As shown by research studies, knowledge of learning styles of students on the part of teachers is helpful in enhancing effectiveness of teaching-learning process. The present study was conducted to study and compare learning styles of students pursuing different professional courses at the university stage. The ultimate purpose was to facilitate learning in professional education in Indian conditions by way of improving learning styles of learners. Approach: The sample consisted of 200 students studying in B. Tech., MBBS, LLB and MBA courses selected from Aligarh Muslim University Aligarh, India, by using cluster sampling method. For measuring learning styles, Honey and Mumford’s Learning Style Questionnaire (LSQ) was used which was considered appropriate in terms of its validity and reliability. For analyzing data Student’s t- statistic was applied which is useful for comparing mean scores based on two groups at a time. Results: The students pursuing various professional courses were compared on four dimensions of learning styles, namely, activist, reflector, theorist and pragmatist. The study led to some useful conclusions. It was found that B. Tech. and MBBS students differed significantly on reflector and theorist dimensions and those of M.B.A. and B. Tech. also differed on the same dimensions. The students of LLB and MBA differed on activist and theorist dimensions while students of MBBS proved better than those of MBA on activist reflector and theorist dimensions. The students of LLB and B. Tech. and those of LLB and MBBS, also differed significantly on the same dimensions. The students of LLB and MBA did not show significant differences on any aspect of learning style. Conclusion: The findings of the study provided, useful guidelines to teachers of all professional courses to improve their teaching styles. They should devise their teaching strategies in such a way that students of varying learning styles may take their full advantage.

Professional education is the principle means of the developing the human resource. Students who do not perform well in professional courses are not in any way better than those who do not have professional knowledge, because their chances of employment and efficient working are bleak. The present study attempted to examine success in different professional courses at undergraduate level in relation to cognitive and non-cognitive characteristics. Approach: The sample of 450 students (girls and boys) was selected from medical, engineering, law, library science and teacher education of AMU Aligarh India. The population was taken to be reasonably homogenous from the socio economic point of view. It also caters students from the whole country. Suitable Psychological tests were administered on the subjects of the present study to obtain scores on cognitive (intelligence and creativity) and non-cognitive (personality characteristics and socio-economic status) variables. The final achievement scores (at the completion of their respective courses) of the students were considered to be criterion variable. Attempts were made to see that scores obtained satisfy the basic assumption of correlational techniques. Results: The engineering students were at the highest intellectual level while the group of medicine students stands second. The other groups, in descending order were library science and teacher education. Significant relationships between creativity with academic achievement irrespective of professional courses were studied. The personality factors such as-reservedness, impulsiveness, dominance, expediency, harshness and perseverance were found to be the best predictors of success in above professional courses. Socio-economic Status was measured in terms of scores and it was found that socio-economic status had a significant and positive correlation with successful achievement in the professional courses viz engineering, medicine, library science and teacher education. Conclusion: The efficiency of a person depended not only on education and training received by him/her but also on his/her cognitive as well as non-cognitive factors. These factors determined the attitude, interests and the degree of motivation of the students for professional studies.

Drastic changes are required in the Teacher Education program in view of the ongoing changes in the social, cultural, economical and political environment so that teacher could come in terms with the changing needs of contemporary Indian society. In the absence of the clarity of vision about the contemporary social environment, Teacher Education program fails to secularize the behavior of the society with social enlightment. This article purports to highlight the need to improve the quality of Teacher Education program. A teacher needs to be a learner for the whole life. Besides, the problems faced in the field and suggestions to rectify them had also been discussed.

This study was conducted to evaluate the interventions for promoting gender equity at elementary education level in South Kashmir. Descriptive survey method was used in this study to obtain pertinent and precise information. The sample of this study included 120 head teachers and 90 local community members selected by using purposive sampling method from the three districts of Jammu and Kashmir namely Pulwama, Shopian and Anantanag. The self developed questionnaire and an interview schedule was used by the investigator to evaluate the intervention schemes. The results evaluated the effectiveness of different gender intervention schemes and also identify some new interventions made by the local, state and central agencies for promoting gender equity at elementary education level. The results supported that the schemes like NPEGEL, KGBV and Mid day meal seems to be much more acceptable by people where as DPEP and scholarship schemes where moderately accepted by the people. The new interventions identified were- personal guidance to girls, financial support to girls, meeting with parents and providing motivation to girls who are not in schools. These schemes made an enormous contribution for promoting gender equity at elementary education level.

The focus of this paper is on the assessment and understanding of the gender equity in education in Jammu and Kashmir. Gender equity is the process of being fair to women and men. To ensure fairness, strategies and measures should be available to compensate for women's historical and social disadvantaged. The central government, state government, NGO’s and local bodies are jointly working for the promotion of women’s education. The paper discussed to what extent the central government, state government, NGO’s and local bodies have achieved the gender equity in education and what are the challenges in promoting gender equity in the state? The objectives of this study included first, to understand and explore the women’s level of participation in education and to explore the barriers to women’s education. The data used are taken from the census of India, report from the education sector of Jammu and Kashmir and National Human Development Report of India. The literacy rate and education of the women of Jammu and Kashmir is far lower than their counterparts and also lower than women at national level. Poverty, ignorance of parents and lack of basic infrastructural facilities seem to be major obstacles in the attainment of gender equity in education. The educational schemes and developmental programmes seem have not helped to improve the condition of girls. There is an essential need to make serious efforts by government, not-for-profit organizations and other local bodies to augment the pace of development in education of the women of Jammu and Kashmir.

This paper is based on a study to explore gender disparity at elementary education level in Jammu and Kashmir. Gender disparity in education refers to differences in outcomes observed between two sexes. Education disparities can be seen in different enrolment rates, dropout rates, and survival rates among the sexes. The central government and state government has developed the flagship programme focusing on the education of the females in the State to achieve gender parity and on the other hand NGO’s and local bodies are also jointly working for the elimination of gender disparity in education. The main objective of the study was to explore the gender disparity at elementary education level in Jammu and Kashmir. The data used were taken from the census reports, DISE reports and National Human Development Report of India. The literacy rate and elementary education of the women in Jammu and Kashmir is far lower than their counterparts and also lower than women at national level. The educational schemes and developmental programmes seem have not helped to improve the condition of women education. There is an essential need to make serious efforts by government, NGO organizations and other local bodies to augment the pace of development in education of the women of Jammu and Kashmir.

Education is accepted as an important tool for human development in all dimensions of life, it is at same level of significance for boys and girls. Despite this recognition, girls are one of the most vulnerable groups, deprived of education by various socio-cultural, economical and political reasons. The present study is a perceptual study, which has tried to elicit stockholders perception regarding girls’ education, its factors and challenges in South Kashmir. In the present research study, obtained findings revealed the fact that situation of girls’ education in South Kashmir is inadequate. The result clearly indicated irregular attendance, inappropriate curriculum, boring teaching methods, additional burden of work at home, poorly developed or maintained buildings or inadequate basic facilities at school, shortage of teachers, and lack of motivated teachers were the causes of girl illiteracy. Girl’s education can be improved by raising additional resources and directing them to where the need is greatest. It requires adequate funding, well trained teachers, a school environment that promotes girls’ learning, and a social environment that values educated girls and women, removal of school fees, free textbooks and school uniforms, construction of schools closer to communities to lower transport costs and travel time.

The present study was undertaken with the objectives to find out the impact of Socio-economic Status as well as sex differences on study habits of class VII students (100) of Government Colleges of Amroha District. The effects of two independent variables on study habits of the aforementioned students were assessed by using two Psychological tests namely Socio-economic Status Scale (Urban); by Dr. Kulshrestha and Rao’s Study Habits Inventory. The findings indicated a significant effect of gender on study habits of the subjects. The effect of Socio-economic Status on study habits was found to be insignificant. Interaction effect of sex difference and Socio-economic Status was also not significant.

Like the Muslim Personal Law and the issues of birth control, the role of Muslim women has been a topic surrounded by thick walls of controversy and sentimentalism. Such ‘Volatile’ topics require very cool thinking to get at objective assessment. Islam’s radical revolutionary call gave women their due status and rights in society in times of the “Days of Ignorance” more than 1,400 years ago. One of the objectives of Islam was and continues to be of modernizing the thinking, living, seeing, hearing and feelings of women and striving for women’s upliftment and emancipation in society. Any discussion on the role of Muslim women or for that matter role of woman vis-a-vis any religion or society requires one to delve deep into historical processes and factors. Moreover, the role in most cases is a relative term.

Knowledge is the fact of knowing about something, general understanding or familiarity with the subject. The goal of quality education for Sustainable development is achievable, if, knowledge of Sustainable development is understood in a right direction. Knowledge according to revised Bloom’s Taxonomy has two dimensions; knowledge as theory in content, and knowledge as action in verbs, making a taxonomical grid. The present efforts in education is more towards ESD knowledge as content than knowledge as action, that makes scope of ESD very limited. In the present study a comparative analysis of the students of Madrasa and Non Madrasa background (the two very different medium of instruction) was given a questionnaire to test their knowledge content about Sustainable development. The conclusion is drawn according to the result done on the premise developed earlier.

Social Cohesion is the expression of that tradition of tolerance in all religions and cultures that are the basis of peace and progress. It is foreign to know culture and native to all nations. Tolerance and mercy have always and in all cultures being ideals of Government rules and human behavior. Professional educator often comments on the poor quality of education, politician and bureaucrats try to paint it as unproductive and a liability to the society. Social cohesion educational challenges are vital, crucial and powerful. We have to respond to the challenges immediately and continuously, so as to achieve the goals of democratic state.

The present study is aimed to find out the impact of Socio-economic Status on the academic achievement of students belonging to upper primary stage. For this purpose a sample consisting of 121 students from class VII was taken from A.M.U School by using Simple Random Sampling technique. Socio-economic Status scale developed by R.L. Bhardwaj (2014) was used for data collection purpose. Marks obtained by the students in the previous class was used as an indicator of their academic achievement. Data was analyzed by using Karl Pearson Product Moment Correlation Coefficient and t-test. The findings of the study revealed the fact that there exists a high and positive relationship between Socio-economic Status and academic achievement of students at Upper Primary stage. Also the study showed that academic achievement varies according to the variation in Socio-economic level of students. Those students who belong to high Socio-economic Status usually achieve higher marks and grades in their schooling while those who come from middle and lower Socio-economic Status background obtained average and lower marks in their schooling.

It is an alarming situation that students are not doing well in mathematics at school as well as at college and university level in India. There is a need to pay attention to this problem. A very small portion of the students passing out of school system prefer to study mathematics as a main subject at college/university level. Those who pass their secondary level examination prefer to go either to the engineering courses or to medical courses. If they are unable to find seats in either of these professional courses, they take up admission in any undergraduate programme just to get themselves enrolled in the university and prepare for another chance for admission to professional courses mentioned above, and do not pay serious attention to the courses at undergraduate level, which they pursue. Many of those who go for study of mathematics as a subsidiary subject with less interest do not take the subject seriously and feel contented with minimum test scores required for a pass. Out of 1100 secondary school pass-outs included in the sample for this study, only 2.09% studied mathematics at postgraduate stage and preferred to join the Bachelor of Education (B. Ed.) course and undergo training as teachers of mathematics. The major objective of this paper is to answers the question why we are not getting good mathematics teachers for schools in India.

The aim of the study is to assess the attitude of teachers towards environmental ethics and to develop ethics in them in case of lack of concern towards it. After reviewing so many relevant literatures the investigators considered the three dimensions of environmental ethics i.e., anthropocentrism, eco- centrism and bio-centrism and constructed 84 items based on these dimensions. Investigators consulted 15 experts from various educational and environmental fields for the content and face validity of scale. After expert judgment, 19 items were rejected for overall ambiguities while 65 items were selected for preliminary try-out of the scale over 100 teachers selected through Simple Random sampling technique. Final draft of the scale with 54 items was administered over 300 teachers both from eastern and western Uttar Pradesh. After final item analysis of Environmental Ethics Attitude Scale, 46 items were retained on the basis of the t-value, which was found significant (0.05 level of significance). Out of these 46 items, 34 are positive and 12 are negative statements. The reliability of the tool was 0.836 by Alpha Cronbach to check internal consistency of the tool and by Split Half Test was 0.734.

In the present study, the researcher intended to examine and explore the impact of Socio-economic Status on Academic Achievement of Senior Secondary School Students. The investigator used descriptive survey research method for the present study and selected 170 Senior Secondary School students as a sample population from four Secondary schools by using Simple Random Sampling Technique. Socio-economic Status Scale (SESS) developed by Kalia and Sahu (2012) was used for data collection regarding student’s Socio-economic Status and previous annual marks of the students considered as Academic Achievement of the students were collected from office record book. The researcher analysed the data by applying Pearson’s Correlation Coefficient and t-test as statistical techniques with the help of IBM SPSS 20.0. The findings of the study showed that there is positive correlation exist between Socio-economic Status and Academic Achievement of Senior Secondary School students, it also highlight that significance difference is present among different SES group in their Academic Achievement. It further revealed that there is no significant difference between male and female students in their Academic Achievement.

In the present study, the researchers wanted to study the impact of residential locality of the students and school management types on academic achievement of the student at national level. Academic achievement indicates the final learning outcomes of pupils. For a student academic achievement is important not only for higher education and finding job but also for personal satisfaction and social recognition. Today good academic achievement is becoming more important for an individual to have. Each individual may vary in their academic success and such variation may be attributed to host of factors i.e. heredity as well as environmental. The major objectives of the study are (i) to know the differential impact of locality of student on their academic achievement, (ii) to examine the impact of types of school on student?s academic achievement. The whole study is based on secondary data derived from sources like- NAS-NCERT, ESG-MHRD etc. The results shows that differences in academic achievement is prevailed at national level on the ground of living locality of the students and management type of school. The difference may be because of funding, lack of infrastructure and many more. The study may help in removing achievement gap by suggesting some remedial measurable action.

In the present study, investigators tried to find out the role of ICT on the academic achievement of Madrasa students in Aligarh district. The study was conducted with the objective to determine whether ICT is helping to improve the academic achievement of the students in relation to demographic variables as gender and Socio-economic status. The sample comprising of 380 students of both experimental group and control group were selected through randomized sampling procedure. The experimental groups taught with ICT while the control group with the traditional method. The statistical techniques used in the study was descriptive analysis and independent t-test. The findings of the study showed that after treatment the experimental group perform better in the academic learning as compared to the control group in both demographic variables as gender and Socio-economic status.