Challenges and Opportunities for developing the quality of

          Teaching /learning process during Covid-19

                     Pandemic in the context of Kerala

                                                                                                              

         More than 1 billion and 575 million students in approximately 188 countries around the world are reported to have been affected by the closure of Schools and Universities due to preventive measures taken by countries against the spread of COVID-19 (UNESCO 2020). Every challenge opens up a new opportunity. COVID 19 shut down schools and colleges and postponed or cancelled exams but learning didn’t stop for students of Kerala due to teachers who tapped technology. Kerala State Govt ‘Physical Distance and Social Unity’, ‘Break the chain campaign’ were effectively put into practice and led to it successfully dealing with the pandemic till now.

        India bagged the second-largest position after the US in the e-learning market. Kerala’s internet penetration rate is the second-highest in the country (54%) with Delhi topping the list with 69%.               The types of online learning mode are asynchronous, synchronous, blended learning and blended online etc. In asynchronous, the learning management system (moodle) is used. In synchronous, live virtual classroom(webinar) is used. In blended learning, both face to face interaction and learning management system is used. In blended online, both learning management system and live virtual classroom is used.

      Conference apps like Google meet, Google classroom, Zoom, Webex, skypes etc are popularly used for conducting interactive classes. Teachers prepared short videos, digital books, audio stories and poems, animated stories, informative talks and virtual classes and send them across to their students via whats app and other digital mass media. The online sessions named ‘first bell’ are telecast through VICTERS channel, under the state General Education dept, for classes 1 to12 from 8.30 am to 5.30 on weekdays.  KITE (Kerala Infrastructure and Technology for Education) provide KOOL (KITE’s Open Online Learning) which is India’s first government- approached Massive Open Online Course(MOOC). It enables a flexible training platform for teachers without affecting their teaching hours. Computer-assisted learning facility, reading rooms, smart classrooms, computer lab etc are present in schools of Kerala. Some programmes like ‘Malayalathilakkam’, Hellow English’, ‘Sureeli Hindi’, are implemented by the general education dept. under the learning enhancement programme of Samagra Shiksha Kerala.

          Govt. Vocational Higher Secondary School for Girls, Nadakkavu, Kozhikode was selected as the second-best performer in India in 2019 by Education World India School Ranking, the World’s biggest school survey. The award was given after considering parameters like teacher’s skill, efficiency, sports education, basic amenities, management standard, social service and so on. Sterling achievements of the school in the areas of infrastructural development, academic standard and social intervention were what earned for it the award for the best PTA in the state Nadakkavu School has become a model for the General Education Protection Mission of the Govt .of Kerala.

        Kerala has achieved a human development index comparable to the developed countries of the world. The School Education Quality Index(SEQI) with the reference year 2016-17 has been developed by the National Institution for Transforming India (NITI AAYOG) to provide insights and data-based feedback on the success of school education across the states and Union Territories of India. The report highlights the quality of education in Kerala. The index consists of indicators that assess the quality education of the country. The indicators are classified under two categories:

a.      Outcomes

b.      Governance processes

Outcomes are divided into four domains

1. Learning outcomes

2. Access outcomes

3. Infrastructure outcomes

4.Equity outcomes

Governance processes are divided into four domains

1.Training

2.Availability of teachers

3.Attendance of both teachers and students

4. Administrative adequacy

The state and Union territories have been categorized into three groups

Large states

Small states

Union Territories

       According to the report, Kerala recorded impressive performance by securing 82.17% score and secured the top position. Rajasthan and Karnataka are in the top second and third position in overall performance ranking in 20 large states. Among 8 small states Manipur, Tripura and Goa bagged the top three position respectively. Of the 8 UTs, Chandigarh, Dadra & Nagar Haveli bagged the first and second position respectively.

        The drawbacks of online education are the non-availability of high-speed internet in rural areas, poor financial background of the students to purchase smartphones/ laptops and full time students and teachers don’t have an account on digital platforms and most of them never used the system before.

References

1.      Kool.kite.kerala.gov.in

2.      Timesofindia.indiatimes.com

3.      http://www.the bestschools.org/synchronous vs asynchronous- education

4.      http://www.drishtiias.com/daily updates/school education-quality-index-niti-aayog

 

 

                                                             Articles

Article 21  

Article 21 as the procedural Magna Carta protective of life and liberty.

Article 21 secures two rights:

1)  Right to life

2) Right to personal liberty.

Article 21A

Article 21-A in the Constitution of India to provide free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right in such a manner as the State may, by law, determine. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which represents the consequential legislation envisaged under Article 21-A means that every child has a right to full-time elementary education of satisfactory and equitable quality in the formal school which satisfies certain essential norms and standards.

Article 14

Article 14 of the  Constitution of India provides for equality before the law or equal protection of the laws within the  territory of India It states:

"The State shall not deny to any person equality before the law or the equal protection of the laws within the territory of India.

Article 15

 A fundamental right prohibits discrimination by the state against any citizen on grounds 'only' of religion, caste, race, sex, and place of birth. 

Article 30

  Right of minorities to establish and administer educational institutions

All minorities, whether based on religion or language, shall have the right to establish and administer educational institutions of their choice

 In making any law providing for the compulsory acquisition of any property of the educational institution established and administered by a minority, referred to in clause ( 1 ), the State shall ensure that the amount fixed by or determined under such law for the acquisition of such property is such as would not restrict or abrogate the right guaranteed under that clause

 The state shall not, in granting aid to educational institutions, discriminate against any educational the institution on the ground that it is under the management of a minority, whether based on religion or language

Article 45

Provision for free and compulsory education for children. The State shall endeavour to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children, until they complete the age of fourteen years

Article 46

Promotion of educational and economic interests of Scheduled Castes, Scheduled Tribes and other weaker sections The State shall promote with special care the educational and economic interests of the weaker sections of the people, and, in particular, of the Scheduled Castes and the Scheduled Tribes, and shall protect them from social injustice and all forms of exploitation

Article 41 

The State should within the limits of its economic capacity and development; make effective provision for securing the right to work, to education and to public assistance in case of unemployment, old age, sickness and disablement

Article 51A

51A. Fundamental duties

 It shall be the duty of every citizen of India

 (a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;

(c) to uphold and protect the sovereignty, unity and integrity of India;

(d) to defend the country and render national service when called upon to do so;

(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;

(g) to protect and improve the natural environment including forests, lakes, rivers and wildlife, and to have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;

(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement

Article 350A

It shall be the endeavour of every State and of every local authority within the State to provide adequate facilities for instruction in the mother-tongue at the primary stage of education to children belonging to linguistic minority groups; and the President may issue such directions to any State as he considers necessary or proper for securing the provision of such facilities.

Article 351

Promotion of Hindi Language

It states that- 

” It shall be the duty of the Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all the elements of the composite culture of India and secure its enrichment by assimilating without interfering with its genius, the forms, style and expressions used in Hindustani and in the other languages of India specified in the Eighth Schedule, and by drawing, wherever necessary or desirable, for its vocabulary, primarily on Sanskrit and secondarily on other languages ”  

Right to Education Act RTE Act 2009

The Right to Education Act 2009, also known as the RTE Act 2009, was enacted by the Parliament of India on 4 August 2009. It describes modalities of the importance of free and compulsory education for children aged between 6-14 years in India under Article 21 (A) of the Constitution of India.

1. Compulsory and free education for all

It is obligatory for the Government to provide free and compulsory elementary education to each and every child, in a neighbourhood school within 1 km, up to class 8 in India. No child is liable to pay fees or any other charges that may prevent him or her from pursuing and completing elementary education. Free education also includes the provisions of textbooks, uniforms, stationery items and special educational material for children with disabilities in order to reduce the burden of school expenses.

2. The benchmark mandate

The Right to Education Act lays down norms and standards relating to Pupil-Teacher-Ratios (number of children per teacher), classrooms, separate toilets for girls and boys, drinking water facility, number of school-working days, working hours of teachers, etc. Each and every elementary school (Primary school + Middle School) in India has to comply with these set of norms to maintain a minimum standard set by the Right to Education Act.

3. Special provisions for special cases

The Right to Education Act mandates that an out of school child should be admitted to an age-appropriate class and provided with special training to enable the child to come up to age-appropriate learning level.

4. Quantity and quality of teachers

The Right to Education Act provides for rational deployment of teachers by ensuring that the specified Pupil-Teacher-Ratio is maintained in every school with no urban-rural imbalance whatsoever. It also mandates appointing appropriately trained teachers i.e. teachers with the requisite entry and academic qualifications.

5. Zero tolerance against discrimination and harassment

The Right to Education Act 2009 prohibits all kinds of physical punishment and mental harassment, discrimination based on gender, caste, class and religion, screening procedures for admission of children capitation fee, private tuition centres, and functioning of unrecognised schools.

6. Ensuring all round development of children

The Right to Education Act 2009 provides for the development of the curriculum, which would ensure the all-round development of every child. Build a child’s knowledge, human potential and talent.

7. Improving learning outcomes to minimise detention

The Right to Education Act mandates that no child can be held back or expelled from school till Class VIII. To improve the performances of children in schools, the Right to Education Act introduced the Continuous Comprehensive Evaluation (CCE) the system in 2009 to ensure grade-appropriate learning outcomes in schools. 

8. Monitoring compliance of RTE norms

School Management Committees (SMCs) play a crucial role in strengthening participatory democracy and governance in elementary education. All schools covered under the Right to Education Act 2009 are obligated to constitute a School Management Committee comprising of a headteacher, local elected representative, parents, community members etc. The committees have been empowered to monitor the functioning of schools and to prepare the school development plan.

9. Right to Education Act is justiciable

The Right to Education Act is justiciable and is backed by a Grievance Redressal (GR) the mechanism that allows people to take action against non-compliance of provisions of the Right to Education Act 2009.

10. Creating inclusive spaces for all

The Right to Education Act 2009 mandates for all private schools to reserve 25 per cent of their seats for children belonging to socially disadvantaged and economically weaker sections. This provision of the Act is aimed at boosting social inclusion to provide for a more just and equal nation.

                                 Massive Open Online Course (MOOC)

                                                                                         

           A massive open online course (MOOC ) is an online course aimed at unlimited participation and open access via the web.  In addition to traditional course materials such as filmed lectures, readings, and problem sets,  many MOOCs provide interactive user forums to support community interactions between students, professors and teaching assistants  (TAs). The term MOOC was coined in 2008 by Dave Cormier of the  University of Prince Edward Island.  A course billed as Asia's first MOOC given by the Hong Kong University of Science and Technology through Coursera starting in April 2013 registered 17,000 students. In July 2015, Open Classrooms, jointly with IESA Multimedia launches first MOOC-based Bachelor degree in multimedia project management, recognized by French state.

              MOOC is especially for the aspiring learners according to their needs, knowledge and skill to enhance the professional and personal academic growth. The course materials are all provided online, course transactions and evaluations are made possible through online. The course activities include watching video presentations, discussions, peer reviews, summarizing the learning contents etc. The advantage is that it allows the participants to learn at one’s own pace and has the freedom to choose the study materials.

          Many IITs and IIMs provide MOOCs to improve and enhance the professional development of teachers and students. One of the best universities such as Harvard, MIT, Stanford University, University of Edinburgh, provides online courses for aspirants across the world.          

         Universities and other institutions worldwide partner with external providers, the largest including US-based Coursera, Udemy, Udacity, and EdX, and Australian MOOEC. Some providers specialise in particular areas of study. Coursera’s features 500+ courses, from more than 100 partners worldwide, including  Duke University in the US,  Peking University (China) and the University of Amsterdam in the Netherlands.   Udemy offers free and paid-for courses, many from non-academic instructors. Udacity focuses on free courses, categorised into beginner, intermediate and advanced-level. Students may also enrol in a number of paid-for courses in order to gain California State University system credits. Recently Udacity announced a partnership with  Georgia Institute of Technology and AT&T to provide a Master of Science in Computer Science MOOC course at a cost of $6,600. EdX is a not-for-profit provider, created by Harvard  and MIT  (Massachusetts Institute of Technology) universities. MOOEC launched in November 2013, offers free courses and lessons in English supported by Pier online, the University of Queensland ITCE,   Griffith University GELI,Queenland University of Technology,  Goldcoast TAFE and many non-government provider. The courses offer English language learning all levels.  Around the world, other MOOC providers include EduKart in India, ALISON in Ireland, and Aprentica in Latin America.

            The MHRD’s SWAYAM( Study Webs of Active Learning for Young Aspiring Minds) initiative envisages offering online courses to the citizens by faculty members of Centrally funded institutions. As per the proposal, the course will be offered free of cost to the learners. A nominal fee will be collected, if the learner requires a verifies certificate.

           University of Kerala has recently launched an online programme, one of its worth mentioning courses is on the subject "making powerful multimedia presentations." This course is especially concentrated on providing a platform for students who can improve their multimedia presentation skills. As per the university source, students will be provided with several multiple-choice questions (MCQs), lectures, PPT presentation, and assessment segment. It is widely accepted, the courses will have schemed in such a manner that it will enhance the presentation skills of those who have already acquired PowerPoint skills. Students will also be provided with 3 PPT slide of presentation on specific topics of their choice. Cochin University of Science and Technology brings awareness programs and online courses for various subjects to its students through this platform.

       MOOC has opened the doors to quality education. It can play an important role in imparting higher education as they provide equal access to everyone regardless of their socio-economic status, gender, age, cost affordability. Maximum learning takes place when the learning process is joyful and engaging.

                                           Action Research                                                                                               

           Action research is an essential process for education to evolve to meet the needs of the students of today and tomorrow. Action research is an ongoing process of reflection and action to produce the most effective learning environment possible. Educators can conduct , practice-oriented research to improve their classroom practice. By collecting data about their daily activities, problems and outcomes for the purpose of improving themselves as teachers and their students as learners

Three Purposes for Action Research

Action research can be engaged in by an individual teacher, a collaborative group of colleagues sharing a common concern, or an entire school faculty. The three different approaches to organizing for research are:

 Building the reflective practitioner

When individual teachers make a personal commitment to systematically collect data on their work, they are embarking on a process that will foster continuous growth and development. 

Making progress on school-wide priorities

Focusing the combined time, energy, and creativity of a group of committed professionals on a single pedagogical issue will inevitably lead to program improvements, as well as to the school becoming a “centre of excellence.

Building professional cultures

Importance of Action Research:

Professionalize teaching.

Enhance the motivation and efficacy of a weary faculty.

Meet the needs of an increasingly diverse student body.

Achieve success with “standards-based” reforms.

Advantages

a)      It helps educators use data, rather than preferences or hunches, to guide improvement efforts.

b)      It leads directly to actions that change the environment

c)      It helps to develop the quality of students and the professional growth of teachers

Steps of Action Research

Phase 1    Identification of the problem

Introduction

Problem Analysis

Explanation is needed on how the teacher has identified the problem

Research Question

Techniques & Methods applied for evaluation of the identified problem

Observation, survey etc

Need & significance of the study

Objectives of the study

a)      To prepare an action plan

b)      To solve  the particular problem

Related  studies

10- 15 studies

Phase 11- Plan of action

Action hypothesis

The action plan prepared. It will help to solve the problem

Participants- the number of students

Plan strategies adopted

Day 1

Day 2

Day 3

Day 4

Phase 111- Implementation of the plan

Teacher observed the results through students’ behavioural changes.

Phase 1V  Observation, collection & analysis of data

Teacher took notes, making observations after each activity. The teacher did a follow-up survey.

Phase V Reflection and sharing

Teachers reflected on the actions, surveys and upon the positive results. Real problem was solved

Conclusion

References

Appendices

Steps of the research report

                                                                                                       

I.Preliminary section

1. Title page
2. Declaration
3. Certificate
4. Acknowledgement
5. Abbreviations used
6. Contents
7. List of Tables
8. List of Figures
9. List of Appendices

II. Main Body of the Report

1. Introduction

a.       Statement of the problem

b.      Significance of the problem

c.       Delimitations of the problem

d.      Definition and explanation of important terms

e.       Objectives of study

f.     The hypothesis of the study

2. Review of the Literature and related studies
3. Methodology

      a    Method of study

                  b    Samples

                  c    Designs and procedures used

                   d    Collection of data

                   e    Tools and techniques of data collection

                   f     Measures adopted for calculation

4. Result and Analysis of data

a.       Analysis and Interpretation of data  

b.      Inferences drawn from the results

5. Summary, Suggestion and Conclusion

a.       Main findings &conclusions

b.      Suggestions

III. Reference section

1.      Bibliography

2.      Appendix

 

                                             Hypothesis

                A hypothesis is a tool of quantitative studies. It is a tentative and formal prediction about the relationship between two or more variables in the population being studied, and the hypothesis translates the research question into a prediction of expected outcomes. A hypothesis (plural hypotheses) is a precise, testable statement of what the researchers predict will be the outcome of the study. This usually involves proposing a possible relationship between two variables: the independent variable (what the researcher changes) and the dependent variable (what the research measures). The research hypothesis is a predictive statement, capable of being tested by scientific methods, that relates an independent variable to some dependent variable.

         A hypothesis is a statement about the relationship between two or more variables that we set out to prove or disprove in our research.

        To be complete the hypothesis must include three components:  

The variables  

The population   

The relationship between the variables

 Hypothesis testing will result in either accepting the hypothesis or in rejecting it. If the researcher had no hypotheses to start with, generalizations established on the basis of data may be stated as hypotheses to be tested by subsequent researches in times to come. Hypothesis testing enables us to make probability statements about the population parameter.

Functions of hypothesis

1. Development of theory
2. Suggest new experiments and observations

Characteristics of Hypothesis

1. It should be clear and precise
2. It should be capable of being tested
3. It should state the relationship between variables if it happens to be a relational hypothesis
4. It should be limited in scope and must be specific.
5. It should be stated as far as possible in the most simple terms so that the same is easily understandable by all concerned.
6. It should be amenable to testing within a reasonable time.

Examples of a hypothesis are:

• Health Education programmes influence the number of people who smoke.
• Newspapers affect people's voting pattern.
• Attendance at lectures influences exam marks.
• Diet influences intelligence.

Basic concepts of testing hypothesis

Null hypothesis and alternative hypothesis

Null hypothesis—no differences

      If we are to compare method A with the method B about its superiority and if we proceed on the assumption that both methods are equally good, then this assumption is termed as null hypothesis (H₀). There is no relationship between the dependent and independent variable.

      The method A is superior or method B is inferior, we are then stating what is termed as an alternative hypothesis (H_a). Firstly many hypotheses are selected then among them select one which is more workable and most efficient.

Statistical hypothesis

A hypothesis which can be verified statistically called statistical hypothesis. The statement would be logical or illogical but if statistic verifies it, it will be statistical hypothesis

     A null hypothesis represents the hypothesis we are trying to reject and alternative hypothesis represents all other possibilities.

One-tailed or two-tailed Hypothesis

A one-tailed directional hypothesis predicts the nature of the effect of the independent variable on the dependent variable.

E.g.: Adults will correctly recall more words than children.

A two-tailed non-directional hypothesis predicts that the independent variable will have an effect on the dependent variable, but the direction of the effect is not specified.

E.g.: There will be a difference in how many numbers are correctly recalled by children and adults.

Other types of the hypothesis are

Question form hypothesis – hypothesis in the form of a question

Predictive form hypothesis – hypothesis in the form of a prediction.

Statement form hypothesis- hypothesis in the form of a statement

Testing hypothesis

 There are basically two phases in the testing of hypothesis.

Phase1- We design the test and set up the conditions under which we shall reject the null hypothesis

Phase 11- We use the test based on the sample evidence and draw our conclusion as to whether the null hypothesis can be rejected

KERALA UNIVERSITY COLLEGE OF TEACHER EDUCATION, Nedumangad, Thiruvananthapuram

ACADEMIC CALENDAR SEMESTER II & IV  2019-2020
November 2019

November 1 Kerala piravi day
“ 2
“ 3   Sunday
“ 4  Fourth-semester class begins
“ 5
“ 6
“ 7
“ 8
“ 9   Milad-i-sherif
“ 10 Sunday
“ 11
“ 12 – Temple Entry proclamation Day
“ 13 -
“ 14 children’s day
“ 15
“ 16
“ 17  Sunday
“ 18 Second semester class begins
“ 19
‘ 20 –

“ 21
“ 22
“ 23
“ 24  Sunday
“ 25
“ 26
“ 27 –

“ 28
“ 29
“ 30

December 2019
December 1sunday
“ 2
“ 3
“ 4 –

“ 5
“ 6
” 7
“ 8  Sunday
“ 9  Literary competition begins
“ 10 -
“ 11 -
“ 12 -
“ 13
“ 14 – second Saturday

“ 15 - Sunday
“ 16
“ 17
“ 18
“ 19
“ 20 Xmas celebration,
“ 21
“ 22
“ 23

“ 24
“ 25 Xmas
“ 26 -
“ 27
“ 28
“ 29
“ 30 college reopens after Xmas holidays
“ 31

January 2020
January 1 – New year celebration

“ 2 - Mannam Jayanthi. Holiday
“ 3  Discussion class begins (II Semester)
“ 4
“ 5 Sunday
“ 6  Demonstration class begins ( II SEMESTER)
” 7
“ 8 – capacity building programme begins(II semester)
“ 9  Criticism class begins( II semester)
“ 10
“ 11 – second Saturday
“ 12 - National Youth Day, Sunday
“ 13
“ 14 -
“ 15 - Thaippongal
“ 16
“ 17  Study tour (Sem. II)
“ 18
“ 19  Sunday
“ 20 –

“ 21
“ 22 -
“ 23 -
“ 24  Nature camp( II semester)
“ 25
“ 26 - Republic day, Sunday
“ 27 – food festival
“ 28
“ 29 -
“ 30 - Martyr’s day, Leprosy Eradication day.
“ 31 -

February 2020

February 1 -
“ 2 Sunday
“ 3 – First phase of practical examination (IV semester)
“ 4   The first phase of practical examination (IV semester)
“ 5 -
“ 6 –an exhibition of learning aids, SUPW and arts

” 7 Digital profile making/digital album work begins
“ 8 – second Saturday
“ 9   Sunday
“ 10 seminar begins( II semester)
“ 11 -  Arts festival
“ 12 -  Arts festival
“ 13
“ 14
“ 15  Annual athletic meet
“ 16 Sunday
“ 17
“ 18 Psychology practical begins( II semester)
“ 19 –

“ 20 Practicum video script begins(II semester)

 “ 21  Sivarathri - Holiday
“ 22 –

“ 23
“ 24 - Mid semester exam begins (Sem.II)
“ 25
“ 26 –

“ 27
“ 28 - National science day.

March 2020
March 1 Sunday
“ 2
“ 3 – Second phase of practical examination (IV semester)

“ 4 -Second phase of practical examination (IV semester)
“ 5 -
“ 6
” 7
“ 8 –Sunday,  International women’s day
“ 9
“ 10 Holi
“ 11 -
“ 12 -
“ 13
“14-second Saturday
“ 15 -  Sunday, Handicapped day
“ 16
“ 17 Valedictory functions of II year students.
“ 18
“ 19 -
“ 20 - World forest day
“ 21 - World water day
“ 22 – Sunday,  World climate day
“ 23 -
“ 24 - College Day
“ 25
“ 26 –

“ 27
“ 28
“ 29 Sunday
“ 30 -
“ 31 – College Magazine release function

April 2020

April 1
“ 2
“ 3 - Model exams (semester II)
“ 4
“ 5 Sunday
“ 6
” 7 - World Health day
“ 8 -
“ 9 – Maundy Thursday

“ 10 Good Friday
“11-second saturday
“ 12 Sunday, Easter

“ 13 -
“ 14 -  Vishu
“ 15
“ 16 –

 “ 17
“ 18
“ 19 - Sunday
“ 20
“ 21
“ 22
“ 23
“ 24
“ 25
“ 26 - Sunday
“ 27
“ 28
“ 29
“ 30