, this means that education is fundamental to the Scheduled Tribes population development in this area, and it is therefore important for them. Education is an effective tool not only for social and psychological changes, but it can affect productivity and economic development, and that is why in recent years in the development literature, we talk a lot about the relationship between summer is education and economic development and education as an investment. Education is also to assist in the socialization of the child, and the development of human personality, social mobility, job change, and the rise of the professions. Education is not only a means to adapt to society and all-round development, but it is also an objective in itself. Education provides for the protection of life. In addition to its relationship with moral values, it is closely linked to socio-economic combination. Education is very important for the development of a country and despite the serious problems of many developing countries have a high priority to education. India is undoubtedly one of them. References: The first, and RN Saha AK, (1989): West Bengal Scheduled Castes and Scheduled Tribes: facts and information, Bulletin of the Institute for Cultural Research, No. 32, Govt. W. B. SC & TW Department, Calcutta 2nd Nayar, PK (1975): “The tribes and castes of high school students in Kerala, Department of Sociology, University of Kerala 3rd Pratap, DR et al, (1971): Study of Ashram Schools in tribal areas of Andhra Pradesh, Tribal Cultural Research and Training, Hyderabad. 4th Mani Gomathi (1991) Education in an international context, Sterling Publishers (P) Ltd., New Delhi, pp118-132. 5th Thomas, Joseph A. (2001): Dynamics of Development of Education: A Case Study of Selected Villages back in Kerala, Vaidyanathan, A. & Nair, Gopinathan, PR (ed.), primary education in rural India: A Profile Grass Roots, New Delhi: Sage Publications, pp. 166-216. 6th Sujatha, K. (1994): “Development of Education for Tribes: A study of sub-plan areas in Andhra Pradesh, New Delhi: South Asian Publishers. 7th Muralidharan, V. (1997): “The priorities of education and society Dalit, Kanishka Publishers, New Delhi.

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full video on: organs. TV-author, economist and TV celebrity Ben Stein gives his, the current state of education in the United States. —– How not to ruin your life with Ben Stein. You can provide better known for his calm in Ferris Bueller’s Day Off, or his offbeat game show “Win Ben Stein’s Money.” But this active thinker is also an important contribution to the ongoing discussion and understanding of business the ethical and social issues in the world of finance and political and social content of mass culture. Come hear this polymath speak of the many economic, political and social challenges we face today – The Commonwealth Club of California Ben Stein is a lawyer, economist and commentator on finance (and a well-known actor and Hollywood personality). Stein served as an economist at the U.S. Department of Commerce. He has a long-time contributor to the editorial Barron’s and columnist for The Wall Street Journal. It has also largely on the New York magazine, Finance and the Washington Post wrote. In addition to Yahoo! Finance in writing, he currently writes a biweekly column on business and finance for The New York Times and appears weekly on Fox News commenting on finance and economics. He is the author of several books on personal finances, including how to make your Financial Life, Money Power Ruin: Influence of inflation Make the rich, financial passages, and – with Phil Demuth – the bestseller Yes, you can market …

Product DescriptionRead commentary author for the Teachers College record here: http://www. tcrecord. org / content. asp? ContentID = 15915 It is no exaggeration to say that the education has been attacked. Many, especially in Washington, DC, said that research should be letting go. They called the new “scientific” standards for research. Randomized controlled trials have been supported. In many of these conversations, the only criterion is that a rational and scientific approach to educational research. Since the federal government plays a leading role in defining the terms of the general debate, the criticism is important. It will radically alter research and, possibly, the priorities of the school. . . More>>

Education Research On Trial: Policy Reform and the Call for Scientific Rigor

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curriculum changes in teacher training

 

 

India is a developing country. We have a thousand years of tradition and culture. Different types of people live in India. In ancient times, the schools were called “Ashramam and teachers call a” guru. “Guru is a decent human being the mother of the corporation and the father. According to our Vedic guru is a third god . Before, they were important to Shravan and Dhyana Asana. are all kinds of information in the Vedas. Yoga is the greatest gift of India to the world. Yoga has its origin in the Vedas, the texts that have been heard by the ancient sages to their state of meditation, and are therefore called srutis. The great sage Vyasa, the Vedas, systematically organized. Therefore, it is known as Veda Vyasa.

Now we live in the technological world. Great changes occurred in daily life. The effect of television, telephone, radio, computer, Internet and Mobile is very much in our daily lives. Even today’s teacher is a model for students in society. The teaching profession is a respectable profession in society. But there are enormous changes in the system of education has taken place.

Western culture has increased. Because of globalization, everything is seen as commercial. But it is not good. Teachers is a nation builder. The development of any country depends on its educational system. Any type of development is possible through education.

The program concept can be used as a link between teacher and student, in an organized manner to advance the objectives set by the teacher, the learning organization, or to achieve through the curriculum specialists are perceived.

The curriculum is a means of education. The curriculum is learning means for learning situations. If education is concerned about the “how” and “when dealing program” with “what” education is a product that is the curriculum plan.

Teacher

Teacher training is an integral part of the education system. It is closely associated with the Company and the philosophy, culture and character of a people conditioned. problems the constitutional objectives of the guiding principles of state policy, socio-economic development and growth of knowledge, call the emerging expectations and changes in education, etc. should be considered an adequate response from a futuristic education system and offer the prospect of teaching professions being.

When India attained freedom, the existing education system, and was accepted as such because they thought is that a sudden departure would disrupt and undermine the same. Thus, a predisposition for the system to keep acquired obesity and everything in the way of planned changes to its redevelopment. Therefore education, including teacher training has remained largely on the needs and aspirations of the people in isolation. Over the past five decades, efforts have been made to indigenize the system. The differences are still significant and visible. The requirements for the construction of bridges may be as follows:

- Establish a national system of teacher training based on the cultural ethos of India, the timing of their unity and diversity of change and continuity.

- To facilitate the implementation of constitutional objectives and the creation of new social order.

- To effectively prepare vocational teachers are competent to perform their functions according to the requirements of the Company.

- To improve the level of training of teachers, improving the professional and social status of teachers and develop in them a sense of commitment.

Scenario training teachers

The need for participation in education to improve progress in general is widely recognized. The central role of education in the achievement of taking a variety of initiatives, the nature and function is to transform education reflects – both formal and informal. Universal access to quality education is essential for development. This has improved the system of teacher training needed to prepare qualified teachers.

Various committees and commissions are Sarvepalli Radhakrishnan Commission (1948), Secondary Education Commission (1953), Kothari Commission (1964-66), etc., appointed by the central and local governments in recent decades have invariably need to improve the quality of teacher training emphasized Adapted to the needs of the education system. Secondary Education Commission (1953) observed that the main factor responsible for the reconstruction of education to train secondary school teachers. The Education Commission (1964-66) stated that “based in a world of science and technology, education is the level of prosperity, welfare and safety of people is” and that “a strong program of professional training of teachers is essential to improve the quality of education. ”

India has a great system of education. There are nearly 98 lakh fifth elementary school, first 76 lakh primary schools and 98 000 High / Higher Secondary Schools in the country, about 1,300 teachers for primary education teachers and nearly 700 training colleges teachers / faculties preparing teachers for secondary school and higher education. Of nearly 52 million fourth of teachers in the country are nearly three million on the primary / elementary. A considerable number of them are not trained or poorly trained. In some regions, like North-East, there are also qualified teachers. With regard to the service education is concerned, the situation is not very encouraging. It is estimated that on average 40% of teachers in teacher training service provided after a period of five years. Regarding non-formal education, although a number of fashionable styles are in different states of the country, has much to do to prepare teachers and other staff within the system.

The National Council for Teacher Education (NCTE) as non-public company (1973-1993) has come in stages as regards improving the quality of teacher training. His major contribution was to prepare the programs of teacher training in 1978. Therefore, changes in teacher education programs in teacher preparation programs at several universities and experienced advice in the country. A similar attempt was made in 1988.

During the last decade, further progress has been achieved through rapid changes in the educational, political, social and economic national and international level. Curriculum Reconstruction has also necessarily in the light of some important gaps in the training of teachers. The training of teachers in general, in a conventional manner and purpose. The integration of theory and practice and the response meets the requirements of the curriculum of the school system is still immature. Teachers are trained in the skills and abilities that are not necessarily more effective professionally. Their familiarity with the latest developments in education are still insufficient. learning experiences organized stipulatory, if any, rarely contribute to the improvement of teachers’ capacities for learning throughout the self-directed. The system prepares teachers who have not necessarily become competent professionals and committed to the achievement of teacher preparation programs. Many teacher training institutions do not practice what they preach. Some of the skills and methods learned are rare.

 

 

Program Definitions of Oliva (1997).

The curriculum is:

What is taught in schools

A number of issues.

Content

A program of study.

A number of materials

A sequence of courses.

A series of performance targets

A course of study

Is this all the relationships within the school, including extra-class activities, counseling and interpersonal relations.

Everything is provided by the school staff.

A number of experiences of learners in a school.

What experience of each learner as a result of education.

The flexibility of the curriculum

In India, there are many communities in the hilly area, the plateau, the area serves, lowlands and coastal areas all their individuality, habits and environmental needs. It can focus, the same program can not be imposed on all persons, regardless of their needs and environment. It must be different from one place to another and from company to company.

“The fate of India, now in their classroom” format. Base in the world of science and technology is that the educational level of prosperity, security and well-being People (Education Commission 1964-66) determined.

Different types of programs

There are eleven types of programs

First Open, explicit or written curriculum

2nd Social Curriculum

The third hidden or covert curriculum

The fourth program null

Curriculum 5th Phantom

6th Extracurricular

Seventh curriculum rhetoric

Eighth-Curriculum in Use

Received 9th curriculum

10th The firmware

11 The electronic program

Curriculum training for teachers in different phases – NCTE

The training of teachers at the stage of pre-primary

Objectives

· Teachers allow students to teach children the desire to know their immediate surroundings natural to love and respect;

future teachers to use • Preparation of local resources and local contexts.

 

The curriculum content and transaction

teacher education curriculum at this stage need to raise public awareness of literacy, the dynamics of the community, national and local customs, festivals and exhibitions, and community to develop the social lifestyle. It may also develop awareness of environmental forces acting including pollution, improving places of historical significance and cultural and special functions and tasks of education in policies and development programs.

The training of primary teachers

Objectives

· Development among future teachers integrated knowledge for teaching environmental studies, integrated science, integrated social and Technology;

· Teachers allow students to teach children the desire to know their immediate surroundings natural to love and respect;

Implications for Initial Teacher Training Services

The curriculum content and transaction

There is a need for prospective teachers to the need to reduce the burden of programs, learning experiences that are appropriate in nature and cheerful in the areas of the immediate environment of the learners and help them develop and s impregnate desirable values are sensitized.

training of teachers in this phase should be subject to the basic orientation. Teaching and learning mathematics is woven around the environment of learners, so that environmental concerns are properly integrated. Activities focus on local culture and environment with specific conditions and local resources. Future teachers must be provided with experiences to develop children aspects socio-emotional and cultural. A realistic understanding and perspective of events in the environment will be linked to social events or scientific. This may be a focus of observation, classification, comparison and conclusions to be implemented inside or outside the classroom.

The training of teachers of secondary and higher secondary stage

Objectives

· Development of Teachers for the awareness and sensitivity to environmental concerns and the promotion of skills to address environmental challenges;

Implications for Initial Teacher Training Services

Academic Stream

In addition, concerns such as ecological imbalances, degradation of the environment must be studied in their socio-cultural and economic.

 

 

 

Account the special needs of learners in education

Education of gifted and talented: trunk

Objectives

· Teachers allow students to gifted and talented pupils to develop social responsibility and commitment to society and the environment;

The training of teachers

Objectives

· Teachers Turn to be sensitive to gender issues and the environment.

Need to change the program of teacher training

India a thousand years of tradition and culture. The schools were asked to Ashramam and teachers has been described as a guru. A great change has taken place in our daily lives. Because of globalization, the education system is now fully allocated. Now, the schools give importance to technical education. Teachers is a national manufacturer. It has a capacity to change society. Knowing the importance of technology, communication skills, the National Council for Teacher Education (NCTE) is a separate question on the technology of the so-called “educational technology” in both B. Ed and M . Ed levels. Computer Education, Communicative English, personality development are also established for B. Ed. level. Now we are facing so many problems like terrorism, poverty and high population. We want to improve this type of program, peace, nonviolence, positive attitude and values in society. By instilling these things in the training program for teachers, we obtain positive changes in society. Our national policy on education ( 1986) and other committees and boards of education as important to the quality of teacher training have been given. But it is our duty to follow this type of program. With the implementation of national seminars, workshops and conferences, it is important to collect outstanding researchers attitude importance of curriculum change in the current scenario. There are many recommendations for changing the program, but they are not in practice.

Guidelines / suggestions

Ø The current format of the training program for teachers at different levels, pre-primary, primary and secondary education is generally based on the Foundation apart from other courses, including philosophy, psychological and sociological perspectives of education. The intention is that the teacher has a conceptual understanding of the field of education, have their main concerns, which are relevant to the political, social and cultural nation, so that the teacher not only responsible for implementation of “junk” to the task of teaching, but also the prospects for people who entered the head to different situations that can be achieved in the field of education to apply. This is the basic course, providing plenty of room for a new version will focus on, talk about problems in the preceding chapters have been identified. Apart from others, he may again look at existing programs and share them in an appropriate set of topics that include the basic elements of the NEP and the constitutional concerns on non-discrimination. Other areas of interest equal to the development of these ideas are on course in teaching and working with the community.

Ø The type of exercises for the development of values relating to non-discrimination, as they could in the chapters on sex / gender, caste or tribe, disability, etc. are the central themes of co-curricular and extracurricular, the teacher training institutions. This is not the intention to repeat the list of activities here in this chapter, reference may be made to these activities in the relevant chapters they list.

Ø It could also be useful in planning orientation programs for training teachers on the subject. Seminars can familiarize teachers with strategies to operationalize the dimensions of teaching and learning relevant to the topic. One effective way is to institutionalize the concept to integrate into the curriculum of primary and secondary pre-service teacher training. This could be an appropriate curricular program designed to offset some of the gaps in the curriculum approach particularly in terms of attitude and the performance target to be completed.

Ø What is needed is a vigorous advocacy with public educational institutions, institutions of teacher training and departments of education for the deliberate inclusion of these components in the program.

Ø To address the problem piecemeal treatment of the subject, it is proposed that an independent unit with extensive training at an overall incidence of the Constitution of India and their concerns included education in primary and training of secondary teachers.

Ø In India, marking strongly influenced the educational process is the quality of teaching, and as a separate unit of educational imperatives of the Constitution, because of the size and weight of the subject in class guaranteed.

Ø Much depends on the ingenuity and commitment of teachers and teacher training to achieve something important through education. While concerns with sincerity and purpose are processed, they could use in all cases, the desired transformation in the educational system through teacher training.

Completion

Today, we are in a technological world where things quickly. Parents and teachers always want to be fast results. India has kept pace with science and technology ahead of Nations, but we showed slower rate in our system of values, even if we have a strong heritage of human values.

An overview of the context and concerns as stated above, the teacher profile and general and specific objectives that define the boundaries of school. The perceived characteristics of the proposed program would include:

- Is the Indian heritage, acting as an instrument in achieving national goals and aspirations of the people interviewed.

- Meets the latest developments in the field of education.

- Sets the integration of theory and practice of education.

- Provides many experiences for teachers.

- Then the teachers are experimenting with new ideas.

- Provides pre-employment inseparable and continuous training of teachers.

- Set realistic goals for different phases of teacher training.

After Swami Vivekananda teacher gives knowledge to his students, and future. He always tries to students and promote good habits, not only students but also in society. Teachers are the cornerstone for the development of the country. The influence of the teacher is a student in life. All social development depends on its educational system. It is therefore very important to give the highest priority for training teachers. It is very important to give space to science and technology in the curriculum of teacher training. Then, India will certainly become rich and powerful country in the world.

References

First NR Saxena, BK Mishra, RK Mohanthy “teacher training”, Surya Publications, Government nearby. Inter College, Meerbusch, First edition, 1998.

2nd http://www. NCTE-in. org /

3rd http://www. aponline. gov. in /

4.       http://www. ncert. nic. in/

 

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