Evolving Horizons

ISSN : 2319 - 6521 EVOLVING HORIZONS AN INTERDISCIPLINARY INTERNATIONAL JOURNAL OF EDUCATION, HUMANITIES, SOCIAL AND BEHAVIORAL SCIENCES (A PEER REVIEWED JOURNAL) Volume 8 November 2019

Satyapriya Roy College of Education (Post Graduate Govt. Aided Teacher Education Institute) Kolkata ‐ 700 064 www.satyapriyaroycollege.in

EVOLVING HORIZONS AN INTERDISCIPLINARY INTERNATIONAL JOURNAL OF EDUCATION, HUMANITIES, SOCIAL AND BEHAVIORAL SCIENCES (A Peer Reviewed Journal)

Volume 8 November 2019 ISSN : 2319 - 6521

Satyapriya Roy College of Education (Post Graduate Govt. Aided Teacher Education Institute)

1 The Evolving Horizons is a peer reviewed international journal published annually by the Satyapriya Roy College of Education and devoted to the advancement and dissemination of the fundamental and applied knowledge of various subjects in an accessible form to professional colleagues who have a common interest in the fields in this country and abroad.

All rights are reserved. No part of this may be reproduced in any material form including photocopying or storing it in any medium by electronic means and whether or not transiently or incidently to some other use of this publication without the written permission of the copyright owner except in accordance with the provisions of the Copyright Act. Requests for Copyright owner’s permission to reproduce any part of this publication should be addressed to the publisher.

Editor: Dr. Dipak Kumar Kundu

The journal is issued annualy on the month of November Annual subscription: Rs.250/- for Individual, Rs. 300/- for Institution (In India) $ 30 for Abroad (Postal Charges to be borne by the Subscriber)

Published by: The Principal Satyapriya Roy College of Education, AA-287, Sector-I, SaltLake, Kolkata- 700 064

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Evolving Horizons is abstracted in: SCOPUS and Guide to Indian Periodical Literature All correspondances relating to the journal should be addressed to: The Editor, Evolving Horizons, AA-287, Sector-I, Salt lake, Kolkata- 700 064, West Bengal, India [email protected]/[email protected] +91 33 2359 0162 EDITOR’S NOTE

For over a century, universities and colleges throughout the world at all levels have relied on academic disciplines as platforms for imparting knowledge and generating new knowledge. Today, interdisciplinary learning at all levels is far more common as there is growing recognition that it is needed to answer complex questions, solve complex problems, and gain coherent understanding of complex issues that are increasingly beyond the ability of any single discipline to address comprehensively or resolve adequately. In an interdisciplinary subject, students explore and integrate multiple perspectives from different disciplines, sub-disciplines and areas of expertise. An interdisciplinary approach involves drawing ap- propriately from several disciplines (or separate branches of learning or fields of expertise) to redefine problems outside of normal boundaries and reach solutions based on a new understanding of complex situations. This type of study allows the student to learn by making connections between ideas and concepts across different disciplinary boundaries. Students learning in this way are able to apply the knowledge gained in one discipline to another different discipline as a way to deepen the learning experience. The most effective approach to interdisciplinary study enables students to build their own interdisciplinary pathway by choosing courses which make sense to them.

Interdisciplinary research is a type of study or research that draws from two or more disciplines in order to gain a more well-developed perspective, or discover something new. For example, American studies involves a considerable amount of interdisciplinary research in fields such as sociology, history, anthropology and political science.

For a field like environmental studies, on the other hand, interdisciplinary research can be a challenge. Because it is a physical science, environmental studies may employ quantitative methodologies, like surveys, which are used to collect large amounts of observational or statistical data. Although this is common in most physical sciences, environmental studies also involves people and their attitudes towards nature, which could be understood through a sociological or legal perspective. Unlike the previous example, this type of research would require going from a physical or life science to a social science, which has a very different way of collecting or analyzing data. Interdisciplinary study allows for synthesis of ideas and the synthesis of characteristics from many disciplines. At the same time, it addresses students’ individual differences and helps to develop important, transferable skills. These skills, such as critical thinking, communication and analysis are important and continually developing at all stages of life. Educational systems are serving students best if they enable and encourage students to build their own interdisciplinary pathway. This approach is sure to foster a love of learning, ignite a spark of enthusiasm and address learning differences for students.

We all are uncertain about the education sector in the coming years due to the day to day increasing of Corona Virus which has been just stated to spread in China and other countries. If the situation becomes out of control then entire teaching learning process may be continued through virtual platform. So we have to be acquainted with the technology with the education system. This is the 8th Volume of the EVOLVING HORIZONS consisting of several disciplines that invents new knowledge and ideas across the disciplines. This Journal has become a peer reviewed status due to the collaborative efforts between the faculty members of this prestigious post graduate institution, members of advisory Board and Editorial Board.

Dr Dipak Kumar Kundu Editor

Satyapriya Roy College of Education CONTENT

1. ROLE OF PSYCHOLOGY IN e-LEARNING -TEACHING

Dr. Bhabesh Pramanik 7- 11

2. THE KHILAFAT MOVEMENT AND GANDHIJI

Dr. Banibrata Goswami 12- 21

3. ROLE OF SKILL EDUCATION OF FUTURE ECONOMY DEVELOPMENT AND EMPLOYMENT GENERATION IN INDIA

Subhendu Kundu 22- 32

4. IMPLEMENTATION OF E LEARNING: A CHALLENGE IN INDIAN CONTEXT

Arabinda Kumar Maity 33- 38

5. IMPACT OF ONLINE CLASSES AMONG STUDENTS during covid 19

Arpita Chakraborty 39- 45

6. PRESENT STATUS OF RESEARCH IN TEACHER EDUCATION IN INDIA

Paramita Ray 46- 53

7. ENVIRONMENTAL AWARENESS: A CHALLENGE FOR SUSTAINABLE LIVING DURING PANDEMIC

Mali Paul 54- 64

8. ICT FOR TEACHERS’ TO CREATE DIGITAL LEARNING ENVIRONMENT: E-LEARNING AND CHALLENGES OF LEARNERS’

Ruchira Ray 65- 71 9. INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) FOR TEACHERS TO CREATE DIGITAL LEARNING CONTENT

Sabir Ahmed, Md Mahasin Ali, Sonu Halder 72- 77

10. PRESENT SCENARIO OF SAFE MOTHERHOOD IN WEST-BENGAL

Paramita Ray, Dr. Mandira Ghosh 78- 89

11. RISE OF MAHATMA GANDHI AND THE CHAMPARAN SATYAGRAHA

Dr. Banibrata Goswami 90- 102

12. BOOSTING IMMUNITY TO COPE WITH NEW NORMAL AFTER COVID-19: A GLIMPSE

Dr. Trishna Goswami (Kundu) 103- 110 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

ROLE OF PSYCHOLOGY IN e-LEARNING -TEACHING Dr. Bhabesh Pramanik1

Abstract

The present paper deals with the importance of e-learning practices in school and its psychological effects. It showed that the school of development choice in the experimental group scored less than control group Researchers found that e-learning makes learners to have access on learning processes.

Keywords: E-learning, psychological theory, school development

INTRODUCTION emerging, and promising. We believed that We know that E-learning is defined as the third prior experience with ICT and virtual compe- learning system in the history of human learn- tence were two influential factors that affected ing, specify two major E-learning practices in virtual learning and had a positive influence on education and corporations, and indicate the its outcomes. Then the researchers point out importance of psychological studies of E-learn- the interdisciplinary nature of the psychology ing. So we have to point out the interdisciplin- of learning and summarize the existing liter- ary nature of the psychology of learning and ature of the psychology of virtual learning in summarize the existing literature of the- psy cognitive, social, developmental, and school chology of E-learning in cognitive, social, de- and counseling psychology. The research- velopmental, and school and counseling psy- er tested his hypotheses on a sample of 200 chology, firstly. Secondly, we have to discuss students participating in online courses. His the psychological theory with e-learning and findings confirmed the effect of virtual com- thirdly we have to discuss the views of psychol- petence and revealed a nuanced mechanism by which experiences with ICT affected virtual ogists with e-learning. learning outcomes. The psychology of virtual learning as a field of study that is important, interdisciplinary,

1. Principal, Institute of Education, Haldia, [email protected]

7 THE PSYCHOLOGY OF E-LEARNING prise that includes more than 50 disciplines such as cognitive psychology, developmen- It is essential to encourage psychological fac- tal psychology, social psychology, clinical tor of an individual (cognitive style, learning psychology, and neurological psychology modes, and motivation), their processes (cre- (Kazdin, 2002; Smelser & Baltes, 2001). ativity, retention and spatial cognition) and mechanisms (split attention effect & dual • Studying psychological factors, processes, coding mechanism). These are at the heart and mechanisms of E-learning, one needs of e-learning in order to transform e-learning to recognize, appreciate, and integrate the from “technology-based” to “human - based” exiting research literature across different process of learning (Mayer, 2001). So, it is im- psychological disciplines. portant to realize the importance of exploring the psychology of e-learning, such as- SCHOOLS OF DEVELOPMENT When the schools of psychology are concerned, • Remote access to an unlimited array of the researcher selects following schools of psy- educational services offered worldwide chology to judge e-learning- • Individualized learning process that takes a. Cognitive Psychology of E-Learning into consideration the personal level of Cognitive aspect of E-learning is one of competence, individual needs, and differ- the most productive areas of the psychol- ent learning styles ogy of E-learning .Two classic theories; the dual-coding theory (Claik & Paivio, 1991; • Safe and secure learning environment Paivio, 1986) and the cognitive load theory • Flexible learning in terms of time, loca- (Chandler & Sweller, 1991, 1992; Sweller tion, and pace & Chandler, 1994) were advanced one decade ago. . • Cost-effectiveness, time-effective, easily b. Social Psychology of E-Learning scalable… and much more Social process of E-learning is another par- AS AN INTERDISCIPLINARY FIELD ticularly active area in the psychology of The psychology of E-learning can be consid- E-learning. The leading researchers in this ered an interdisciplinary field of study for- area include Everett Katz and Ronald Rice at Rutgers University, Robert Kraunt and • E-learning is a complex human learning Sara Kiesler at Carnegie Mellon University, phenomenon that one needs to study its Sheryl Turkle at MIT, Joseph Turow at Uni- multiple aspects from multiple angles. It is versity of Pennsylvania. an educational phenomenon that involves c. Developmental Psychology of E-Learning cognitive, social, developmental, neurological, and other processes. From the developmental perspective, this is the third important area of the psycholo- • Psychology is a complex scientific enter- gy of E-learning.

8 d. School and Counseling Psychology of tomizable learning environments, adaptive E-Learning and personalized learning applications, AI, learning analytics, etc. In school settings, the important research area includes the study of cognitive and c. Constructivism behavioral interventions through E-learn- Leaching and teaching are explained as ing applications. Horan and his colleagues complex interactive social phenomena (Clark, Horan, Tompkins Bjorkman, Kovals- between teachers and students. Learn- ki, & Hackett, 2000; Horan, 1996; Kovalski ing activities focus on experience sharing, & Horan, 1999), for example, used com- teamwork, and collaborative learning. puter-based or Internet-based intervention Constructivism generally social finds- per programs to foster adolescents’ self-es- fect application in group discussions, brain- teem and to restructure maladaptive ca- storming, problem-based learning, and reer beliefs. . small group activities with interactive tools LEARNING THEORIES like collaborative web-conferencing, an online whiteboard, breakout rooms, screen The learning theories fall under three major sharing, etc. So some psychologist consid- types or frameworks which are: behaviorism, ered Constructivism as Social Constructiv- Cognitivism and Constructivism schools. The ism. focus of behaviorism is perhaps objective, ob- servable and scientifically measurable aspects PSYCHOLOGIST of learning. Cognitivism typically deals with a Educational psychologists make it their life’s specific form of mental activity which isad- work to explore the human mind: how it ab- vanced by computational theory of mind. sorbs and assimilates information, and why we a. Behaviorism are so thirsty for their research and theories are worth being noted, especially for e-Learn- Behaviorism examines how students being professionals who want to create effective have while learning. It focuses on how online courses that facilitate long-term knowl- learners respond to certain stimuli. In vir- edge retention. tual learning behaviorism can be applied through step-by-step video tutorials, game- 1. Albert Bandura based activities, regular and constructive Bandura is a noted psychologist who has feedback, quizzes etc. made significant contributions to the field b. Cognitivism of education for decades. Cognitivism focuses on the role of the mind 2. Howard Gardner and cognitive processes in learning. It ex- Howard Gardner is a developmental psy- plains how the brain is functioning and the chologist who has penned numerous re- levels of cognitive development that form search papers and books, many of which the foundation of learning. In virtual learn- involve his Multiple Intelligences Theory. ing cognitivism can be applied through cus-

9 8. Robert M. Gagné

3. Jerome Bruner Robert Gagné was an educational psychologist who is well-known for the “Condi- Bruner was an American human cognitive tions of Learning”.Hé suggested that there psychologist. He suggested that people are five primary categories of learning, have “generic coding systems” that allow which include: intellectual skills, cognitive them to analyze and reflect on data in or- strategies, motor skills, verbal information, der to arrive at “fruitful predictions” and overall attitude. 4. Jean Piaget PSYCHOLOGICAL PRINCIPLES Jean Piaget was a Swiss clinical psychologist who introduced the theory of cognitive However, if we’d like to start designing e-Learn- development. This pertains to mental mod- ing courses that are centered on learning be- els and how children view the world from havior right away, then we need to integrate an educational standpoint. these five psychological principles in our e-Learning courses. 5. John Dewey 1. To see the real world applications- If learn- Dewey wore many hats: philosopher, reers can’t see the real world applications, former, intellectual, and psychologist are they won’t see the value of the eLearning among them. He is one of the founding fa- course. thers of functional psychology, and is best known for his work in the fields of school 2. People have an inherent need to learn and and civil society reform. experience new things. 6. David Ausubel 3. Positive reinforcement is a powerful tool. Ausubel was a major contributor to the fields of educational psychology and cogni- 4. Learners gravitate toward collaborative ex- tive science. He is best known for his work periences. on “advance organizers,” which help to improve knowledge assimilation and reten- 5. Learners need to be relating to the infor- tion. mation. 7. Benjamin Bloom RESULTS Benjamin Bloom was an educational psy- Results of descriptive statistics of participants’ chologist who specialized in educational preference towards School of Development, objectives and the Mastery Learning theo- Learning theories and psychologist scores in ry. This taxonomy is based on prerequisite pre-test and post-test are shown in Table 1. knowledge and skills.

10 Table-1: Result of Descriptive Statistics in each group INDEX MEAN SD PRE-TEST POST TEST PRE-TEST POST TEST School of Deve. 12.80 11.20 0.68 0.66 EXP. Learning Theories 78.75 85.00 2.50 2.00 GRP. Psychologist 16.00 18.66 0.23 0.12 School of Deve. 12.65 13.15 0.64 0.66 CONT. Learning Theories 78.33 79.00 2.47 2.52 GRP Psychologist 15.45 15.75 0.20 0.24 N=200

For investigating the effect of e-learning in post-test on participants’ school of development, learning theories and psychologist with regard to the research conditions, Covariance test was used. Calculated ANCOVA are presented for school of development, learning theories and psychologist at 0.01 significant levels. CONCLUSIONS Results of this research represented that test. This problem may be due to lack of the e-learning in virtual presence has a positive facilities which was not available to the control effect in high school students’ choice about group and that participants in the experimen- school of development, learning theories and tal group had all of them. Researchers found psychologist. These results were in line with that e-learning makes learners to have access previous findings (Paechter and colleges, 2010; on learning processes. This technology can im- Intel, 2009; Richard, 2004). Results from Ta- prove students’ academic achievement as well ble 1 showed that the school of development as having reached to a certain standard level choice in the experimental group scored less of education with no access to schools, then than control group. Also, learning theories and by this technology the deprived students can psychologist score in the experimental group achieve to educational provisions. scored higher than the control group. Results showed that the school of development score in the control group became higher in post- REFERENCES Siddiquei, Nabia Luqman and Khalid,Dr.Ruhi. (2017). The Psychology of E-learning, Bruner, J. S. (1957). Going beyond the information given. New York: Norton. International Journal of Humanities & Social Science, 3(2), 21-29. J. Hobs, Ning, Wen. (2003). The psychology of e-learning: A field of study. Educational Mayer, R. E. (2003). Elements of a science of E-learning. Journal of Educational Computing Computing Research, 29(3). 285-2964. Research, 29, 297-313.

11 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

THE KHILAFAT MOVEMENT AND GANDHIJI Dr. Banibrata Goswami1

Abstract

Indian Muslims were always attached to the Khilafat. The British tried to usurp this situation for its own interest. In the ‘dark’ days of the 1857 Mutiny, the British ambassador to Turkey managed to obtain a command from the Khalifa, restraining Indian Muslims from thwarting attacks upon Britain. Britain, in order to safeguard its own interest and to win over the Muslims to its side revitalised pro-Turkish feelings among the Indian Muslims and portrayed to be the custodian of the Islamic interests. But when the World War broke out in Balkans, the part played by the British government infuriated the Muslim and shook their loyalty in India. Gandhiji saw that the anti-Raj stance received momentum from various sections of Muslim community mainly on account of the fact that Turkey and the Khalifa. The Muslim community felt greatly insulted and humiliated on account of the unbearable political conditions placed on their shoulders. Therefore Gandhiji put in all of his effort to create an unprecedented awakening among the Muslims, an awakening which they were prepared to pour into Nationalism and into a struggle which was supposed to be developed eventually into a freedom movement. The present paper intends to make an inquiry of the role played by Gandhiji to secure the Muslim political support and to arrange a unified national movement towards the achievement of Freedom, through the Non-cooperation.

Keywords: Khilafat, Gandhiji, Noncooperation, British, Turkey, National.

“The purpose of Allah in creating Kh- ilafat on earth is to set up a respon- oppression and tyranny, to prevent sible community and government for people from going astray, and to the guidance and welfare of man- bring about peace and happiness in kind, to establish justice, to remove the world.”

1. Associate Professor, Tehatta Sadananda Mahavidyalaya, (Affiliated to University of Burdwan), Tehatta, Purba Bardhaman, West Bengal.

12 Thus said the holy Quran,( IV: 62). With the from the Khalifa, restraining Indian Muslims passage of time, Khilafat became an essential from thwarting attacks upon Britain. Britain, institution, which held the Muslim world to- in order to safeguard its own interest and to gether as one family under one leader - Khalifa. win over the Muslims to its side revitalised Mohammed Ali, one of the chief exponents of pro-Turkish feelings among the Indian Muslims the Khilafat Movement in India, once explain- and portrayed to be the custodian of the Islam- ing the importance of Khilafat said: ic interests.

Islam is super national and not nation- Partly owing to their imperialistic designs and al.. .the base of Islamic sympathy is not partly out of fear of the Russian advance in a common domicile or common parent- Central Asia which threatened the safety of the age but a common outlook on life and subcontinent, the British pursued a policy of common culture in Khilafat... The Khali- bolstering up Turkey against Russia. The British fa is the commander of the faithful. His sent Indian troops in 1878, when there was an commands are the commands of God imminent danger of Russian attack on Constan- and that is why our main claim is that tinople. This policy of protection was followed Khilafat should be preserved. We cannot during the Crimean War and even after the Rus- tolerate affront to our Khalifa.” (Rai, 6) so-Turkish War. All these friendly gestures and British propaganda in favour of Turkey went a Indian Muslims were always attached to the long way in creating an impression among the Khilafat. This may have been done because of Indian Muslims that England was the true ally a strong feeling for religious unity and to grasp and a faithful friend of the Ottoman Empire. legitimacy under the Islamic law by the ‘slave’ sultans so as to empower themselves against But there was a reversal after the Treaty of the “squeamish ulema and factitious nobles” Berlin, which ended the Russo-Turkish war. (Minault, 72). Later on, the Mughals, according Change in British policy was destined to shake to the inscription on their coins, assumed the the foundations of the loyalty of the Indian title cf Khalifa1 within India. It is interesting to Muslims. They were afraid that if Turkey too note that the office ofKhilafat issued legitimate lost her independence, then the Muslims, like seals to the Indian Sultans when they asked for the Jews would be reduced to a mere religious it. In 1785-90, Tipu Sultan of Mysore is said to sect without any government of their own. have sent an embassy to the Khalifa. It was only after securing the letter of investiture that Muslim opposition to the British grew in the he assumed the title of an independent king. years 1911-13, when the series of Balkan wars Thus, the Indian Muslim, unequivocally, was at- added to the anxiety to the Muslims. The Mus- tached to the Khilafat and abhorred its affront. lim press in India viewed the wars as evidence of “the conspiracy of the Christian powers to Cunningly enough, the British tried to usurp crush the Ottoman Empire and its Khalifa” this situation for its own interest. In the ‘dark’ (Iqbal,49). days of the 1857 Mutiny, the British ambassador to Turkey managed to obtain a command

13 The Sick man of Europe, as Turkey was called, increased their anti British campaign. Maula- began its tribulations with Tripoli - a desert na Azad wrote: “We must always remember with oases. Its European population was com- that the Ottoman Khalifa is the guardian of posed of a large proportion of Italians. Austria the holy places of Islam, and that support for and France made territorial acquisitions at Turkey is same as support for Islam” (al-Hilal, the expense of Turkey. Italy covetously made 19 February, 1913.) This in turn, provoked the careful military and diplomatic preparations British Government in India to react sharply by for years. Under the pretext of ill-treatment forfeiting, shutting down the newspapers and of Italian nationals living in Tripoli, the Italian finally declaring internment of its editors/ pro- Government in September 1911, sent 50,000 prietors. The Government imprisoned the Ali soldiers to Turkey. Turkey was unprepared and Brothers under the Defence of India Act and succumbed to the raid. Italy occupied the ultimately confined them to Chhindwara in a territory and began an orgy of indiscriminate remote area of Central India. slaughter. The Italian adventure soured the In- dian Muslim mind (Muhammad, 22). Britain, The Indian Muslims came out in protest and it following its appeasement policy simply sided provided Indian politics, many years after the with Italy (The Times, 1 December 1911). Tur- joint struggle of 1905 against the Partition of key was even denied the right to use her own Bengal, another unique opportunity to con- territory to repel the onslaught. The request nect the Hindu Muslim sentiment and fight of the Sultan to be allowed to send troops to against British imperialism. Already the na- Tripoli via Egypt was refused. Ultimately, Tur- tional leaders like Annie Besant, M.A.Jinnah, key had to make peace in humiliation with the Mazharul Haq, Raja of Mahamudabad, Wazir aggressor on the aggressor’s own terms. Hasan, Sarojini Naidu, Tilak, etc. were attempt- ing for a rapprochement between the Hindus When the World War broke out in Balkans, the and the Muslims in the whole of India desired that Tur- key should not join it. The Sultan appealed to Muslims and to erase the differences between the big European power for help when the Bal- the National Congress and the League. The en- kan allies threatened to invade. King Ferdinand vironment suited them best and the leaders of out rightly denied support and called it a cru- Muslim League and National Congress signed sade. While King George V avowed neutrality, an agreement at the Lucknow session of the the Prime Minister Asquith and his ministers Congress in December 1916. Separate elector- remained bluntly unfriendly. The part played ates was accepted by Congress and an agree- by the British government infuriated the Mus- ment was reached as to the distribution of lim and shook their loyalty in India. The Vice- seats for the communities by which the Mus- roy, Lord Hardinge was nearly forced to declare lims got a weightage in the provinces where that the British Government meant no harm to they constituted a minority, but abandoned Turkey. But the war situation did not improve. their majority in Bengal and Punjab. Moreover, In November 1914, owing to the persistent ag- they also gave up their right to vote in the gen- gression, Turkey decided to join the war against eral electorates. Thus, concessions were made England and her allies. The Urdu press of India by both, but the Muslims gained the best of it.

14 Initially it was mainly the Muslims who were clared: “Nor we are fighting...to deprive Turkey shy of adopting a responsible Government on of its capital or of the rich and renowned lands the British parliamentary pattern, because in of Asia Minor and Thrace which are predomi- such a case they could be crushed by the Hin- nantly Turkish in race... while we do not chal- du majority. Even Tilak and Gokhale reconciled lenge the maintenance of the Turkish Empire and supported the Plan (Rothermund, 73-74). in the homelands of the Turkish race with its Raja of Mahmudabad who presided over the capital at Constantinople...Arabia, Armenia, Calcutta session of the Muslim League spoke Mesopotamia and Palestine are in our judge- thus: ment entitled to a recognition of their separate national conditions.” The Indian Muslims once “The interests of the country are para- again vacillated and pinned high hopes on the mount. We need not try to argue wheth- British Prime Ministers promise. They volun- er we are Muslims first or Indians. The tarily enlisted in great numbers for the war re- fact is we are both; to us the question cruitment. of precedence has no meaning. The League has inculcated among the Mus- However, when victory came, the British gov- lims a spirit of sacrifice for their country ernment broke its words. India office function- as their own religion.” aries tended to deny even of taking any pledge and contended it to be “an explanation of war Mohammed Ali Jinnah explained that the un- aims to the Labour Party” and the Government derstanding between the two would give them of India took a similar line when in a circular a chance to come together and take a decision letter to all Local Governments; it stated that it on the future policies of India (The Leader, 13 had been an offer of peace terms which, having June 1915). Appreciating the role played by be rejected by Turks, was no longer operative. Jinnah in the Lucknow pact, Mohammed Ali wrote to Moulvi Abdullah Ahmed “We will not The Muslims, initially, requested Britain, to in- lose by conferring with the Hindus...”. This pact terfere further and change the official stand. was like dream come true for Maulana Azad The rulers of the princely states Lord Sinha, who said, “For the Hindus patriotism might be Maharaja Ganga Singh of Bikaner, Sahibzada a secular obligation, but for the Muslims it was Aftab Ahmed Khan and Yusuf Ali went in a dep- a religious duty” (al-Hilal, 18 December, 1912). utation for representing the Muslim case before Loyd George, President Wilson, M. Clem- When Arthur James Balfour in his famous 1917 enceau, and the Italian Prime Minister, a body declarationobserved that one of the objects of commonly known as the Council of Four. But Britain was “The setting free of the populations they sadly failed (The Times of India, 17 July subject to the tyranny of the Turks; and the 1919). Mohammed Ali appealed on 17 March turning out of Europe of the Ottoman Empire and again on 21 March 1920 to as decidedly foreign to western civilization...”, the Indian Muslims once again felt insulted. spare us the one thing which is to us But Lloyd George substantially altered the Bal- more than all territory - more than all four’s Statement on 5 January 1918, and de- financial resources, and that is the lib-

15 erty of our conscience. We have come es. This Conference merged with the All India to you.. .to help us in presenting the Khilafat Conference and Chotani became the sanctity of our soul. This question...is chief financier of the Khilafat Movement both not nearly a Turkish question. It is...an in India and in England. In an open letter to Indian question. Gandhi, Maulana Abdul Bari called for a rap- (Iqbal, 158) prochement between the major communities of India to uproot the evil Government. Gand- But all efforts were in vain. The allied powers hi and Swami Shraddhanand attended the Con- published the peace terms with Turkey on 14 ferences on 23rd September (Khaliquzzaman, May 1920 by which all the territorial posses- 32- 33). Gandhi presided over the 24 Septem- sions and principalities, which were the marks ber Conference. of stately Turkey were stripped off and were distributed among the Allied Powers. Gandhiji saw that the anti-Raj stance received momentum from various sections of Muslim The Treaty was an outrage on the Muslim con- community mainly on account of the fact that science and fatwas were issued by the Moul- Turkey and the Khalifa. The Muslim community vies and Maulanas, asking the followers to felt greatly insulted and humiliated on account severe all relations with the government (Ab- of the unbearable political conditions placed on bas, 329-31). Maulana Shibli, Maulana Azad, their shoulders. Therefore Gandhiji put in all Maulana Abdul Bari and the other eminent re- of his effort to create an unprecedented awak- ligions minded Muslims were opposed to the ening among the Muslims, an awakening which too much loyalism displayed by some Muslims. they were prepared to pour into Nationalism Even the most loyalist element of the British and into a struggle which was supposed to be government, Sir Aga Khan now, openly became developed eventually into a freedom move- hostile. About September 1919 Indian Mus- ment. He knew the feeling of Islamic brother- lims began to feel the necessity to make them- hood was one of the few things on which most selves heard by means of an organization cre- Indian Muslims-Aligarh or Ulema, Loyalist or ated especially for the purpose of supporting Nationalist, Conservatives or Reformist, Hin- the Khalifa. Simultaneously two conferences - dustani or Deccani could agree. It gave them one met at Lucknow on 21 September and the a basis for solidarity among themselves to hin- other on 23 September 1919 at Delhi - were der their minority status in the political shows. organized which culminated into the All India Their religious identity and their political iden- Khilafat Conference.2 Previously, on 20 March tity were thus inextricably entwined. 1919, at a public meeting of 15000 Bombay Muslims, a Khilafat Committee was formed. Gandhiji made no secret of the fact that he The president was Seth Mian Muhammad Haji was harnessing the Khilafat issue to a political Jan Muhammad Chotani, a wealthy local mer- cause, the promotion of Hindu-Muslim unity chant, who had made a fortune by trading with and self Government for India. He was glad that the British.. Chotani was a sincerely religious Muslims were thinking in a similar way, but he man, concerned about the future of the Kh- made it clear that, so far as he was concerned, ilafat and the security of the pilgrimage plac- he would not make Hindu support on the Kh-

16 ilafat issue a part of bargain. Gandhiji wanted Government the importance of placating the Hindu support for the movement to be wholly sentiments of eighty million Indian Muslims unconditional. He said that, “such a chance of in devising the Peace Treaty with the defeated winning over the Muslims would never come in Ottomon Empire. Gandhi ji believed, the most a hundred year times and if twenty two crores of the Muslim leaders were inspired by the of Hindus intelligently plead for the Muslims lofty sentiment of Nationalism. on the Khilafat issue, they would forever win . . . Muslims.” He did not deny that the fate Gandhiji sought to contact a number of Muslim of Khilafat was a Muslim problem and Hindus leaders in the interest of communal harmony. were not directly concerned with it. But it And incidentally he found this opportunity, seemed to him that this was an opportunity for when Maulana Abdul Bari requested for his the Hindus to make a great gesture, that ‘com- support in the campaign to secure the release pelling act of love’ to their Muslim neighbours. of Ali brothers. Gandhiji took this opportunity He wanted to create a reservoir of good will for gaining Muslim support to the drive for self of the Hindus which could comfortably disarm Government, which he called Swaraj. Tilak, An- Muslim fear and suspicions, and ensure partic- nie Besant and Gandhiji were the leading Con- ipation in a common struggle against colonial gressman who supported the agitation for the rule forging a new bond between the two com- release of the Khilafat leaders, particularly the munities (CWMG-Vol. 20, p.290.3). He called Ali brothers. They realised, since the Ali broth- upon Hindus, as the majority community, to ers enjoyed popular support amongst Mus- take lead in cultivating a spirit of mutual har- lims, by taking up their cause they would keep mony. He very well knew that true unity would the Congress-League entente alive. Therefore, come only when the Hindus, while scrupulous- Gandhiji gave his full support, for the release ly following his own religion, were prepared campaign of Ali brothers and in some way he to regard the Muslims as their brothers. He also convinced Mohammad Ali about the sin- advised in favour of sanity and tolerance and cerity and purity of his faith in Islam (Shakir said, “I can imagine no better cement for per- Moin, 72.) In December 1917, he assured the petually binding us both, Hindu and Muslims. delegates at the Muslim League Session that We must conquer not by hate, but by love. And the Hindus were with them in their just strug- in a just and sacred cause, firmness of purpose gle for the Ali brother release ( CWMG- Vol. and unconquerable will are the least qualities 14,120.) and he wrote a letter to the Viceroy required of us.” Gandhi ji wrote, “It is not for on 27 April, 1918: uniting the religions. The attempt today is for cultivation of tolerance”(CWMG, Vol. 19, 305). “Lastly I would like to request His Maj- esty’s ministers to give definite assur- He did not pretend that he was qualified to ance about Muslim states. I am sure adjudicate on the theological and juridical as- you know that every Muslim is deeply pects of the Khilafat. It was enough for him interested in them. As a Hindu I cannot that influential Muslim opinion in India was be indifferent to their cause. Their sor- united on it. It was, he believed, the duty of the rows must be our sorrows. In the most Government of India to impress on the British scrupulous regard for the rights of these

17 States and to the Muslim sentiment as highest point of the anti-British feeling in Indi- to the places of worship and in your just an Politics. Hasrat Mohani, one of the notable and timely treatment of Indian claim to Khilafat leaders, said it clearly in his speech Home Rule lies the safety of the Empire.” that without complete independence the Kh- (Bamfored, 134 -35.) ilafat question could not be settled. And for complete Independence , he assured that, the But the Viceroy paid no heed to his requests. Muslim would join the Hindu majority. Gand- So, in July 1918, the Gandhiji announced his hiji also tried to cemented the Hindu- Mus- decision to “engage the Government in a duel” lim unity through his weekly journals, “Young on the issue [Chelmsford Papers (21)- Gandhi India” and “Navajivan”. He argued that Hin- to Maffey, July 12, 1918]. du-Muslims tension could never have taken the form, it did, if the country had understood Gandhiji said, “Maulana Abdul Bari, Maulana his massage. He said, the principle of non-vio- Mohammad Ali and Shaukat Ali are the three lence held the key not only to the freedom of jewels of the Muslim community and I feel country, but also peace between the commu- that, as they are true Muslims, they are true nities. Gandhiji hoped to strengthen the bond Indians. . . .I can see that none of them will be of Hindu-Muslim unity, which he regarded as afraid to follow the path they think is right” ( “a thousand times more valuable than our con- Navajivan, February 1, 1920.). Mahatma wrote nection with British”(Desai, 237). But Britain to Mohammad Ali, “my interest in your release was afraid for this unity because they believed is quiet selfish. We have common goal and I that British rule had been saved mainly by the want to utilize your services to the uttermost, anti-Muslim feelings of the Hindu races. (Laing, in order to reach the goal, because the proper 172) solution of the Mohammadan question lies in the realization of Swaraj” (Gandhi to Moham- By the efforts of Gandhiji and some Muslim mad Ali- November 8, 1918, p. 6.4). Gandhiji politicians Hindu-Muslim friction decreased was able to achieve Hindu-Muslim unity due and progress towards amity continued during to his remarkable organizational skill, and in the following year. In the middle of 1919 the part because he campaigned for the release of All India Khilafat Conference was organised Ali brothers and took an active interest in the and having been cordially invited there, Gandhi Khilafat issue. His early contact with influential in an eloquent speech , categorised the Hindu Muslim enabled him to understand the impor- population of the country into three sections: tance of religious institutions, rituals, symbols in Indian Islam and he never ignored them all through his career. 1. Those who feared that in the zeal of their In the post 1917 the Hindus and Muslims alike extra-territorial loyalty, the Muslims might joined the protest movement against the Raj. go so far as to invite Afghanistan to invade By mid April 1919, the scene was set for Hin- India and usurp power with help, a pros- du-Muslim co-operation in the Khilafat move- pect which would establish Muslim rule ment- a movement which marked the rise to once again.

18 2. Those who were prepared to join hands On the same day, 23rd November 1919, Fazal- with Muslims in their anti-British campaign ul-Haq also delivered an address in Calcutta, on the condition that Muslims gave up which was full of spiteful accusations against cow-slaughter. the British Government and violent abuse of other European power. The majority of the 3. Those who attached no conditions and be- delegates came from the United Provinces lieved in the good faith of Muslims. Delhi, Rajputana and Sindh. The consensus of opinion was undoubtedly strongly anti-British. Most of those among the last category, were Resolutions were passed to boycott the Peace Congressmen, even the wavering persons celebrations, to boycott British goods, to send among them were converted to unconditional a deputation to England and, if necessary to co-operations by Gandhi’s powerful advocacy. America and to refuse to co-operate with the Government unless the Khilafat and the holy Gandhiji addressed a joint conference of Hindu places of Islam were treated in accordance & Muslims at Delhi on 23 November 1919 and with Muslim desires. This meeting was also at- said, tended by Swami Shardhananda, a member of the Arya Samaj and one of the most prominent “It had been said that Hindus have laid Hindu leaders who assisted Gandhiji much in Mohammedans under a debt by sharing building the Hindu-Muslim entente. Gandhiji their feelings of sorrows and protest, supported all the resolution of Calcutta con- but I maintain that they have done no ference except one, which was the boycott more than their duty. You have passed of British goods. His reason was that it would a resolution of thanks to Hindus, but the confer ‘economic punishment’ to the native fulfilment of duty and the settlement merchants and traders, and thereby divide the of debts deserve no thanks. It was their indigenous force into class based interests. His duty because there has been much talk mission was to oppose and confront the British of unity lately. But the test of unity and as one unified India and not an India cracked, real fraternal feeling lies in sharing one split and torn apart by narrow, selfish interests another’s sorrow and happiness alike. of class, creed or caste. How can twenty-two crores Hindus have peace and happiness if eight crores of On 24 November, 1919, Gandhiji presided over their Muslims brethren are torn in an- the same All-India Khilafat Conference in Delhi guish? The pain of eight crores is also and supported the resolution of boycotting the the pain of other twenty two crores in- Peace Celebration. He said: habitants of India, therefore, although peace has been concluded, India has not There can be put only one question known any real peace and it is whether the Muslims are in the right and their cause is just. If it is (The Bombay Chronicle, November 29, legitimate, then every child of the soil 1919.) must sympathies with them as a matter of duty. . . When Hindus are in trouble,

19 Muslims should help them, and if the One can easily find that Gandhiji is courte- Muslims are in trouble, Hindus should ous to the religious sentiment of the Mus- come to their rescue. We want no return lims and at the same time, like an experi- for our assistance and sympathy. If you enced political leader, is careful enough Muslims are in the right, we shall offer to prepare ground for his ultimate object, you unconditional help. The Muslims the Non Cooperation to the British Govern- are struggling in respect to the Khilafat question on just ground, and all Hindus, ment. Parsis should share their sorrow. It is With the Congress, the Muslim League, our duty to demonstrate to the British people the king and responsible Min- the Khilafat conference and the Jamiat-ul- isters that we regard the sentiments of Ulema holding their annual session simul- Mussalmans with respect and consider taneously at Amritsar in December 1919, their cause just. . . . Since eight crores it became clear that Hindus and Muslims Mussalmans regard the Sutlan of Turkey would present a joint National demand their religious head, we, as the neigh- and fight for it42. Muslim attention general- bours and compatriots realizing the ly seemed riveted on issues that were spe- just of their feelings should join them in cifically Islamic, having little to do with the the resolutions, they passed yesterday. Indian National cause. But these Islamic God knows we are with them, because issues also had their essential anti-British we know them to be justly aggrieved. . feelings. Muslim loyalty had been severely . . We shall witness quite another India on 13 December. Mr. Lloyd George shall eroded, if not extinguished, by the war. The have to yield to us, but should it not Muslim Khilafat leaders and Gandhiji real- come to pass, we must do our duty. The ized this and sought to make the emergent Mussalmans have, therefore, resolved Muslim rage and disgust against the British, that, if the Government fails to secure as an important component of an expand- them the fulfilment of their righteous ing National movement. Their strategy was demands, then they will cease to [offer] supplemented by the post war aftermath Government cooperation. . . . It amounts that rapidly accelerated both economic to this: ‘If you cannot help us, it is our and Political afflictions to affect the whole privilege to withdraw our help from you. population and produced a mass political Let it be said in plain language that we agitation among both Hindu and Muslims. do not want to co-operate with you to help you to crush us. Spare us your help. Let there be no reciprocation of any kind between us. We do not help you and do not want your help.

(The Bombay Chronicle –December 6, 1919)

20 NOTES 2. H.N.Mitra dates the formation of the Con- ference on 22nd September, Indian Annual 1. Khilafat in general term also means Sul- Register, 1920, p.250-51. tan or ruler of a territory. But particularly it meant the Ruler of the Islamic world with his suzerainty over the whole Mus- lim population and his dictates could be considered as the dictates of God himself. Regarded as the ‘Sword of Islam’, he was actually a servant of God.

REFERENCE Laing, S.(1878). The Convention with Turkey,” Fort- nightly Review, XXX Abbas, M.H. (1923). All About Khilafat, Ray & Ray Choudhury, Calcutta. Minault, Gail. (1972). The Khilafat Movement: A Study of Indian Muslim Bamfored, P.C. (1985). Histories of Non-co-operation and Khilafat Movement. K.K. Leadership: 1919-1924, Ph.D. Dissertation, University of Pennsylvania. Book Distributors. Muhammad, Shan. (1979). Freedom Movement Desai, Mahadev. H. (1974). Day-to-day with Gand- in India: The Role of Ali Brothers. New Delhi, hi: Secretary’s Diary, Sarva Seva Associated Publishing House. Sangh Prakashan, 09 Vols. Rai, Nalini Mohan. (1923). A Collection of Import- Gandhi, M.K. (1999). The Collected Works of Ma- ant Documents Related to the hatma Gandhi. New Delhi, Movement, in All About Khilafat, ed. M.H. Publications Division Government of India, Abbas, Calcutta. 98 volumes. Rothermund, D. (1965). The Political Understand- Iqbal, Afzal (ed.). (1946). Muhammad Ali, My Life: ing in India, Wiesbaden. A Fragment, S.M.Ashraf. Lahore. Shakir, Moin. (1970). Khilafat to Partition. Delhi. Khaliquzzaman, Choudhry. (1961). Pathway to Pakistan, Longmans, Pakistan Branch.

21 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

ROLE OF SKILL EDUCATION OF FUTURE ECONOMY DEVELOPMENT AND EMPLOYMENT GENERATION IN INDIA Subhendu Kundu1

Abstract

India is the second largest population of the world. Unemployment is a serious problem of our country which slows down the economic growth of the country. But more than 50% of our population of are below the age of 25. Therefore, India has immense opportunities to establish as a vibrant economy by utilising this young energetic youth. Although majority of this work force are unskilled or semi-skilled and there is shortage of adequate skilled manpower to meet the needs and demand of the economy. Therefore, there is a need to proper training of this young people to ensure the global competition and Government of India has also taken initiative to introduce skill education in conventional learning system from school level to higher education level. This paper is based on conceptual study and secondary data. This paper reviews the current position of education, need of skill education and role of skill education in economic development and unemployment problem.

Key words: Skill education, Economic development, unemployment, population.

INTRODUCTION the years the manufacturing and services sector has emerged strongly. Currently service India is the fastest-growing trillion-dollar econ- sector is the fastest-growing sector whereas omy in the world and the fifth-largest economy manufacturing sector is also a crucial sector for in 2019. India’s growth rate is expected to rise development of our country. Government has from 7.3% in 2018 to 7.5% in 2019 (Investope- taken initiative such as “Make in India” to bust dia, 2019). After independence of India Indian up these sectors. Dependency on agricultural economic was based on agriculture and over sector is also gradually declined.

1. Assistant Professor, Department of Commerce, Nabagram Hiralal Paul College. [email protected]

22 Presently Indian economy is considered as RESEARCH METHODOLOGY: knowledge-based economy because of abun- This study is basically a descriptive studyand dance of young, capable, and qualified popu- based on secondary data. Different literatures, lation. More than 50% of our population of are journals, published reports have been for this below the age of 25 and more than 65% below purpose.Data collected from the published An- the age of 35 (NSSO Survey).Therefore, India nual Reports of UGC, NSQF, Ministry of Human ntly Indian economy is considered as knowl- Resource Development (MHRD) and All India edge-based economy because of abundance Survey of Higher Education (AISHE). Different of young, capable, and qualified population. tables and charts have been used to presenta- More than 50% of our population of are below tion of data. the age of 25 and more than 65% below the age of 35 (NSSO Survey).Therefore, India Inhas NEEDS OR IMPORTANCE OF SKILL EDUCA- immense opportunities to establish as a vi- TION: brant economy by utilising this young energetic Present education system is a holistic nature of youth and target of supply 500 million work- education.The main objective of this education ers by 2022(Ernst & Young Pvt. Ltd. & FICCI, system is to develop knowledge but the strong 2012, pp. 1–3).Although majority of this work linkage between the economy and education force are unskilled or semi-skilled and there is neglected in the present system. As a result, is shortage of adequate skilled manpower to there is gap between educated people and meet the needs and demand of the economy. demand for skilled based workforces in the in- Therefore,there is a need to proper training of dustry. In the changing scenario, employment this young people to ensure the global com- possibilities of graduates and postgraduates petiveness and Government of India has also of academic knowledge are becoming limit- taken initiative to introduce skill education in ed. Majority of these qualified, knowledge- conventional learning system from school level able young people are looking for suitable jobs to higher education level. in Government Service, specifically teaching OBJECTIVE OF THE STUDY: jobs. Due to this changing scenario educational choice of the student, has remarkably 1. To analysis the needs of skill education. been influenced by the market economy because availability of employment attracts them To analysis the Government initiative regarding to choose the skill-based education, only the skill development quest for knowledge is no more the only moti- 2. To analysis the opportunities and role of vating factor of prospective youth. Therefore, skill education in employment generation. it is necessary to think to promote skill-based education system instead of conventional teaching pedagogy.Level-wise enrolment from primary education to higher education for the year 2015-16 shows in table 1.

23 Table 1.Level-wise Enrolment in School & Higher Education (In thousand)

Education Level Male Female Total Primary (I to V) 66873 62250 129123 Upper Primary (VI to VIII) 34720 32874 67594 Secondary (IX- X) 20547 18598 39145 Sr. Secondary (XI- XII) 13002 11733 24735 Higher Education 18594 15991 34585

Data Source: For School Education: National Institute of Educational Planning & Administration, New Delhi, For Higher Education: Department of Higher Education, MHRD, Government of India On analysis of the above table 1, it reveals chance in higher education. In this situation that dropout percentage is 52.35% from pri- skill education is urgently needed in school lev- mary level to upper primary level and 51.17% el which will help them to get practical training from upper primary to higher education level. to do something for their life hood. Trends in Therefore, only a few 26.78% students in com- higher education in India since independence pare to enrolment in primary level are getting is shown in table 2.

Table 2.Trends in Higher Education in India

1950 1991 2004 2006 2009-10 2012-13 2015-16 2018-19 No. of universities 25/28 177 320 367 467 667 799 993 No. of colleges 758 7346 16885 18064 25951 35525 39071 39931 Students Enrolment -----* -----* -----* -----* -----* 21.5 24.5 26.3 Ratio Source: UGC/ AISHE Report 2018-19 *Data not available in UGC & MHRD official website

From the above table 2, it is observed that of the youth are not able to peruse higher stud- number of University increases rapidly in last ies due to financial crisis, family burden, lack of 15 years. In 2018-19 number of universities is interest in general education, unemployment 993 but in 2004, it was only 320 i.e. it increases problem etc. Therefore, government should more than three time from 2004 and majority take initiative regardingindustrial training or of these universities are private universities. skill education which will help them to get a These private universities are offered different suitable job or starting new entrepreneurship. professional courses and all these courses are Types of universities for the year 2018-19 is market driven. Students’ enrolment ratio in shown in table 3 higher education for the year 2018-19 is just 26.3%. This figure is pointed out that majority

24 Table 3.Types of Universities TYPE OF UNIVERSITIES NO. OF UNIVERSITIES Central University 44 Central Open University 1 Institution of National Importance 127 State Public University 371 Institution Under State Legislature Act 5 State Open University 14 State Private University 304 State Private Open University 1 Deemed University- Government 34 Deemed University- Government Aided 10 Deemed University- Private 80 Grand Total 993 Source: AISHE Report 2018-19

Percentage of enrolment in higher education for the year 2018-19 is depicted in chart 1

Chart 1.

Data Source: AISHE Report 2018-19.

25 From the above chart 1, it is clearly shows that mind set of students those who are enrolled 71.79% students are enrolled in general edu- in higher education, are very much tradition- cations like B.A, B.Sc and B.Com whereas enrol- al and lack of knowledge about skill-oriented ment in professional and technical educations courses. Therefore, proper awareness of skill like B.B.A, B.C.A, LLB, M.B.B.S, B.Sc in Nursing education is needed to change this mind set. etc are very poor. This picture indicates that

Demographic distribution of the population of our country for the year 2016 is shown in table

Table 4. Distribution of estimated population (in percentage)

Age Group Total Rural Urban Total Males Fe- Total Males Fe- Total Males Fe- males males males 0-4 8.5 8.7 8.2 9.1 9.3 8.8 7.2 7.4 7.0 5-9 8.9 9.1 8.8 9.4 9.6 9.2 7.9 8.1 7.8 10-14 9.6 9.8 9.4 10.1 10.3 9.9 8.5 8.7 8.3 15-19 10.1 10.4 9.9 10.6 10.9 10.3 9.1 9.3 8.9 20-24 10.4 10.2 10.7 10.6 10.4 10.8 10.1 9.8 10.4 25-29 9.7 9.5 9.8 9.4 9.3 9.4 10.2 9.9 10.6 30-34 8.1 8.1 8.0 7.6 7.7 7.6 9.0 9.0 9.0 35-39 7.1 7.0 7.2 6.7 6.6 6.8 7.8 7.8 7.8 40-44 6.1 6.1 6.1 5.8 5.8 5.8 6.9 6.9 6.8 45-49 5.3 5.3 5.4 5.1 5.1 5.1 5.8 5.8 5.8 50-54 4.3 4.4 4.3 4.0 4.1 3.9 5.0 5.0 5.1 55-59 3.6 3.5 3.7 3.4 3.2 3.6 4.0 4.0 4.0 60-64 3.1 3.0 3.1 3.0 2.9 3.1 3.2 3.3 3.2 65-69 2.2 2.1 2.2 2.2 2.1 2.2 2.2 2.2 2.2 70-74 1.5 1.4 1.5 1.5 1.4 1.6 1.4 1.4 1.5 75-79 0.9 0.8 0.9 0.9 0.8 1.0 0.8 0.8 0.9 80-84 0.5 0.4 0.5 0.4 0.4 0.5 0.5 0.4 0.5 85+ 0.3 0.2 0.3 0.3 0.3 0.3 0.3 0.2 0.3 Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 Data source: NSSO report

26 From the above table 4, it is shown that 57.2% years courses which are linked with local indus- population is below 29 years age. If we consider try and business need. China has introduced age group 10 to 29, 39.8% population is young three-year or two-year vocational education population and gender wise this percentage of or four years higher education. In last decade male population is 39.9% and female popula- China has supplied large quantity of low-level tion is 39.8%. Percentage of rural population technical workers, low-level managerial pro- below 24 age are higher than urban population fessionals, and skilled workers through this whereas working population i.e. age group 25 vocational curriculum. Similarly, Korea has also to 59 are higher in urban than rural population. introduced three years vocational courses after grade 11 and also allowing vocational students Therefore, it can be said that India is the young- to proceed to higher education. In Germany, est population in an aging world. It is forecast- vocational education is introduced at second- ed that by 2022, the average age India will ary level through dual VET system and full-time be 28 as compared with 37 in China and the vocational schools. Germany has also offer United States, 45 in Western Europe and 49 in Bachelors and Master’s Degree Programs in Japan (Report of Asia Times on 10.04.2019.). Vocational Streams through Vocational Univer- Whereas it is forecasted that global shortage sities which is known as Universities of Applied of young population will be around 56 million Sciences andthere are a total 160 Universities by 2020, India will be the only country with a of Applied Sciences.United Kingdom has also youth surplus of 47 million (Ernst & Young Pvt. introduced vocational curriculum through the Ltd. & FICCI, 2012, pp. 1–3). Therefore, India National Qualifications Framework (NQF)(Mu- has an immense opportunity to ripe the bene- jumdar 18–23). fit of this global shortage of skilled work force Government initiative regarding skill devel- (Swati Shantaram Mujumdar, 2012, pp. 1–3). In opment this backdrop Government of India should give the utmost priority to promote skill based edu- Present education system of our country is cation immediately. governed by the National Policy on Education (NPE), 1986 (modified in 1992). This policy has INTERNATIONAL PERSPECTIVE OF VOCATION- also recommended that “The introduction of AL EDUCATION & TRAINING (VET) systematic, well planned and rigorously imple- Many countries like Australia, Korea, China, mented programmes of vocational education Germany, United Kingdom etc have started vo- is crucial in the proposed educational reorgani- cational skills courses. zation.” This policy emphasizes the vocational course to enhance individual employability, to Australia has issued Level-I Certificates from reduce the mis-match between demand and the VET system are regarded as educational- supply of industry. ly equivalent to Senior Certificates from -sec ondary schools, and Diplomas and Advanced The Kothari Commission Report had also rec- Diplomas may be issued by the VET system ommended vocational courses at school level or by higher education institutes.Vocational starting from class 8 to higher secondary levels education in China is primarily two- or three-

27 and full-fledged vocational education in voca- • Apprenticeship and training should be tional institutions. decided by the Board of Apprenticeship Training immediately after the results of In the Eighth Five Year Plan was given priori- the +2 examinations are declared. ty on vocational education and modify the National Policy of Education accordingly. The • Vocational courses should be commenced focus in the Ninth Plan was on reducing dispar- according to the needs of local business ities by emphasis on vocational education and and industries and a survey should be con- employment oriented courses. In the Tenth ducted before introduction of such cours- Five Year Plan, vocational education and train- es. ing has been identified as a vital thrust area in order to ensure the consistency between the In light of this the Government of India has demand for and supply of skills manpower and formulated a National Policy on Skill Develop- additional allocation of Rs 650 crores has been ment in 2009.The National Skill Development done for the Vocational Education. For this pur- Policy has fixed the target to supply skill work pose the following scheme of vocational edu- forced about 12-15 million youth each year. cation had been suggested- The Government of India has setup the Nation- al Skill Development Mission under the aegis • The vocational courses in schools should of the Hon.ble Prime minister of India. The Na- be competency-based and in modular tional Skill Development Policy has prepared form with a credit transfer system and pro- a National Vocational Education Qualification visions for multi-point entry/exit. Framework (NVEQF).

• Vertical expansion of vocational courses at The main features of this NVEQF are- the +2 level and courses at the university level is necessary. The present admission a) Competency based qualifications. criterion for entry to vocational courses at the graduation level also needs to be b) Certification for learning achievement and changed. qualification.

• Memorandums of Understanding with in- c) A range of national qualification levels with dustryand training institute are very much respect to responsibility, complexity of ac- essential for certification of the courses. tivities, and transferability of competencies. • In order to sustain the scheme, these courses may be designed on a self financ- d) The avoidance of duplication and overlap- ing basis. ping of qualifications.

• The apprenticeship training facility made e) Quality Assurance regime that would pro- compulsory. mote the portability of skills and labour market mobility.

28 f) Lifelong learning through an improved skill that would cover both general education and recognition system; recognition of prior vocational education.This framework will stim- learning whether in formal, non-formal or ulate, support and facilitate establishment of informal arrangements. a standardized, acceptable and internation- ally comparable qualifications.TheMinistryo- g) Open and flexible system which will permit fLabourand Employment has developed the competent individuals to accumulate their National Vocational Qualifications Framework knowledge and skill through testing & certi- (NVQF). In light of this the Ministry of Human fication into higher diploma and degreeand Resource Development (MHRD) developed the that offer vertical mobility from vocational National Vocational Educational Qualification to academic learning. Framework (NVEQF). Afterthat, an Inter-Min- isterial Committee was formed by the Cabinet h) Nationally agreed framework of affiliation Secretariat and prepares a unified framework, and accreditation of institutions. known as ‘National Skills Qualification Frame- work’ (NSQF) for vocational training and the i) Multiple certification agencies/institutions NSQF is a quality assurance framework. NSQF will be encouraged within NVQF. has framed qualifications according to a series of levels of knowledge, skills and aptitude.This The Ministry of Skill Development and Entre- will enable young people to acquire desired preneurship is co-coordinating of all skill de- competency levels, transit to the job market velopment initiatives i.e. vision of a ‘Skilled In- and at an opportune for acquiring additional dia’ across the country and prepare the guide skills to further upgrade their competencies. line for vocational and technical training The key elements of the NSQFprovide: framework, upgradationof existing skills and development of new skills, and elimination of • national principles for recognising skill demand and supply gap of skilled manpower proficiency and competencies at different in the industry. For this purpose the Ministry levels. of Skill Development and Entrepreneurshipin- tends to workwith the existing network of skill • multiple entry and exit in vocational edu- development centers, universities and other cation. alliances such asNational Skill Development Agency (NSDA), National SkillDevelopment • opportunities to promote lifelong learning Corporation (NSDC), National Skill Develop- and skill development ment Fund (NSDF) and 33 Sector SkillCouncils (SSCs) as well as 187 training partners regis- • partnership with industry/employers tered with NSDC and so many non-government organizations (NGOs). • a transparent, accountable and credible mechanism for skill development across The National Policy on Skill Development, various sectors 2009, has recognized the need for the development of a national qualification framework

29 The biggest beneficiaries of such a framework from level 1 to the highest level 10. Level 1 to are the learners who can judge the relative val- level 3 course curriculum is designed for school ue of a qualification at a particular level on the level i.e. up to class 12. There is a scope of ver- framework and make decisions about their ca- tical movement from lower level to higher level reer progression paths. NSQF is composed of like any other academic courses. This is shown 10 levels. Each level representing different lev- in following diagram 1. el of professional knowledge, professional skill, core skill and responsibility. Students can move Diagram 1

After completion of 1st semester i.e. NSQF OPPORTUNITIES OF SKILL EDUCATION Level 4 students will get certificate of this NSQF • The main advantage of this course is the level 4 and after one year i.e. completion of multiple entry and exit which enables the two semesters, students will get diploma cer- learner to seek employment after any level tificate and after completion of four semesters of Award and join back as and when feasi- (i.e. 2nd year) advanced diploma certificate will ble to upgrade qualifications / skill compe- be given. B.Voc degree will be awarded after tencies. completion of all six semesters i.e. NSQF level 7. Thestudents may further move to Masters • Skill-based programmes offer at the level and Research degree programmes mapped at of certificate, diploma, advanced diploma, NSQF Level 8 – 10. B.Voc, P.G. diploma, M.Voc and Ph.D. as per general education.

30 • These will be full-time credit-based mod- reduce the unemploymentproblem (Govern- ular programmes, where skill component ment of India, Ministry of Finance, Dept of Eco- is 60% and general education components nomic Affair, 2013, pp. 1–3). The main objecti- is only 40%.Therefore, the curriculum is veof this project is toprovide training to young based on hands on experience, field visit, Indian Youths specifically jobless, school drop- industry visit and on the job training (OJT) outs along with theeducated ones in different in the related industries. sectors like construction, transportation, tex- tile,agriculture, weaving, handicraft, horticul- ROLE OF SKILL EDUCATION OF FUTURE DE- ture, fishing andvarious other sectors(Verma, VELOPMENT: 2016, p. 37).ThisSkill India project plays an im- India is the second largest and the heighest portant role in the growthof the economy. working age (15–59 years) population of the world. Unemployment is a serious problem of CONCLUSION our country which slows down the economic In India, young population (i.e. 16-29 years) growth of the country.The major problem of who will soon be entering the labour mar- the skill development program is the unwilling- kethave limited access to education and train- ness of candidates to undergo training and that ing.Majority of them have workedin the infor- lack of awareness of this course. India suffers a mal sector of the economy. In India dropout serious skill gap in various job sectors. It is es- ratesare very high and educational attainment timated that in thenear future more than 75% remains low because majority of our popula- new job opportunities to be created in India tion are very poor and lives in below poverty will be skilled based (ANSARI & KHAN, 2018, p. line, therefore, education is luxury to them, 210). The Government of India hasbeen intro- and dropout rate from primary to upper prima- ducedNational Policy on Skills in 2009, which ry is 52.35% of total enrolment. Government of has aimed to fulfil skill education by establish- India has started Mid-Day meal programme in ing several industrial training institutes (ITIs), school education to reduce the dropout rate. vocational schools, technical schools,polytech- But dropout rates remains very high. Govern- nics and professional colleges, apprenticeships, ment of India has introduced National Policy of sector-specific skill development, e-learning, Education (2009) and Skill India project in 2015 training for self employment and other forms to reduce the skill gap and increase the em- of training(Ernst & Young Pvt. Ltd. & FICCI, ployment opportunities. Therefore, vocational 2012, pp. 1–3). The government has planned to education may help them to get employable provide necessary financial support, infrastruc- in job market and reduce the unemployment ture support and also made collaboration with problem and this will accelerate the growth of private sector to introduced skill education and Indian economy. training in Public-Private Partnership model (PPP model). As per guideline of National Poli- cy on Skills (2009), theGovernment of India has launched Skill India project in March 2015to

31 REFERENCE MINISTRY OF HUMAN RESOURCE DEVELOPMENT DEPARTMENT OF SCHOOL EDUCATION & LIT- Ansari, T. Hussain., & Khan, M. (2018, December ERACY STATISTICS DIVISION. (2018, MARCH). 19). Role of Education and Skill Development EDUCATIONAL STATISTICS AT A GLANCE. to Promote Employment in India. Research- GOVERNMENT OF INDIA. gate.Net/Publication/329782820, 208–214. https://www.researchgate.net Swati Shantaram Mujumdar. (2012, March). A Study of Significance of Vocationalization Ernst & Young Pvt. Ltd. & FICCI. (2012, September). of Education and Skill Development in India Knowledge paper on skill development in with special reference to the State of Maha- India Learner first. rashtra. Ph.D. Thesis. Symbiosis International Government of India, Ministry of Finance, Dept. of University Pune. Economic Affair. (2013, December). National Verma, J. P. (2016). Need and challenges: Skill Skill Qualification Framework (No. 19). Gov- development in India. International Journal ernment of India. of Multidisciplinary Education and Research, I (10), 35–38. https://www.educationjournal.in

32 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

IMPLEMENTATION OF E LEARNING: A CHALLENGE IN INDIAN CONTEXT Arabinda Kumar Maity1

Abstract

COVID-19, the situation has endangered the normal life of the people of the World. No one knows where it will end and when we will return to normal life. The only way to keep the education system afloat in this difficult situation is through e-learning. India wants to move forward in the same way as the rest of the world. However, there is a need to think about what is possible for India in the developed countries of the world. Especially India’s e-learning infrastructure. The main purpose of this paper is to examine about how well India’s infrastructure is ready to continue the e-learning system. Based on various Govt. and privet data, it is seen that, for the large number of students, the Indian technology infrastructure is quite low. Implementing and sustaining the education system through new system(e-learning) by filling the infrastructure gap is a challenge. It is hoped that instead of formal education system (Face to face) will be managed through the e-learning method by overcoming this difficult challenge.

Key Words: E-learning, Implementation, Infrastructure, Technology.

INTRODUCTION This critical situation every aspects of human beings lifestyle are fully stopped. Nevertheless, The whole world is facing deep problems to- life cannot stop for a long time. Every aspect, day, cause of COVID-19 pandemic. Scientist of related of our life reopens slowly by so many whole world working day night without any ways. Education is one of the most important rest for antibiotic to protect human beings. We aspects in our life as well as society. Educa- do not know when we will go back previous life. tional institutions are close from March 2020, So many scientist of the world indicate that, in due to COVID-19 outbreak and lockdown. Now the coming days, human civilization will have question raised that maintaining social distance to move forward with the COVID-19 pandemic. how to possible to continue education again.

1. Asst. professor Vivekananda college of education (B.Ed). Mail id- [email protected] & contact no- 9800744015

33 Answer comes, the way to continue education devices now have an importance place in the by e-platform, that is technology based e-learn- classrooms for effective learning. Electronic ing. Although e-learning starting few years ago educational materials like optical discs or pen so many developed countries reputed univer- drives are gradually replacing hardcopy of ed- sities and some Indian universities as a supple- ucational documents. Gradually the e-library is mentary education.. No doubt, e-learning is an developing. Now knowledge can also shared excellent platform in education. However, here via the internet(email, voice call, charting ,twit- is a question; a country with a huge popula- ter, facebook, WhatsApp etc.), which are easily tion like Indian is possible e-learning? To fulfill accessible in 24/7, anywhere any time. huge student’s needs, Is Indian infrastructure ADVANTAGES OF E-LEARNING is ready for e-learning? All the faculties related to education, students, percents, are ready e-learning has completely transformed the to adopt this new situation? It will take some way in which learning is imparted to students. time to learn in technology instead of the way Unlike traditional chalk and board method of (classroom formal teaching) the large number teaching, e-learning makes learning simpler, of students in India is accustomed to e-learn- easier, and more effective (Gupta Sunil- 2017 ). ing. However, the problem is not here. Main Here are some features of e-learning that make problem is Indian socioeconomic condition advantageous to students. 1) Online learning and technological infrastructure. The big chal- accommodates everyone’s needs. 2) Lecture lenge is to keep the education system running can be taken any time anywhere. 3) Offers ac- through e-learning by solving all the problems. cess to updated content. 4) Quick delivery of lessons. 5) Saves time and money. 6) Consis- E-LEARNING tency. 7) Effectiveness. 8) Less impact on envi- Electronic learning or e-learning, can as effec- ronment. 9) Leads to better relation. 10) Offers tive as or more effective than live instruction. personalization. A learning system based on formalized teach- E-LEARNING INFRASTRUCTURE ing but with the help of electronic resources is known as e-learning. Instead of formal class- In today’s world, e-infrastructure is the key el- room use of computer and internet, based ement for the development of a society. The e-learning is effective. By using electronics term “infrastructure” is contextual in its mean- elements, it is possible to transfer of skills, ing. In e-learning context “e-learning infrastruc- knowledge and delivery of education is made ture”, “technical infrastructure”, and “ICT infra- to a large number of recipients living in differ- structure “all convey a range of meanings. For ent places at the same or different times. In the inclined, “infrastructure” often describes a the past e-learning was not acceptable, but bottom “layer” of an architectural description now the rapid progress in technology and the or diagram, indicating network hardware com- advancement in learning systems, it is now ponents, communication processes, services embraced by the masses. Because of the tech- and protocols. However, for others, it can also nological revolution, electronics devices have serve as a label that includes the “applications become readily available to people, that is layers” or even more broadly, the entire plat- Smartphone, Tablets and other devices. These form required to deliver services (DEST-2004).

34 The successes of e-learning will come only The main challenges to introducing e-learning when all the students have access to education are. if the e-learning infrastructure is good. Set up LACK OF DIGITAL INFRASTRUCTURE e-learning infrastructure only need three basic things, that is Hardware ,Software and Sup- The major challenge of remote learning is dis- port team. In hardware; Server, that will be parity in access – from electricity and inter- dedicated or cloud server , User Database and net connections to devices like computer and Concurrent Users, It will depend on the orga- smart phones. India’s technological infrastruc- nization that, how many users will be access- ture is very small in terms of huge population. ing and how many may access the serer at a It is not possible to fill the shortage of class- time and configured server. Bandwidth, to help room teaching in schools, colleges and uni- user’s access e-learning courses seamlessly. versities. A report by Quacquarelli Symonds Other Server configuration i.e. core processor pointed out connectivity and signal issues as for fast processing of request, RAM for quick the most prevailing problems faceted by stu- response time, and a hard-disc with enough dents while attending online classes and the in- space to upload e-learning courses and store frastructure in terms of technology in India has training information in the database. In Soft- not achieved a state of quality, so as to ensure ware; Learning Management System(LMS) sound delivering of online classes to students is the main software to upload all the course across the country. It is seen that both the state and enroll users. In Support team; Team se- and private players have not yet managed to lection, Administration Training for solving any overcome technical challenges, for instance, in problem and maintaining server. Also others providing adequate power supply and ensur- e-learning infrastructure, Computer, printers, ing effective connectivity as the data reveals. smart Classroom, Electric and good internet “Although, due to the outbreak of COVID-19 service is important element. the world had witnessed a massive shift from the traditional Face to Face (F2F) to online plat- CHALLENGES OF E-LEARNING form as a model of delivery of classes. Due to The Covid-19 pandemic has exposed how root- lack of proper infrastructure, a shift to a total ed structural imbalances are between rural and reliance on the online platform for the deliver- urban, male and female, rich and poor, even in ing of lectures seems to be distant dream. the digital world (Kundu.P -2020). It is still difficult to predict when school, college, universi- According to the report, it is found that, in ties will reopen. In this circumstance to main- order to use internet at home, 72.60% of re- taining social distance e-learning is only way of spondents use mobile hotspot, 15% PC use education instead of physical classroom. Edu- home broadband, 9.68% PC use Wi-Fi dongle cation administration, advised teachers to con- and 1.85% PC have poor to no internet connec- tinue class through virtual lectures like Massive tivity. The data revealed that amongst the re- Open Online courses. There are indescribable spondent who use home broad band, over 3% problems in introducing education system PC forced cable cuts, 53% PC faced poor con- through e-learning both teacher and students. nectivity, 11.47% PC faced power issues and

35 32.53%PC forced signal issues. when it come opment in 2017-18, showed that 16% of India’s to mobile hotspot, 40% PC faced poor connec- households received 1-8 hours , 33% received tivity, 3.19% PC faced power issue and 56.81% 9-12 hours and only 47% received of electricity pc faced signal issues. more than 12 hours a day.

According to the key indicators of household According to Tapan Kumar Basu, Former pro- social consumption on education in India- re fessor of IIT Kharagpur and Co-founder of NP- port, based on the 2017-18 National Sample TEL, says that the internet connectivity is not Survey, 24% of Indians own a Smart phone, only problem. “In many places, even regular only 11% of households’ possess any type of supply of electricity is not available. Moreover, computer. Only 24% of Indian households have most Indians can’t afford a basic gadget to ac- an internet facility. While 66% of India’s pop- cess online education” he believes online ed- ulation lives in villages, less than 15% of rural ucation can only be provided at the advanced Indian households have internet (as opposed level in certain research subjects for students to 42% of urban Indian households). A mere in universities. India has a long way to go be- 13% of people surveyed (aged above five) in fore e learning becomes valuable for all. rural areas- just 8.5% of females- could use in- TEACHERS AND LEARNERS’ MENTALITY ternet. The poorest households cannot afford a Smartphone or computer. If we see state wise The challenges for teachers too. It is not pos- then, 4.6% in Bihar, 23.5% in Kerala and 35% in sible to change the way teachers and students Dilhi householders access computer. In states have been accustomed so far in one day. With like Dilhi, Himachal Pradesh, Haryana, Punjab the advancement of technology, teachers need and Uttarakhand access internet more than to be made more efficient in managing tech- 40% of householders and other hand Odisha, nology. If the teacher teaches properly by using Andhra Pradesh, Assam, Bihar, Chhattisgarh, the technological resources, then the students Jharkhand, Madhya Pradesh and West Bengal will be emotionally prepared for e-learning. householders’ access internet less than 20%. However, I can say from my personal experi- As per the Internet and Mobile Association of ence and observation that, maximum old and India report, in 2019, while 67% men and 33% middle generations teachers are not capable women access internet. In rural area 72% of to handling technology and use of e-learning men and 28% of women access internet. effective resources.

Access to electricity is crucial for digital educa- Learning demands a conductive environment. tion, both for powering devices as well as in- Not all students, maximum students have no ternet connecting. As per Soubhagya Scheme, quit space for learning at home. Only 37% of almost 99%of homes in India have a power householders in India have one dwelling room. connection. But the picture is less bright if we On the other hand, most of the students use look at the quality of electricity and the no of mobile for the purpose of entertainment, like hours for which it is available every day. Mis- fecebook, whatsApp, you tube etc. They are sion Antyodaya, a nationwide survey of villag- less browsing educational site than the other es conducted by the Ministry of Rural Devel- site. Changing this mentality and encourage

36 them to use technology in educational pur- ANALYSIS pose, it is important to available and interest- The above infrastructural and socio-economic ing e educational resources. problems point to the face that e-learning is a SOCIO ECONOMIC CONDITION dream in Indian education system. In order to make the education system technology depen- India’s socioeconomic status is not prepared to dent, it is necessary to first analyze and solve adopt the new educational platform e learn- the direct and indirect issues related to educa- ing. India’s biggest problem is over population tion. If this can be done then it is possible to that is above 130 crore. According to the World establish a technology based e-education. Oth- bank collection of development indicators, erwise, the dream of introducing technology compiled from officially recognized source- Ru- based e-learning education system will not be ral population (% of total population) in India successful. was reported at 65.97% in 2018 and (% of urban population) 24% living in slums. Accesses CONCLUSION to electricity (% of rural population) 7763% . Nothing is impossible. No matter how difficult Individuals using the internet (% of popula- the problem is, people are used to overcom- tion) 34.45%. NABARD all India rural financial ing it. This epidemic has torn people’s lives to inclusion survey (NAFIS)-Shows that average pieces. Just as it is bad thing, this epidemic has agricultural households income was Rs 8931/ taught society a lot. Like others aspects of life, month and non-agricultural households Rs it has provided an opportunity to revolutionize 7269/month in 2016-17. According to NSS- education. Taking advantage of this opportu- KI(75/25) (2019-18) report, it was seen that, nity, the education revolution will take place 4.4% rural and 23.4% urban households hav- through the development of infrastructure and ing computer and 14.9% rural and 42%urban socio-economic conditions. This is a challenge households having internet facility. According to every part involved in education. I hope that to MHED report 9.17 crore students received we will take up this challenge and win. Mid Day Meal (MDM) in 1.35 lack school across the country. According to Global Hunger Index 2019: India is raked 102 of 117 countries in the World. This is the socio-economic picture in In- dia, which is so painful.

37 REFERENCES: Clover I. (Feb.2017). Advantages and Disadvantag- es of eLearning, Goyal S. (2012). E-learning: Future of Education, Journal of Education and Learning, 6(2); 239- https://elearningindustry.com/advantages-and-disadvantages-of-elearning 242. Kundu ,P. (may 2020). Indian education can’t go Blinco. K & others. (2004). Trends & Issues in online-only 8% of homes with young mem- e-Learning Infrastructure Development, bers Blinco.K & others, Altilab04-infrastructure. have computer with net link, https://scroll. version 2, https://www.researchgate.net/ in/article/960939/Indian-education-can’t-go- publication/237074439- Trends-Issues-in online-only-8%-of-homes-with-young-mem- e-Learning-Infrastructure-Development/ or bers-have-computer-with-net-link www.academia.edu https://www.livemint.com/elections/lok-sabha- Moore R L & Fodry B P. (jan.2018). Distance educa- elections/the-cours-case-of-electrifica- tion and Technology Infrastructure: tion-in-india-aimd-power-discom-black- Strategies and opportunities, https://www. outs-1552257301715.html researchgate.net/publication/320549474- https://www.thehindu.com/news/nation/24-pc-of- Distance-education-and-Technology Infra- indians-have-a-smartphone/article26212864. structure- Strategies-and-opportunities/ ece Gupta S. (2017). 9 Benefits of eLearning for Stu- https://ww.indiabudget.gov.in/expenditure-bud- dents, eLearning Industry, Nov.2017, get.php https://elearningindustry.com/9-benefits of Annual Report, 2018-2019, Govt. of India, Ministry elearning for students/ of statistics and Programme mplementation. Puri S. (2018). 5 Advantages of E-learning, ( Retrieved from https://www.mospi.gov.in) Nov.2018, Annual Report 2018-2019, NABARD, ( Retrieved https://trainingindustry.com/articles/e-learn- from https://www.nabard.org). ing/5-advantages-of-elearning/ USING THE SKOOL™ HE PLATFORM: EEARNING https://m.economictimes.com/defination/e-learn- IMPLEMENTION GUIDE, ing/amp (Retrieved from https://www.unfpa.org/ https://www.elearningnc.gov/about-elearning/ sites/default/files/resource-pdf) methods-of-elearning/ Global Hunger Index 2019 www.globalhungerin- https://www.techterms.com/defination/e-learn- dex.org/ ing/ https://www.censusindia.gov.in Miron A. (2014). E-Learning: Pros and Cons, https://www.eskill.com/blog/e-learning-pros- cons/

38 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

IMPACT OF ONLINE CLASSES AMONG STUDENTS during covid 19 Arpita Chakraborty1

Abstract

In view of the Covid-19 outbreak all across the world, everyone is taking all precautionary and preventive measures to combat this pandemic. We are following the norms of social distancing and keeping ourselves in the confines of our homes or offices .All schools, varsities, workplaces have been shut down to contain the spread of this novel virus. It was expected that the shutdown would impact the learning process to a great extent. But it is actually not the case. All thanks to technology. Someone has rightly stated that learning should never stop even at the time of crisis. ICT, which a great enabler and facilitator of online learning, has kept the learning process intact even at this time .Various Digital platforms and ICT initiatives are accessed by teachers, students, researchers and corporate officials round the clock. These tools enable constant learning and offer several benefits such as flexibility, comfort, and interactive user interface. In this digital era, even when the students and faculties are having a barrier of social distancing, several industries are getting impacted including education industry but ICT has reduced this barrier of social distancing and lockdown with the help of so many digital and online initiatives and tools. Students can be in constant touch with their faculties with the help of online classes conducted through Skype, Zoom, google hangouts, google classroom etc. At the same time, one more important question is: can students actually benefit from technology at home? Here we clearly have an equity issue. While financially well-off families can afford computers and multiple devices, students from struggling families can hardly afford simple devices and may likely not have the internet at home.

INTRODUCTION dar. But the trend has raised many concerns Online lessons are helping educational insti- among educational experts, including those at tutions around World beat the Covid-19 lock- UNESCO and UNICEF. down to push ahead with the academic calen-

1. Assistant teacher

39 While some have expressed alarm about the have no internet at home, at a time when digi- potential dangers of internet exposure for tally-based distance learning is used to ensure young children, others say they are scared the educational continuity in the vast majority of digital shift may alienate economically disad- countries vantaged students who don’t have access to BENEFITS OF ONLINE EDUCATION the technology digital lessons require. An online education is preferred by individuals On 15 April, the United Nations Children’s Fund who may not be able to make it for classes in a (UNICEF), which is engaged in humanitarian aid traditional brick and mortar kind of college due for young ones around the world, said “mil- to various reasons. Below we’ll examine some lions of children are at increased risk of harm of the benefits this exciting education provides as their lives move increasingly online during to such students. lockdown in the Covid-19 pandemic”. 1. Flexibility According to the statement, the internet expo- Students have the freedom to juggle their ca- sure puts children at the risk of “online sexual reers and school because they aren’t tied down exploitation and grooming, as predators look to a fixed schedule. In a traditional classroom to exploit the Covid-19 pandemic”. Online setting, class meeting times are set, and the grooming, a worrying product of the internet student has no power over this, forcing them and social media age, involves predatory adults to work their schedules around these dates. building online relationships with gullible chil- Most people who choose online learning tend dren and tricking or pressuring them into sex- to have other commitments, and prefer this ual behaviour. Under the shadow of Covid-19, mode of learning as it gives them power over the lives of millions of children have temporari- how they will delegate their time towards their ly shrunk to just their homes and their screens. different projects. We must help them navigate this new reality,” 2. Reduced Costs the statement quoted UNICEF executive direc- tor Henrietta Fore as saying. Online education can cost less due to a variety of reasons. For example, there is no cost In a report issued on 21 April, the United Na- for commuting. Assorted costs that are related tions Educational, Scientific and Cultural- Or to transport, such as fuel, parking, car mainte- ganisation (UNESCO), a multi-dimensional nance, and public transportation costs don’t agency, highlighted another concern about the affect the online student. online shift. 3. Networking Opportunities Giving a global perspective, UNESCO noted, Online education also provides students with “Half of the total number of learners — some the chance to network with peers across na- 826 million (82.6 crore) students — kept out tions or even different continents. This often of the classroom by the Covid-19 pandemic, leads to other opportunities in terms of col- do not have access to a household comput- laboration with other individuals in the imple- er and 43 per cent (706 million or 70.6 crore) mentation of a project. At the same time, it

40 makes them culturally sensitive and able to fit This type of education has grown over the last into other environments easily given their ex- few years and has experienced mainstream posure to other cultures. acceptance. With an online class, you get to control your learning environment, which ul- 4. Documentation timately helps you develop a deeper - under All the information that you will need will be standing of your degree course. New models safely stored in an online database. This in- of learning are always springing up in the mar- cludes things like live discussion documents, ket, providing students with varied opportuni- training materials and emails. This means that ties to fashion their education into something if there’s ever anything that needs to be clar- that fits them, not the other way round. It also ified, the student will be able to access these provides individuals an opportunity to finish a documents fast, saving valuable time. This is degree they might have started and were un- especially useful for individuals that need to able to continue with for one reason or anoth- carry out research for a project and submit er. The future of online degree education looks their findings to a panel. promising, and opens up education to a larger 5. Increased Instructor - Student Time section of the population than ever before. Students in traditional classrooms may not WEAKNESSOF ONLINE LEARNING get the personalized attention they need to While online programs have significant have concepts clarified. Although class sizes strengths and offer unprecedented accessibil- are small at CCA, most colleges have classes ity to quality education, there are weaknesses of students that number in the hundreds. This inherent in the use of this medium that can is not a problem for this type of education be- pose potential threats to the success of any on- cause online guided discussions and personal line program. These problems fall into six main talk time with their professors and lecturers is categories: a hallmark of online classes. This increases the chances of a student performing well due to 1. Technology Equity and Accessibility to Technology the time their instructors give them. This also enhances their problem-solving and communi- Before any online program can hope to suc- cation skills, as well as knowing how to defend ceed, it must have students who are able to their arguments to superiors if needed. access the online learning environment. Lack of access whether it be for economical or lo- 6. Access to Expertise gistics reasons will exclude otherwise eligible An online college education might give stu- students from the course. This is a significant dents access to specialized degree courses that issue in rural and lower socioeconomic neigh- may not be available in an easily accessible or borhoods. Furthermore, speaking from an ad- local institution of learning. Online classes al- ministrative point of view, if students cannot low the sharing of expertise that helps more afford the technology the institution employs, people have access to education that is not they are lost as customers. As far as Internet readily available in certain geographic loca- accessibility is concerned, it is not universal, tions. and in some areas of the United States and

41 other countries, Internet access poses a signif- more dependent learners. Online asynchro- icant cost to the user. Some users pay a fixed nous education gives students control over monthly rate for their Internet connection, their learning experience, and allows for flexi- while others are charged for the time they bility of study schedules for non traditional stu- spend online. If the participants’ time online is dents; however, this places a greater responsi- limited by the amount of Internet access they bility on the student. In order to successfully can afford, then instruction and participation in participate in an online program, student must the online program will not be equitable for all be well organized, self-motivated, and possess students in the course. This is a limitation of a high degree of time management skills in online programs that rely on Internet access. order to keep up with the pace of the course. For these reasons, online education is not ap- Computer Literacy propriate for younger students (i.e. elementary Both students and facilitators must possess a or secondary school age), and other students minimum level of computer knowledge in or- who are dependent learners and have difficul- der to function successfully in an online envi- ty assuming responsibilities required by the ronment. For example, they must be able to online paradigm. use a variety of search engines and be comfortable navigating on the World Wide Web, as 3. The Facilitator Lack of Essential Online Qualities well as be familiar with Newsgroups, FTP procedures and email. If they do not possess these Successful on-ground instruction does not al- technology tools, they will not succeed in an ways translate to successful online instruction. online program; a student or faculty member If facilitators are not properly trained in online who cannot function on the system will drag delivery and methodologies, the success of the the entire program down. online program will be compromised. An instructor must be able to communicate well in Limitations of Technology writing and in the language in which the course User friendly and reliable technology is critical is offered. An online program will be weakened to a successful online program. However, even if its facilitators are not adequately prepared to the most sophisticated technology is not 100% function in the Virtual Classroom. reliable. Unfortunately, it is not a question of if the equipment used in an online program 4. The Administration and Faculty will fail, but when. When everything is running Some environments are disruptive to the suc- smoothly, technology is intended to be low cessful implementation of an online program. profile and is used as a tool in the learning pro- Administrators and/or faculty members who cess. are uncomfortable with change and working with technology or feel that online programs 2. The Students cannot offer quality education often inhibit the While an online method of education can be process of implementation. These people rep- a highly effective alternative medium of edu- resent a considerable weakness in an online cation for the mature, self-disciplined student, program because they can inhibit its success. it is an inappropriate learning environment for

42 Sometimes administration cannot see beyond taught in a face-to-face traditional learning en- the bottom line and look at online programs vironment only as ways to increase revenues and are thus 6. The Curriculum not committed to seeing online programs as a means of providing quality education to people The curriculum of any online program must be who would otherwise not be able to access it. carefully considered and developed in order to In such a case, an institution that is not aware be successful. Many times, in an institution’s of the importance of proper facilitator training, haste to develop distance education programs, essential facilitator characteristics, and limita- the importance of the curriculum and the need tions of class size would not understand the for qualified professionals to develop it is over- impact that these elements can have on the looked. Curriculum and teaching methodology success of an online program. that are successful in on-ground instruction will not always translate to a successful online 5. The Online Environment program where learning and instructional par- Levels of Synergy adigms are quite different. Online curriculum Online learning has its most promising poten- must reflect the use of dialog among students tial in the high synergy represented by active (in the form of written communication), and dialog among the participants, one of the most group interaction and participation. Traditional important sources of learning in a Virtual Class- classroom lectures have no place in a success- room. However, in larger classes (20 or more ful online program. Education of the highest students), the synergy level starts to shift on quality can and will occur in an online program the learning continuum until it eventually be- provided that the curriculum has been devel- comes independent study to accommodate oped or converted to meet the needs of the the large class. At this point, dialog is limited as online medium. well as interaction among participants and the SUGGESTIONS facilitator. The medium is not being used to its greatest potential. 1. The COVID-19 has resulted in schools shut all across the world. Globally, over 1.2 bil- hat Should Not Be Taught Online W lion children are out of the classroom. In the excitement and enthusiasm for online programs that has been generated recently, it 2. As a result, education has changed dramat- is important to recognize that some subjects ically, with the distinctive rise of e-learning, should not be taught online because the elec- whereby teaching is undertaken remotely tronic medium in its current state of develop- and on digital platforms. ment does not permit the best method on in- 3. Research suggests that online learning has struction. Examples are hands-on subjects such been shown to increase retention of infor- as public speaking, surgery, dental hygiene, and mation, and take less time, meaning the sports where physical movement and practice changes coronavirus have caused might be contribute to the achievement of the learning here to stay. objectives. These subjects are probably best

43 CONCLUSION What does this mean for the future of learn- While countries are at different points in ing? t h e i r C O V I D - 1 9 i n f e c ti o n r a t e s , w o r l d w i d e While some believe that the unplanned and there are currently more than 1.2 billion rapid move to online learning – with no train- children in 186 countries affected by school ing, insufficient bandwidth, and little prepara- closures due to the pandemic. tion – will result in a poor user experience that is unconducive to sustained growth, others be- Today is a very exciting time for technology lieve that a new hybrid model of education will and education. Online programs offer tech- emerge, with significant benefits nology-based instructional environments that expand learning opportunities and can provide There have already been successful transitions top quality education through a variety of for- amongst many universities. For example, Zhe- mats and modalities. With the special needs of jiang University managed to get more than adult learners who need or want to continue 5,000 courses online just two weeks into the their education, online programs offer a con- transition using . The Imperial College Lon- venient solution to conflicts with work, fami- don started offering a course on the science of ly and study schedules. Institutions of higher coronavirus, which is now the most enrolled education have found that online programs class launched in 2020 on Coursera. are essential in providing access to education for the populations they wish to serve. In or- Many are already touting the benefits.It has der for an online program to be successful, the changed the way of teaching. It enablesteach- curriculum, the facilitator, the technology and ers to reach out to their students more effi- the students must be carefully considered and ciently and effectively through chat groups, balanced in order to take full advantage of the video meetings, voting and also document strengths of this format and at the same time, sharing, especially during this pandemic. Stu- avoid pitfalls that could result from its- weak dents also find it is easier to communicate on nesses. Lark.

44 REFERRENCES SESSOMS, BEN. “Homeless students during the coronavirus pandemic: ‘We have to make https://plus.google.com/+UNESCO (2020-03- sure they’re not forgotten’”. Statesville.com. 04). “Education: From disruption to recov- Retrieved 2020-03-23. ery”. UNESCO. Retrieved 2020-06-10. Ngumbi, Esther. “Coronavirus closings: Are colleges https://plus.google.com/+UNESCO (2020-03- helping their foreign, homeless and poor stu- 04). “COVID-19 Educational Disruption and dents?”. USA TODAY. Retrieved 2020-03-23. Response”. UNESCO. Retrieved 2020-05-24. Coronavirus Forces Families to Make Painful Child- “COVID-19 Educational Disruption and Re- care Decisions”. Time. Retrieved 2020-03-23. sponse”. UNESCO. 2020-03-04. Re- trieved 2020-06-07. Feuer W (2020-03-20). “WHO officials warn health systems are ‘collapsing’ under coronavirus: Update from Cambridge International on May/ ‘This isn’t just a bad flu season’”. CNBC. Re- June 2020 exams”. Cambridge International trieved 2020-03-23. Examinations. Retrieved 23 March 2020. Barrett S (2020-03-23). “Coronavirus on campus: May 2020 examinations will no longer be held”. In- College students scramble to solve food ternational Baccalaureate. 23 March 2020. insecurity and housing challenges”. CNBC. Retrieved 28 March 2020. Retrieved 2020-03-23. Adverse consequences of school closures”. UNES- Jordan C (2020-03-22). “Coronavirus outbreak CO. 2020-03-10. Retrieved 2020-03-15. shining an even brighter light on internet Jump up to:a b Lindzon J (2020-03-12). «School disparities in rural America”. TheHill. Re- closures are starting, and they›ll have far- trieved 2020-03-23. reaching economic impacts». Fast Company. Education Dept. Says Disability Laws Shouldn’t Get Retrieved 2020-03-22. In The Way Of Online Learning”. NPR.org. Jamerson J, Mitchell J (2020-03-20). “Student-Loan Retrieved 2020-03-23. Debt Relief Offers Support to an Economy Jump up to:a b «COVID-19 Educational Disruption Battered by Coronavirus”. Wall Street Jour- and Response». UNESCO. 4 March 2020. nal. ISSN 0099-9660. Retrieved 2020-03-23. Retrieved 28 March 2020. Distance learning solutions”. UNESCO. 2020-03-05. Coronavirus deprives nearly 300 million students Retrieved 2020-03-23. of their schooling: UNESCO”. The Telegram. Karp P, McGowan M (2020-03-23). “’Clear as Reuters. Retrieved 11 March 2020. mud’: schools ask for online learning help as 290 million students out of school due to coronavirus policy confusion persists”. The COVID-19: UNESCO releases first global Guardian. ISSN 0261-3077. Retrieved 2020- numbers and mobilizes response”. UNESCO. 03-23. 4 March 2020. Retrieved 6 March2020. Schools Race To Feed Students Amid Coronavirus Closures”. NPR.org. Retrieved 2020-03-23.

45 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

PRESENT STATUS OF RESEARCH IN TEACHER EDUCATION IN INDIA Paramita Ray1

Abstract

Research in teacher education has its unique nature along with two purposes, i.e. to understand the educational phenomenon and to transform it. The areas of research in this field cover a large area of inputs like goals of teacher education; characteristics of teacher educators as well as student teachers; processes such as classroom interactions and outputs like gaining of theoretical knowledge, acquisition of required skills and attitudes, etc. In case of research methodologies, mainly descriptive surveys, experimental studies, developmental studies, relational studies, action research, etc are used. In India, research in teacher education was started by Banerji in 1956, which was further characterised with some remarkable aspects like quantitative leap, systemization of instruction, larger coverage of objectives and alternative model. The implications of research findings in the field of education are not of its expected level. The reasons behind it are lack of qualified and skilled researchers, shortage of funds, unavailability of enough facilities and resources, etc. So researchers should be self motivated considering the need of research in this field and the government must take some necessary steps such as establishing proper networking among educational institutions, provide adequate facilities and funds at the time of need, etc. Only then research in teacher education will have its expected impact on the educational development of our country.

Keywords : Two Purposes, Larger Area of Research, Various Research Methodologies, Inade- quate Progress, Government’s Attention

INTRODUCTION Research in this field was started by Banerji in 1956. The main aims of research in teacher ed- Educational research is that which develops ucation are to understand the educational phe- new knowledge, which is then applied to the nomenon and to transform it. The areas of re- improvement of educational practices. This search are associated with various sub-systems thing is also true in case of teacher education.

1. M. Phil Scholar, WBUTTEPA, E-mail : [email protected], Mobile : 8240175712

46 like - inputs, processes and outputs. Most of needed in case of research in teacher educa- researches in this aspect have been conducted tion so that researchoutputs can be helpful for within a few areas like – micro-teaching, teach- teachers, pupil-teachers and teacher educators ing strategies, etc whereas many areas have by transforming them into educational policies. been neglected like – educational administra- Thus research in teacher education can have a tion and supervision, teacher education curric- fruitful impact on overall educational develop- ulum, etc. But a well balanced development is ment of our country.

PURPOSES OF RESEARCH IN TEACHER EDUCATION There are mainly two purposes behind the research works in the field of teacher education. They are as follows – Purposes Of Research In Teacher Education

A. To understand the educational phe- B. To transform it – nomenon – This means incorporating changes in the phe- It means that it should be fitted into a theoreti- nomena as it exists because of some dissatis- cal framework. This actually helps to conceptu- faction with it. This is true in case of teacher alize, explain, control and predict the dynam- education too. When there is dissatisfaction ics of a given phenomenon. Conceptualizing with existing practices in teacher education, means arriving at interrelated set of variables. changes are required in the structure and the A well articulated framework applicable to process. Research provides necessary ground many contexts based on systematic perspec- for any change to take place as research based tive is the presage-process-product paradigm changes are more sound and effective. of teacher education. Presage variables would include the personality variables, process variables would imply curriculum transaction (i.e. mode of teaching) and product variable would be a performance of students on a test.

 Areas Of Research : There is a wide spec- of a classificatory system helps to identify trum of variables related to teacher educa- cluster of variables. Thus a cluster of iden- tion such as personality of student teach- tified variables may be called an ‘area’ of ers and teacher educators, different types research. of training (pre-service and in-service) at different levels of education, etc. Most During the seventies, researches in teacher education were classified in five areas of researches are isolated and there is no such as selection criteria; abilities and linkage among them. So super imposing

47 qualities of teachers; pre and in service ate outcomes of teacher education (such training of teachers; work load, job expec- as achievement, attitudes, skills of stu- tations and difficulties expressed by teach- dent-teachers) and another are long term ers and procedures as well as practices of outcomes, describing level of professional teacher education in India. In later years, skills and teaching effectiveness. researches were categorised under context, input, process and output variables.  Research Methodology : Various types of During the eighties; context, presage, pro- research methodologies such as action re- cess and product were the categories. search, descriptive surveys, experimental studies, developmental studies, relational The context variables include stu- studies, etc are applied for research works dent-teacher characteristics and institu- in the field of teacher education. The pur- tional characteristics. Student-teacher poses of the different types of research characteristics mean student-teachers methodologies are as follows – formative experiences, academic qualifications abilities, personality factors, intel- a) Action Research – It is conducted by teach- ligence, etc. Institutional characteristics er educators to improve classroom practic- include climate of teacher education insti- es. tutions, administrative set up, classroom climate, etc. b) Descriptive Surveys – They are used to pro- cure data in teacher education or describe The presage variables mean teacher-ed- its characteristics. ucator characteristics (formative experiences of teacher educators, their educa- c) Experimental Studies – These studies ex- tion and training, motivation, abilities, amine the impact of various inputs and personality factors, intelligence, teaching processes with different modes or forms on as well as training skills, etc). the programme of teacher education and finally decide the correct option to trans- The process variables are classroom in- form it into educational policies. teractions, classroom transactions and mediating processes that lead to learn- d) Developmental Studies – These studies put ing. Such variables are task persistence, forth the historical developments in teach- active learning time, student teacher er education in order to explain the status engagement with learning task, teacher of teacher education at a particular time or behaviour in the classroom, supervisory changes over a period in one or more sub behaviour of teachers relating to student systems of teacher education. teaching, etc. e) Relational Studies - These studies try to The outcome variables of teacher ed- find out relationships between input and ucation include two types of variables. process, process and output, or input, pro- One are those which describe immedi- cess and output.

48  Trends Of Research – searched for developing skills of teaching. a) Quantitative Leap : The first research in teacher education was done by Banerji in iii) Programme Learning – It was studied to 1956. After that 45 studies were reported impart theoretical knowledge. during the first survey (up to 1973). During iv) Discussion Method – It was analysed the second survey (up to 1978) and the for making it an alternative method for third survey (1978-1983), 65 studies and developing social interaction skills and 116 studies were reported respectively. higher order cognitive skills. This scenario indicates that researchers were getting attracted towards this field v) Simulation : It was researched for de- and the probable reasons behind it were velopment of application and decision easy accessibility of sample for research making skills. work, availability of ready made tools, etc. d) Alternative Model : In the field of teacher education, earlier researches were b) Systematization Of Instruction : Initial- mainly conducted on Harbartian Mod- ‘Lecture Method’ ly was used in case of el, Flanders Interaction Model and Mi- curriculum transaction of teacher educa- cro-teaching. At present, researches are tion. Researches on instruction show a also conducted on various behaviouristic shift of emphasis from lecture method to models such as Concept Attainment structured methods programmed such as Model, Inquiry Training, Model, Ad- learning, instructional model based vanced Organiser Model, etc. teaching, etc. The purpose of this kind of research was to make the instruction  Importance Of Networking And Collabo- a systematic activity at teacher education ration For Research In Teacher Education: level. The main intention was to make the Networking should be established with instructions more reproducible for the central agencies of teacher education like benefits of student teachers and teacher Ministry of Human Resource and Develop- educators. ment (MHRD), National Council for Teacher Education (NCTE), National Council of Ed- c) Larger Coverage Of Objectives : Attempts ucational Research and Training (NCERT), to cover a larger number of objectives University Grants Commission (UGC), etc. were also seen. It was as follows – There are other supporting institutions like National Institute of Educational Planing i) Classroom Interaction Analysis – It was and Administration (NIEPA) now known as for objective evaluation of lessons to National University of Educational Planing achieve the objectives of understanding and Administration (NUEPA), Central Hindi dynamics of classroom teaching. Institute (CHI), Central Institute of English (CIE), Central Institute of Indian Languag- ii) Micro-teaching Studies – These were re- es (CIIL), Directorate of Adult Education

49 (DAE), National Institute for Handicapped even impossible task. (NIH), etc. Both vertical and horizontal Teacher education is an important linkages among the institutions of teacher field of research since the quality of re- education are necessary. Vertical linkages search has been regularly questioned. are needed to remove isolation with state Consequently, teacher education re- level agencies such as State Departments searchers need to work together for of Education, SCERT, State Institutes of Edu- some reasons like to share emerging cation, State Institute of Science Education, research findings, to develop inno- State Educational Technology Units, etc. vative research methodologies, to On the other hand, horizontal linkages are disseminate innovative pedagogical essentialto enable the institutions to assist methods, to find new publishing - out each other by sharing educational resourc- lets within an overcrowded academic es, which ultimately aims to development field, to support colleagues in institu- of teachers. tions with under developed research  Implications Of Research : Teaching, like profiles, to develop important emerg- other professions, has a knowledge base ing themes in teacher education pro- that aims to guide practitioners. Knowl- gramme, etc. Thus research works in edge generated by researches is an im- teacher education can fulfil the basic portant component of this knowledge. purposes i.e. to make the programme Teacher education and staff development more relevant and to apply in the real programme may be considered to be a life situation. central avenue of knowledge dissemination on one hand and of prac-  Problems Of Research – There has not ticing its use in varied contexts on the been enough research of quality level in other hand. The curriculum of teacher the field of teacher education since re- education and the text books which searches face a lot of problems. These are used, determine what aspects of problems are both intrinsic as well as ex- research knowledge will be brought trinsic. Some of the remarkable problems to the attention of becoming teach- are as follows – ers. The practicum and teacher induc- tion programmes may serve student a) Lack Of Qualified Personnel : Research- teachers and novices in learning how ers must have the minimum abilities and to use this knowledge base. Research skills to conduct any research work. But at findings constitute a regular feature of present, most of the researchers do not teacher education courses in the foun- have it. It is important that besides acquir- dation disciplines like psychology and ing the qualifications, researchers should in method courses. But the transla- gain knowledge of the theory of teacher tions of findings into classroom action education, skills of scientific inquiry, abili- is usually left to the student teachers ty to analyse as well as interpret data and who find this an extremely difficult or make rational judgements.

50 b) Lack Of Motivation : Due to lack of min- e) Arbitrariness : Arbitrariness in research imum qualifications and skills, most of means lack of meaningful relation among the researchers are not self motivated to studies. Any research should be based on conduct the quality level research work. previous researches for its assumptions, Moreover, proper incentives are not given hypothesises and theoretical background to researchers. for hierarchical growth in any discipline. So it is very important to establish proper c) Lack Of Resources And Facilities : Our linkage among studies to develop a coher- country cannot provide enough resourc- ent understanding of the phenomenon af- es and facilities to conduct the research ter a certain number of studies. It avoids work in the field of education. For exam- duplications and enhances the possibility ple, unavailability of expert devices for of attending all involved aspects and vari- proper planning, statistical procedures ables properly. for analysing data and proper reporting of findings, lack of material facilities such f) Lack Of Coverage : Research works have as hardware, stationary, etc create a lot not covered all aspects in teacher educa- of hindrances to complete the research tion so far. For example, there are many works by the time. researches on test construction, teacher d) Problem Of Finance : There are less re- behaviour, micro-teaching, whereas some searches due to lack of finance. Funding areas are still neglected such as educa- agencies such as UGC, NCERT and ICSSR at tional planning and administration, edu- times fail to provide the necessary funds. cational sociology, etc.

51 Necessary Steps For Improvement : Some steps can be taken for improvement of research work in teacher education. They are as follows : Important Groups To Take Steps Researchers The Government a) Researchers should understand the necessi- a) The government must establish linkages ty of research work in this field. They need to (both vertical and horizontal) among the ed- gain the minimum qualifications and skills so ucational institutions. It will be helpful for- re that they can identify the areas which need to searchers to get sufficient help (in terms of be researched carefully and only then the re- materials like hardware and softwares) and search findings can be helpful for future devel- guidelines for proper research strategy as well opment of the education system of our coun- as analysing the data and reporting the same try. from higher authorities who are enough qualified and skilled. b) They also need to be self-motivated and have enough interaction with the authorities b) The government should conduct regular of other educational institutions like – DIET, workshops and seminars under the guidance SCERT, NCERT, etc. of experts so that researchers can be updated with current educational issues as well as modern research techniques.

c) The government should provide researchers some incentives to encourage them. Excellent works of researchers should be recognised also.

d) There are some facilities (like study leaves) for researchers. But most of them are only in papers as researchers face a lot of problems to have their legal facilities while conducting research work. It discourages them, which ultimately results into unsatisfied or average research outputs.

52 CONCLUSION education such asestablishing network among the educational institutions to help researchers Thus it has been found that research in teacher ( i.e. to provide necessary guidelines in case of education is highly important for the develop- research strategy as well as way of analysing ment of teachers, pupil teachers, teacher edu- data and reporting the findings), providing cators and over all the education system of our enough funds for availability of important ma- country. But research works have not been con- terials like softwares, giving some incentives (in ducted in all spheres of teacher education so forms of money or promotion) to researchers far. So qualitative research works in all aspects to encourage them, making suitable educa- of this field are very much needed for balanced tional policies, etc. Only then research works development of the discipline. This is only pos- will cover all aspects of teacher education and sible by overcoming the hindrances in the way the research outputs will have a remarkable of teacher education like – lack of networking impact on the development of teacher educa- among educational institutions, shortage of tion in our country. funds, unavailability of necessary resources like softwares for data analysis and lastly lack of qualified researchers with self-motivation. The government should take some necessary steps for improvement of research works in teacher

REFERENCE Gupta, A.K. (1984) – Teacher Education: Current and Future Prospects, Sterling Publishing Biddle, B.J., Good, T & Goodson, L.I.F. (Eds.) (1982) house, – International Handbook of Teachers and New Delhi, pp. 98-223 Teaching, V.I 7 II, Kluwer Academic, Dordre- chet, pp.47-92 Kerawalla, G.J. (Ed.) (1990) – Redesigning Teacher Education: A System Approach - Department Dunkin, M.J. (Ed.) (1985) – The International Ency- clopaedia of Teaching and Teacher Education, of Education, University of Bombay, pp. 55- 176 Oxford University, Pergamon, pp. 63-113 Singh, L.C. (1990) – Teacher Education in India: A Elahi, Nizam (1997) – Teacher’s Education in India, Resource Book, NCERT, New Delhi, pp.224- APH Publishing Corporation, New Delhi, 259 pp.23-114

53 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

ENVIRONMENTAL AWARENESS: A CHALLENGE FOR SUSTAINABLE LIVING DURING PANDEMIC Mali Paul1

Abstract

Protecting and preserving environment and creating awareness about it are today’s need. The development which the present generation has achieved and the speed, at which the development is proceeding, would be difficult to maintain in the future. This belief has spread a fear that the present generation is enjoying may not be provided to the future generation. Today’s development and its effects on the environment can be studied using the concept of sustainable development. The sustainable development is gaining importance these days. A significant step towards this would be harnessing of our Non-timber Forest products like bamboos, canes, medicinal plants, aromatic plants, spices, gums, resins, fibers, thatch and others. Cultivation of non-timber forest products is advantageous as they are eco-friendly. Eco-friendly means “not harmful to the environment”. Environmentally friendly, eco-friendly, nature friendly and green are synonyms used to refer to goods and services, laws, guidelines and policies considered to inflict minimal or no harm on the environment. The Covid-19 crisis is a mirror helping us to understand the impact and effects of environment on each nation. Covid-19 is not an isolated emergency. It has provided a stark reminder of what happens when humanity’s relationship with nature breaks down. As we recover, we have to make a decision about that relationship, about the kind of recovery and the kind of future that we want. We owe it to our future generations to protect and restore nature, reducing our exposure to deadly viruses and climate impacts. To lay the foundation for sustainable and inclusive growth that creates jobs in the industries of the future and to address the linked challenges of public health, climate change along with biodiversity. The Paris Agreement and Sustainable Development Goals is a very strong framework to guide our action. The purpose of the study is to find out Envi- ronmental Awareness: A Challenge for Sustainable Living during Pandemic.

Keywords: Environment, Eco-friendliness, Environmental Awareness, Sustainable Development, Pandemic

1. Research Scholar, Department of Education, Email:[email protected]

54 INTRODUCTION and the consumer social and environmental, as well as the sustainable development of the en- As the world’s economy is rapidly developing, terprises. In order to green the value-addition, the global environment is increasingly dete- the organization may start by redesigning them riorating. Protecting environment, creating and eliminating some of them and this may re- a safe living environment has become one of quire modifying the current technology or in- the most important concerns of consumers. ducting new technology, all of these aiming at Green marketing generally aims to promote reducing the environmental impact aggregated environmentally friendly products and a safe for all stages, such as the hybrid cars that re- environment where people could stay. Accord- duce the fuel consumption and environment ing to the American Marketing Association polluting (Lopez, 2009). Thus corporations are green marketing is the marketing of products becoming more aware of their responsibilities that are presumed to be environmentally safe. towards the environment. This has forced the At present green marketing is widely becom- law makers, environment groups, consumers, ing a phenomenon throughout the world as financial institution insurers and the organiza- concerns towards environment have begun in tion’s own employees to become more aware the past few decades. Every year the popula- of environmental aspects and this in turn has tions of people who are turning towards green led to an increase in the number of policies and brands or environmental friendly products are schemes and regulations at both the national increasing thus magnifying the phenomenon. and international levels. The need for sustainable business practices by corporations around the world is identified to Growing population and technological ad- be a result of overall increase in the consum- vancement are continuously putting a strain, er awareness of lack of environmental protec- on the environment and on country’s natural tion and social inequities. Thus, businesses in resources. Over exploitation of the country’s almost every industry nowadays are flaunting resource like land, water, fuel etc. has result- the “green” features of their products and ser- ed in degradation of resources mainly due to vices in every chance they get. industrial pollution, soil erosion, deforestation, urbanization etc. Hence, it is utmost important The core idea of green marketing is to create to conserve and promote the natural resources awareness among people on the environmen- and environment. Human being have direct tal issues and how consumers would be help- contact with natural resources like fuel, food, ing the environment if they switch over to fodder , forest, water and land especially in green products. Thus green marketing aims to rural areas where 70% of Indian population provide more information to people and also reside and directly depend upon natural re- gives those more choices to switch over to sources. Human beings are also responsible for green lifestyle. Driven by the green consump- using their resources to satisfy the basic needs tion enterprises begin to take customer as the of their families. guide of the green marketing strategy. In the marketing process, they pay attention to the balance and coordination between enterprise

55 BACKGROUND OF THE STUDY spikes protruding from their surface, giving the particle a crown like appearance. The spikes The Covid-19 crisis is a mirror helping us to bind to the human cells and allowing virus to understand the impact and effects of envi- gain entry. The spike protein of novel corona ronment on each nation. Covid-19 is not an virus shares 98% sequence identity with the isolated emergency. It has provided a stark spike protein of bat corona virus. The research- reminder of what happens when humanity’s ers found that spike protein of SARS-CoV-2 relationship with nature breaks down. As we binds to the cellular receptor called angioten- recover, we have to make a decision about sin converting enzyme 2, which is entry point that relationship, about the kind of recovery into human cells. It has 10 to 20 fold higher and the kind of future that we want. We owe binding affinity than SARS. The higher binding it to our future generations to protect and re- affinity causes higher human to human trans- store nature, reducing our exposure to deadly mission. It has given a severe impact on global viruses and climate impacts. To lay the foun- and national economies irrespective of the lev- dation for sustainable and inclusive growth el of virus impact on the people of individual that creates jobs in the industries of the future nations. The novel corona virus has no border, and to address the linked challenges of public no religion and spread beyond cast and creed. health, climate change along with biodiversity. It is highly contagious in nature and easily un- The Paris Agreement and Sustainable Develop- predictable. World was never prepared for this ment Goals is a very strong framework to guide kind of pandemic. our action. Next year, the COP26 UN Climate Change Conference can be a moment when REVIEW OF RELATED LITERATURE the world unties for clean, resilient recovery 1. Rousseau, S. & Beschacht, N.(2020) have that delivers for people and planet. studied on Public Awareness of Nature the Environment During the Covid-19 Crisis(2020). STATEMENT OF THE PROBLEM They investigated how public awareness of Several corona viruses are known to cause re- nature and the environment has evolved spiratory infections ranging from the common during the Covid-19 crisis. 2. Kachaner, Nicolas.(2020) has also studied on cold to more severe diseases such as Middle The Pandemic is Heightening Environmental East Respiratory Syndrome (MERS) and Severe People Awareness. They have found people Acute Respiratory Syndrome (SARS) in human were more aware now than before Covid-19. body. In December 2019, a new infectious re- 3. Saadat, Saida. & Rawtari, Deepak(2020) spiratory disease emerged in Wuhan, Hubei have studied on Environmental Perspectives province, China and was named by the World of Covid-19. They have shown reduction in Health Organization as COVID-19 (corona virus economic activities and improved air and disease 2019). It is caused by recently discov- water quality across the globe. ered a class of corona virus, known as SARS- OBJECTIVES CoV-2 (severe acute respiratory syndrome co- The objectives of the study are to: rona virus). It is basically a single stranded RNA virus. The SARS-CoV-2 viral particles are spher- • find environmental awareness during pan- ical and have mushroom shaped protein called demic situation.

56 • create awareness for sustainable living in ECO-FRIENDLINESS Covid-19 situation. Eco-friendliness means earth-friendly or not harmful to the environment. This term most • identify the environmental problem and to commonly refers to products that contribute find its solution. to green living or practices that help conserve • to regenerate degraded environment and resources like water and energy. Eco-friend- to renew natural resources (renewal). ly products also prevent contributions to air, water and land pollution. One can engage in ENVIRONMENTAL AWARENESS eco-friendly habits or a practice by being more Environmental awareness is an awareness and conscious of how one uses resources. subsequent desire to preserve natural resourc- SUSTAINABLE DEVELOPMENT es and the environment. The preservation of the environment and a responsible attitude in Sustainable Development is the organizing prin- the use of natural resources are decisive fac- ciple for meeting human development goals tors that allow humans to coexist with nature while simultaneously sustaining the ability and biodiversity. of natural systems to provide the natural resources and ecosystem services on which the IMPORTANCE OF ENVIRONMENTAL AWARE- economy and society depend. The desired result NESS is a state of society where living conditions and The importance of Environmental awareness is resources are used to continue to meet human as follows- needs without undermining the integrity and stability of the natural system. Sustainable • to clarify modern environmental concept development can be defined as development like how to conserve biodiversity. that meets the needs of the present without compromising the ability of future generations • to know the more sustainable way of living. to meet their own needs. Sustainability goals address the global challenges, including pover- • to use natural resources more efficiently. ty, inequality, climate change, environmental degradation, peace and justice. • to know the behavior of organism under natural conditions. SOME OF US MIGHT BE WIPING SURFACES TOO SOON FOR HOUSEHOLD DISINFECTANTS • to know the interrelationship between or- TO DO THEIR JOB RIGHT ganisms in populations and communities. Ever since the corona virus became a threat, many people are doing a lot more cleaning at • to aware and educate people regarding en- home, spraying and wiping everything in sight, vironmental issues and problems at rural especially high-touch surfaces like doorknobs areas. and faucet handles. But many people are used to giving a surface a quick spray, followed by a wipe or two, which may not allow enough time

57 for the product to work. And once you start should bother to get up, a feeling contrary to reading labels on cleaning products closely, it our normal determination to use every waking gets really confusing. Several readers pointed moment to accomplish something worthwhile. out that disinfectant wipes and spray cleaners HEALTHY FOOD IS ESSENTIAL FOR STAYING have different instructions on their labels for SAFE how long a cleaner should stay on a surface to effectively kill germs, ranging from 30 seconds Of the many heartbreaking stories we have to four minutes or even as long as 10 minutes. read or heard during this ghastly pandemic Some labels even recommend cleaning before one stands out as especially distressing, almost using a disinfectant. criminal. The deadline, on page one of The New York Times on April 12 read: “Empty Shelves, We talked to infectious disease scientists and but Farms Put Food to Waste- Milk, Eggs and microbiologists who study and test cleaning Produce Buried and Dumped.” That day we products to answer one’s questions about were researching food insecurity and soaring cleaning in the time of corona virus. The bot- rates of metabolic disease as an often over- tom line: many of us are cleaning too fast for looked reason for the high risk of Covid-relat- the disinfectant to do its job. ed illness and death among African Americans, His panics and people in poor communities. INCREASING MOTIVATION It is becoming an increasing challenge to The article told of staggering food waste-tens maintain motivation for many people slogging of millions of pounds of fresh food, including through the curtailed by the ongoing corona vi- 3.7 million gallons of milk a day that farmers rus pandemic. Initially facing weeks confined to cannot sell because restaurants, hotels and our homes, we tackled, with some satisfaction, schools were closed in a belated effort to long-neglected chores like weaning closets of squelch the pandemic. Some of the surplus cloths that no longer fit our bodies or lifestyles, food was donated to food banks and feeding reorganizing drawers and emptying pantries programmes that have been overwhelmed by and refrigerators of forgotten foodstuffs. But demands to nourish the needy but have lim- as the weeks morphed into months with no ited ability to store and distributed perishable clear end in sight, the ennui of Covid-induced food. isolation can undermine enthusiasm for such DOING EXERCISE, YOGA, MEDITATE & PRAN- mundane activities, however rewarding they AYAM may seem. I’m among a growing number of people I’ve spoken with who admit to a lack of For at least 40 minutes a day, spot jogging, motivation for tasks they know need doing but climbing stairs, stationary cycling, running or now are unable to face. cross training are some of the things we should do. As the heart rate increases, blood vessels For some, even working out can seem daunt- dilate, breathing becomes rapid and the virus ing when preferred activities such as swim- will likely find it difficult to gain a foothold. ming or spin classes are no longer accessible. Too many days we wake up wondering why we The breathing exercises will increase our lung

58 capacity. If the virus enters the lungs, our effi- hypertension is one of the most common life- cient and forceful breathing will expet it. Med- style diseases today. According to data present- itation will provide us with the mental strength ed in 2018 at the 70th annual conference of the to weather any illness. It will also help tackle Cardiological Society of India (CSI), one in every anxiety and depression that may result from five young adults in India today has high blood the sudden change in our social lifestyle. pressure, or hypertension. That would put the number of such people at around 80 million, It has been proven that practicing good life- which is more than the entire population of the style activities like meditation and pranayam UK. If, however, if look at data from 50-60 years every day can prove to be beneficial in numer- back, the number of people suffering from high ous ways. They can relax the nervous system, blood pressure in India was negligible. ease tension from the body and improve blood circulation. • There are four major issues now that need to be resolved: STOP SMOKING This does not mean reducing the number of • The fact that the younger populated in In- cigarettes. People have to quit cold turkey. dia is being diagnosed with high BP is very Smoking damages the lungs and any lurking alarming and the main cause for this is corona virus can gain a foothold. We should re- their erratic lifestyle, stress levels and poor member that exhaled smoke will affect family eating habits. members as well. • The majority of the population with high STOP VAPING blood pressure simply pops to control it in- The contaminated liquid in vaping cartridges stead of making lifestyle changes to treat damages the lungs, providing a foothold for the root cause to completely reverse the infections. condition.

WASHING HANDS REGULARLY • If we do not make lifestyle changes to re- We should wash hands regularly and change verse hypertension and just depend on clothes immediately after returning home. pills to control it, then we would remain at high risk of heart attack, stroke, atrial fibril- QUEUING UP FOR IMMUNIZATION lation, chronic kidney disease and cogni- This must be done as soon as a vaccine is re- tive decline-which are all complications leased. Prevention is better when there is no that come with prolonged high BP. cure. • Most people with hypertension live with WE CAN TENSED FREE WITH THE RIGHT the myth that high BP is a lifelong disease CHANGES IN HABIT while the fact is that it is a lifestyle disease Since 2005, May 17 has been World Hyperten- and not a lifelong disease. Hence, the cor- sion Day to raise awareness about high blood rect lifestyle change to reverse it is the pressure (BP) and its complications. Globally, need of the hour.

59 • The good news is that this condition is both make note of these five super foods that are preventable and reversible if one makes excellent for reversing high BP. They are flax- the right lifestyle changes and focuses pri- seed powder, raw papaya, drumsticks, beet- marily on plant foods. Today, we are going root and spinach. to share five strategies that can help re- REVERSING HYPERTENSION verse high BP. But before going into these strategies, we first need a mindset change- Today we are living in the world of information, that we will not live with our high BP and, where ignorance can only be out of choice. So, instead, reverse it. the first step towards reversing hypertension is to acquire the right knowledge and become INCREASING INTAKE OF PLANT FOODS aware. Once we have understood what is right If we consume a plant-based, nutrition-dense for us, all we need to do is apply it and make it diet that is high in fibre and micronutrients, our lifestyle and habit. blood pressure should reduce to a great extent. BREATHE EASY A diet rich in potassium, magnesium, omega-3 fatty acids and nitrates is very crucial for the We all know that so far there is no presence of reversal of high blood pressure. Hence, foods a magic pill or portion to treat or cure Covid-19. like drumsticks, flaxseeds, papaya, pomegran- However, we do know that a strong immune ate and Zucchini, among others, are excellent system may bail us out but at the same time, for high BP. we cannot afford to ignore our respiratory health- primarily the lungs. START WALKING AND STOP SMOKING Researchers have shown that walking can di- SARS- CoV-2 is a respiratory virus that aggres- late one’s arteries and make them flexible. sively attacks our lungs and can destroy it. We And more the arteries dilate, the more they must do all we can to keep our lungs healthy produce nitric oxide, which is required for re- to avoid the worst effects of the disease. Rare- versing high BP. It is equally important to avoid ly do we think of our lungs. When we think smoking, which damages each and every blood of getting healthier, we normally think about vessel in the body. our heart, brain or liver. Our pulmonary organ should be given its due importance. It’s time to DRINKING LEMON WATER act because if not now, we never will. Mix fresh lemon juice with plain water and LUNG CARE drink throughout the day. Lemon water is highly alkaline and drinking lemon water through- If one want to breathe easy, one need to think out the day can be an easy way to improve about one’s lungs today. One’s lungs age with blood pressure levels. time and become less flexible and lose their strength, making breathing difficult. They need EAT SUPERFOODS daily care and attention to keep them working Although eating a plant-based diet will defi- optimally. nitely reverse lifestyle diseases and reduce high blood pressure in particular, we should

60 BALANCE IS KEY STAY ACTIVE FOR A LONGER LIFE Food can affect one’s breathing. The right com- Men and women who move around through- bination of nutrients in one’s diet can help one out the day, even if they just stroll or clean breathe better and easier. Eat a balanced diet, the kitchen and do not formally exercise, are which includes all food groups, such as carbo- less likely to die prematurely than people who hydrates, protein, fat and fibre. Carbohydrates hardly ever leave their chairs, according to a give one’s body energy for breathing and other new study of physical activity and mortality. bodily functions. It includes foods like pota- The study finds that any activity, no matter toes, bread, rice, pasta, noodles and chapattis. how modest, can reduce mortality risks, with Choose complex carbohydrates, such as whole some of the greatest gains seen when people grain chapattis, rice, bread and pasta, fresh shift from being almost completely sedentary fruits and vegetables. Ensure that the carb one toward rising and ambling for even an extra chooses is high in fibre or wholegrain, such as hour each day. By now, none of us should be whole-wheat pasta, brown rice or whole meal surprised to hear that exercise and movement bread. One also needs strong chest muscles are good for us. Many studies show links be- to breathe well. Muscles help one’s ribs to tween activity and longevity, with more mov- expand as one breathes. Protein keeps one’s ing almost always tied to longer life spans. A muscles strong. Good choices include milk, limitation of these past studies, however, is eggs, cheese, meat, fish, poultry, nuts and that in many of them, researchers asked peo- dried beans or peas. ple how active they had been in recent days or weeks, and most of us cannot accurately report Eat a good source of protein at least twice a day how much time we spent sitting or completing to help maintain strong respiratory muscles. gentle, everyday activities such as cooking and Vegetarians can include more beans and puls- cleaning. Some of those past studies, however, es to the diet. Eggs are not only good source did equip people with activity trackers to ob- of protein, but also rich in zinc, vitamin A and jectively monitor their days. But most of those D, which enhances one’s immunity. It helps have tended to be small or focused only on to have two servings of fish per week, one of men, women or older adults, making their re- which is oily. Consume red meat to get iron, sults difficult to interpret for the general pop- essential for the production of hemoglobin, ulation. So for the new study, which was pub- which helps transport oxygen throughout the lished in August in the British Medical Journal, body. And avoid processed meat. Oil provides an international consortium of researchers de- fat and contains immune-boosting vitamins, cided to find, combine and reanalyse as much such as A and E. Choose mono and polyunsat- data as possible from earlier studies that had urated fats, which do not contain cholesterol. provided volunteers with activity monitors. These are fats that are often liquid at room temperature and come from plant sources, To start with, the researchers turned to online such as olive, mustard and rice bran. libraries containing studies about exercise and longevity during which volunteers wore ac- celerometers. Out of dozens of studies, eight

61 passed the researchers’ strict criteria for meth- housecleaning, cooking or gardening. Overall, odology and reliability. Those eight studies the researchers found, someone’s chances of used slightly differing statistical methods and dying prematurely continued to drop the more definitions of what constituted easy or mod- he or she moved, up to a plateau at about 25 erate exercise and activities, though. So, the minutes per day of moderate exercise, such as researchers contacted the authors of these brisk walking, or 300 minutes a day of light, studies and asked if they would reanalyse gentle activity. Beyond that point, people did their original data, using standardised statisti- not gain additional longevity benefits, although cal methods and activity definitions. They did, their risks of premature death did not raise ei- and the researchers now wound up with data ther. The relationship between moving more covering 36,383 middle-age or older men and and living longer remained strong even when women from the United States, Britain or Eu- the researchers controlled for body mass, rope who had worn accelerometer for several smoking, diets and other factors and excluded days. The data also covered each participant’s data from anyone who had died during the first general health, body mass, smoking history two years of the follow-up period, since they and other life aspects. The researchers also might have been inactive because of an under- had information about participants’ deaths. lying illness. This was an observational study, Each of the eight earlier studies had followed and it does not show that being active causes people for an average of about six years, check- us to live longer, only that the two are associat- ing their names against national death records. ed. It also looked almost exclusively at Cauca- Now, to tease out the links between how much sian adults. But the findings are encouraging, people moved and how long they lived, the said U1f Ekelund, a professor at the Norwe- researchers divided the 36,383 men and wom- gian School of Sport Sciences in Oslo, who led en into four categories. People who sat for the new study. They suggest that “all activity long hours and hardly ever formally exercised counts” in terms of reducing our risk of dying constituted the least-active group. Those who early, he said. “So, walk,” he advised. “Take the moved about for approximately an hour each stairs rather than escalators. Use your bike if day, even their activities were not taxing, made possible for transportation. Sit less, move more up the second-least-active group and so on. and move often.”

The researchers next compared actively levels SOME SUGGESTIVE MEASURES and mortality and found, to no one’s surprise, Followings are the practices namely: that the men and women who were the most active were the least likely to have died. That • First and foremost we should plant trees, group’s risk of premature death was about 60 nurture and care for green even in house- per cent lower than for the men and women in hold gardening. the most-sedentary group. More unexpected, people in the second-least-active group also • For a longer life we should always stay ac- were significantly less likely to have died than tive. those in the least-active group, even though their activities consisted primarily of moseying,

62 • We should stay motivated. CONCLUSION We can say that we should aware about our • Exercise can be Useful in the Treatment environment. If we do that all the systems and Prevention of Depression. are going smoothly and we will realize its ef- • We should eat healthy food for stay fit. fectiveness in our daily life. Environment management is vital to conform socio-economic • We can Tensed free with the right changes development. Its impact on the environment is in Habit. also ever increasing, leading to rapid deteriora- tion in environmental conditions. It helps the • We should always be an optimist. planning and management to take long term measures for effective management as well as • We should acquire new skills. environment conservation.

• We must target our boom. One is not alone in one’s crisis. Just like after 9/11 and the financial meltdown of 2008, this • We always are our own boss time too governments are stepping in to support the economy with lower interest rates, • We should aware about sustainable devel- fiscal easing, subsidies and stimulus packag- opment of renewal resources. es. All this will not just counter the impact of Covid-19 in the short-term but will give a boost • We must encourage children to be envi- to economic activity once the virus shows signs ronmentally aware by relating them with of retreating. The perception of the impact of practical experiences of the effects. Covid-19 has been magnified due to factors • We should aware of 4R method-Reduce, such as social media and the tone of popular Reuse, Recycle, Recover to reduce waste narrative. The reality is not going to be that for proper management of natural re- bad. In other words, things are not as bad as source. they seem. The first thing to remember in such times is “our confidence is our biggest asset”. Let us hope for the best. We are waiting expec- tantly.

63 REFERENCES Nagchaudhuri, B.D. (1983). Introduction to Environ- mental Management. Interprint. New Delhi, Awasthy, India (1982). Rural women of India. New Delhi, B.R Publishing Corporation. p. 156. Barnabus, J. (1966). Women as Agents of Social UNICEF (1989). Children and Environment: A Change. Social Welfare, 13(9), 22-28. UNICEF strategy for sustainable development. Borah, j. (1999). Women, domestic fuels and envi- UNICEF, USA 121P. ronment: A study of rural North-East, Usha Rao, N.J. (1983). Women in Developing Soci- Kurukshetra, 47(12),9-13. ety. New Delhi, Ashish Publishing House. Dobson, Andrew (1998). Justice and the Environ- ment. New York, Oxford University Press. Knimiller, G.W. (1983). Environmental education for relevance in developing countries, The Environmentalist, 3,173-79. Mishra, N. (2005). Ecofeminism: A global concern. Social Welfare, 52(3): 3-8.

64 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

ICT FOR TEACHERS’ TO CREATE DIGITAL LEARNING ENVIRONMENT: E-LEARNING AND CHALLENGES OF LEARNERS’ Ruchira Ray1

Abstract

21st century is a technological era. The entire curriculum should have ICT based learning system. E-Learning, which is an integral part of ICT enable learning system, is the most important in now a day’s for higher studies. Teacher training curriculum also need ICT based curriculum, not only in theoretical syllabus but also in practical practice.

E-Learning is a user friendly procedure in modern age besides of traditional learning system. Un- availability of books, syllabus oriented study and high cost books of higher education made easy to use e-learning. But sometimes fake & wrong information crack the original meaning of a particular topic.

During this pandemic time (2020) teachers are participating to take classes through online. Using e-learning and other platforms the classes are going on. But in fur flung areas and in economically weak students could not have the facilities. So, in this situation ICT in education is good or bad? Again in the time of post pandemic period this situation will create a gap between e-learning users & non-users. All over, the e-learning has lots of advantages and disadvantages too.

The purpose of paper is to discuss about the positivity and negativity of e-learning and also about the e-learning utilizing situation during & after lockdown. In the other hand this paper will also discuss about proper utility of the same. Also a general discussion about ICT is there in the paper. For this paper the ideology & methodology is completely depends upon the different kinds of internet media, TV-media, NEWS channels, NEWS-papers & some books because of lockdown. Finally the paper is concluded with different challenging situation of learners’ about the uses of e-learning

1. M.Sc. (Maths), M.Ed., MA. (Education), Lecturer, Aalipurduar Ashutosh B.Ed College [email protected] 9832016613

65 during pandemic. ROLL OF ICT IN TEACHING-LEARNING PRO- CESS: Key-words: e-learning, ICT in education, ad- • ICT can make learning process very easy vantages, disadvantages, challenges. and interesting INTRODUCTION 21st century is technological era. Everywhere • ICT prepares teacher for the use of technology is used. Science is giving various their technical skills. technological apparatus in daily life. We the human are continuously using those tech- • ICT enhances the initial preparation by nological tools in our life to make easy and giving good teaching and training ma- smooth. Because of continuous development, terials, use of simulators, recording and the needs of human are escalating day by day. feedback in teaching. So the education system should upgrade like the same speed to catch the same accelerator. • ICT provides lifelong professional de- For this situation new generation should have velopment by providing courses in a the contemporary environment to be the part virtual situation, training on demand, of the new era with new technologies. orientation and refresher courses through videoconferencing and online. Teacher education is a combination of such type of skills where focus, accuracy, knowl- • It provides new forms and structure for edge, performance, behaviour, attitude and representing knowledge and individu- co-operation will work together for performing teaching-learning task perfectly inside of the als’ relationship with it. classroom & in the wider community. ICT en- • ICT can setup real life example of the able teachers’ training is very useful in teaching-learning procedure to manage the learning subject situation during teaching in the favor of learn- • It enables the recording process to take ers using electronic gadgets. E-learning system can be one of the truthful parts of the teach- place while it is being used. ing-learning procedure where teachers can apply the new technology in inside and outside of • It also helps in improving professional the classroom. Development and Educational management as well as enhances Active The pandemic situation creates a mess in ev- participating of teachers’ ery dimension of education system. It becomes problematic not only for teachers but also the • With the help of ICT Teacher can devel- students. But it gives the chance to open digi- op communication network. tal platform - ICT for teachers’ to create digital learning environment. Somewhere it is pro- gressive but it has negativity too.

66 CONCEPT OF E-LEARNING IN 21ST CENTURY IN TYPES OF E-LEARNING INDIAN CONTEXT: E-learning is having the abbreviation of elec- Computer based learning: tronic learning. That means electronic instru- Computer-based learning is the term used for ments are used for learning. In wider sense the any kind of learning with the help of computers. learning is facilitated by any electronic media Computer-based learning makes use of the or sources. e-learning calls for the service of interactive elements of the computer applications the advance electronic information and com- and software and the ability to present any type munication media and means using various of media to the users and also learning without sources. In ICT, various media or sources are the need for an instructor to be physically present. Computer-based learning is also known as used for e-learning, such as computer, inter- computer-aided instruction. net, microphone, pen drive, etc. Internet based learning: In India e-learning started very late in time but Internet based learning is the term where it keeps the position very fast. Indian educa- internet and World Wide Web are used for tion system still is in black-white environment. any types of information. Various search So MHRD tiers to develop ICT in school edu- engines are used for getting informations. cation system in every corner of the country. Hyperlinks are most important element and The positivity of that is the students will do the PDFs are available for learning. problems by themselves and the creativity will grow and also the classrooms become interest- Web based learning: ing. The teachers also can present the lesson effectively. For that NCTE include ICT in teach- Web based learning is often called online ers’ education curriculum. learning or e-learning because it includes online course content. Discussion forums E-learning is also known as online learning. via email, videoconferencing, and live lec- e–learning encompasses learning at all levels tures are all possible through the web, thus both formal and non-formal that uses an infor- enabling access to a vast amount of web mation network–the Internet. The components based information. include e-portfolios, cyber infrastructures, digital libraries and online learning object re- Sometimes tools are also used for e-learn- positories. All the above components create a ing such as – e-mail, audio chat, online digital identity of the user and connect all the forum, web, video conference and online stakeholders in the education. It also facilitates learning management system. inter disciplinary research and teacher training. POSITIVITY OF USING E-LEARNING FOR During pandemic it is very much used. TEACHERS • It is very much flexible for using. Any time any where it can be used. Proper internet connection if one has then it is very easy to carry any electronic device rather carrying

67 a large heavy book for PDF version or digi- nection is not so good. Thoughst 21 century tal version of any lesson. is technological era but India is a developing country. So if someone can’t have the proper • E-learning based on learner centered. internet connection, mostly in the far flung -ar So, learner can get information about les- eas, the teacher can’t use the online lesson for sons and new information. They can learn students. sometimes without any instructor. Reading habit gives the chance to increase the • Teachers can get easy teaching approaches level of imagination power and also help to in- and also different ideas for better lesson crease self understanding level. For a teacher plan with proper learning methods. it is very important to understand the lesson by self because the teacher has to give answer • Sometimes one particular topic is not of sudden question in classroom situation. But found in one book. Then a student have to from e-learning one can get easily any ques- buy many costly books otherwise borrow tion-answer about any lesson. At this situation from the library. But from digital library no one may try to think the answer by self. Us- one can get the topic very easily. Using ing the e-learning system the reading habits smart phones one can save the particular are deprived by the new generation students. document in the device storage for further use, free of cost. Due to privatization most of the private schools are facilitated the classrooms ICT and smart • In online mode trainee teachers can get class system. Because of that student are get- some lectures through videos. In distance ting very easily the e-learning environment education e-module will help get lesson from the beginning but in the rural area or from one’s own place. Learner can grow some govt. schools can’t provide the system self-learning habit. due to lack of funds & infrastructure. ICT enable systems are very costly most of the time. • Teachers, during their teaching, can use different real life example with the help of To use the e-learning procedure, technologi- online videos and how to explain the ex- cal education and curriculum should be in the amples that also they can get idea form teacher training education. Most of the time any online article. the trainee teacher know the theory but there is no practice of practical work. • Digital library and kindle editions of different books are reducing the cost and save Using e-learning students are getting habituat- time in higher education, research &dis- ed by self learning. No face to face interaction sertation of teachers & scholars. is needed for the e-learning. But for a trainee NEGATIVITY OF USING E-LEARNING FOR teacher, instruction of instructor is very im- TEACHERS portant in the time of practice teaching. That particular time online instruction should be Every corner in the country the internet con- avoided.

68 Mostly students are doing their assignments one tries to search a topic and (s)he got two from online sources. They, in harry, don’t cross different definitions from two different sites. check the topic with any book material. Some The information can be fake or edited wrongly time they don’t get the topic from any book from the original one. That is very much dan- then they have to solve it from online help, but gerous for not only a new learner but also for there is no surety that the information about a teacher. To avoid this type of situation one the topic is correct or not. should cross check the topic as much as possible from different sources or from a teacher, If teachers set up an example with an online but most of the time one is in rush to complete video as a teaching learning material-(TLM) in the particular work. Field work is very lengthy a classroom then the use of self creativity of process but reliable for cross checking as well the person is deprived. as gaining other experiences side by side.

PROPER USE OF E-LEARNING (probable): From internet facilities or digital platforms any one can get new and updated information. It is Now a day’s e-learning is very popular. Though very simple & interactive for a teacher to pres- it is costly or is needs a proper technological ent lessons. For teachers’, one should use the environment, it has a wide implementation in facilities for upgrading own teaching style, new every curriculum. NCTE includes a separates style of learning designs and TLMs. syllabus in school level with practical. Now the question is how to use e-learning in properly Presence of a teacher increases the confidence for gaining knowledge? level of a student. Face to face interaction is very important for any student with a teach- There are three steps should be followed for er. That why video conferencing is better for using the e-learning process— online learning mode, instead of a readymade video lessons. 1. Planning: to use the e-learning what is one’s particular topic that should be CHALLENGES OF LEARNER DURING PANDEM- maintained. The main theme or key- IC word of the topic should be considered. Now a days, there is a new debate comes in fronts us i.e. Govt. schools vs. private schools. 2. Process: not only from one site but also Parents have more faith in private schools, different sites should be followed. though the fee structure is high, because the private schools have the facilities of computer 3. Checking: if possible then the searched literacy and other extra-curricular activities. topic should be cross checked from In India most of the Govt. schools don’t have books or any other sources. the proper infrastructure to avail the computer programs. Lack of fund and corruption may These all are possible when a learner is well cause of this lack. In the other hand poverty aware about the learning process and also is another important cause of the imbalance truthful about gaining knowledge. Sometimes of the society. But, Govt. schools of Delhi are

69 much better than the other Govt. schools in V. There is another problem during the other places. pandemic is the over use of internet by students’. In post pandemic time it may During this pandemic most of the private cause of loneliness, lack of interest in schools are arranging online classes for the playing, lace of interest of practical ex- students. Using different platform of internet, perience and increment of cybercrime. teachers are taking the classes just like schools. School managements take the initiatives for VI. During lockdown children cannot play in the continuation the education system. Most free environment with their friends. It of the states in India secondary and Higher sec- may cause of gloominess. Teachers also ondary examination is interrupted and CBSE cannot teach the students in practical have to cancel the total examination. To set up way in open area. examination through online is very problematic. It is creating very pathetic situation and CONCLUSION challenging moment for the students. These types of disaster take the education system In this technological era the next generation one year back from its usual timeframe. is addicted with electronic systems. Dynamic change is going on in this era. E-learning is an Not all students have the facility of online class- example of the same. People should go with es in India. There are lots of reasons behind it. the flow but every new thing has positivity as Some of them are------well as negativity. If one chooses the positive side of that new element then the element I. All the region of India is not internet also takes to the path of positivity. That means friendly. Lack of electricity & internet fa- every new thing or system needs a proper use cility in the far flung areas is the cause to side of development. In teaching-learning of absence of digital platform. Not only process e-learning has a vital role now. It has students but also teachers cannot avail a more future implication in education system. the facility. The education system will change in afterwards using online system during pandemic. Learners II. Practical and field work is not possible can take care of every use of e-learning system through online. for the betterment of the total teaching–learn- III. Because of poverty most of the parents ing procedure. cannot provide smart phones to their children. India is a developing country. In India most of the people only write their name on paper. IV. Most of the Govt. Schools are not run- Just this much cannot be treated as literate. ning the online classes. In post pandem- To make digital platform, it is very necessary ic time there will create a huge educa- to have the knowledge about digits, then only tional gap between these two groups of one can go for the digital platform. For teach- students- online users & non-users. ing-learning procedure teachers can promote digital platform for the betterment of the stu-

70 dents. Adaption of new system can upgrade the old thoughts. This upliftment may cause of LINKS: total development of the country. file:///C:/Users/USER/Downloads/Dialnet- TendenciasEQuestoesDeElearning- NaEducacaoEmCienciaD-4329720_2. pdf http://www.rroij.com/open-access/ REFERENCES the-role-of-ict-to-make-teaching- Aggarwal, J. C. (2010). Teacher Education in a learningeffective-in-higher-insti- Developing Society (5th Edition). Noida, Uttar tutions-of-learning-inuganda-. Pradesh: Vikas Publishing House Pvt. Ltd. php?aid=46736 Gupta, S. (2005). Education in Emerging India (2nd https://www.slideshare.net/yash2/elearn- edition). Delhi: Shipra Publications. ing-11558602 Kumar, c, & Sachdeva, M. S. (2010). Vision of file:///C:/Users/USER/Downloads/E-Learn- Secondary Education in India in the Context ing_Future_of_Education.pdf of 21st Century (1st edition). Patiala, Punjab: file:///C:/Users/USER/Downloads/E-learn- Twentyfirts Century Publication. ing_Research_and_applications.pdf Pandey, P. (2018). Educational technology and https://www.slideshare.net/AshwinKu- ICT in Education (1st edition). Kolkata, West mar24/elearningppt : . Bengal Rita Publication https://en.wikipedia.org/wiki/List_of_Indi- Ray, R. (2020). ICT in Women Education. In D. Sub- an_states_and_union_territories_by_ ba (Ed.), Integrating ICT with Education (pp. literacy_rate 109–120). New Delhi, India: APH Publishing . https://www.stumagz.com/in/-world-com- Corporation puter-literacy-day-a-glance-at-india-s-computer-literacy/

71 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) FOR TEACHERS TO CREATE DIGITAL LEARNING CONTENT Sabir Ahmed1

Md Mahasin Ali2

Sonu Halder3

Abstract

This era is the era of information, technology and internet i.e. this is the digital era. Modern innovative technologies have changed the structure and every aspect of our society. Innovative advanced technologies are making our life easier and more globalized. Among modern innovative advanced technologies, information and communication technology is one of the most important part, without it, we cannot imagine the dynamic existence of all aspects and dimensions of our life. Education is one of the most important aspects of human life and teaching-learning is one of the most integrated dimensions of education. The traditional way of teaching with textbooks, chalk-duster, and blackboard or only plan lectures can no longer satisfy the needs of the students in this present digital era of information and communication technology. So, for teachers, it is a big challenge to meet the needs of the learners of this present digital era. The purpose of this paper is to understand the ICT, digital learning content, and how the teachers can create digital learning content by using ICT to fulfill the needs of the students of the present digital era. Primary and secondary data is collected for this study through the bibliographic, internet search, and peer-reviewed research journals. ICT is meant a very much popular and useful instrument to create digital content for a teacher. Digital content is any content which is made in digital form, it may be texts, images, charts, diagram, audios, videos, or audio-video combined content. A teacher can create

1. Assistant Professor, Department of Education, North Bengal Teachers’ Training College, Bikour, Karan- dighi, Uttar Dinajpur, West Bengal, India. Email id- [email protected] 2. Student, Department of Teacher Education, WBUTTEPA, Kolkata, West Bengal, India.Email id- mdmaha- [email protected] 3. Student, Department of Education, University of Calcutta, Kolkata, West Bengal, India. E-mail id- [email protected]

72 these various types of digital content as per esting and motivating way, as well as tothe the needs of him and his students but through teachers to create digital learning content and various studies, it is proven that audio-visual to teach huge numbers of students at a time in content is very much powerful for students to online mode or offline mode synchronously or learn in digital mode. The digital learning con- asynchronously. In this present digital era edu- tent connects teachers and learners effective- cation is taking full benefits of ICT and internet ly and offers the opportunity to learn formal- which are enhancing and improving the entire ly and informally through using offline mode teaching-learning process. or online mode, in online mode students can OBJECTIVES OF STUDY learn synchronously or asynchronously. Using ICT created digital learning contents often of- ICT created digital content is very much essen- fers to the teachers to teach huge numbers of tial for today’s generation as this is very much students easily in the worldwide level and to digital. This paper tries to focus on the follow- the students to learn independently in groups ing objectives: or individually, to meet individual needs and to allow the students voice and choices. ICT 1. To know the concept of ICT and digital opens new gates for learning as it helps to the learning learners as well as teachers to access, extend, 2. To understand the digital learning content transform, share the information, knowledge, and ideas in various communication styles. So 3. To know how to create digital learning con- the practical application and use of ICT for a tent by using ICT teacher to create digital learning content are very much important. 4. To understand the benefits of digital learning content Keywords: Audio -visual content, Digital learning content Information, internet. INFORMATIONA AND COMMUNICATION TECHNOLOGY (ICT) INTRODUCTION In the field of Technology, ICT stands for in- We are living in a globally rapid evolving digi- formation and communication technology. It tal era. The structure of our society is chang- is comprising of three words information and ing rapidly with the help of technologies. In- communication technology. Information is a formation and communication technology is collection of meaningful data that helps the one of the major key factors in shaping new draft to draw out a conclusion and make a de- global society by bringing change in various as- cision based on that. Information is very much pect of society such as in industry, agriculture, valuable in this present digital era, without it business, telecom etc., they also bringing po- we cannot draw the right decision or we can- tential change in the entire education system. not draw an appropriate conclusion. Computer, ICT –the recent innovative technologies are bringing a revolutionary change in Communication is a process of sharing -infor the present education system. It gives to the mation, knowledge, experiences, thoughts, learners to learn in a more appealing, inter-

73 ideas feelings emotions, etc., with others DIGITAL LEARNING CONTENT AND HOW TO through a mutually agreeable common chan- CREATE DIGITAL LEARNING CONTENT BY nel. Communication can be in verbal form or USING ICT nonverbal form or combined both at a time as DIGITAL LEARNING CONTENT per the needs of the sender and receiver.

Technology is an umbrella term, includes tools, Digital learning content can be termed as techniques, strategies, methods and mechan- electronic content that includes text, images, ical as well as electronic devices and instru- graphics, animation, audio, video or audio-vid- ment, media equipment inventories etc., it eo combined, sometimes digital learning con- includes more than this these. In the field of tent will be single element currying any one of education, Thus, ICT refers to a form of tech- the above or more than that together to dis- nology that creates, organizes, Stores, displays play offline or online, synchronously or asyn- and shares or exchanges information by using chronously using any website or digital channel electronic means or media like radio television, by taking the help of computer and internet. mobiles satellite system, computers or any oth- HOW TO CREATE DIGITAL LEARNING CON- er software or hardware, as well as the equip- TENT BY USING ICT ment and services, are associated with it such Digital learning content is a newly arrived style as email blogs chat video conferencing, etc. of acquisition of use of knowledge primarily DIGITAL LEARNING distributed and facilitated by electronic means, Digital learning is a natural evolution form currently which depends on computer and in- of learning-enabled transfer of information, ternet but is likely evolving into systems con- knowledge, experiences and skills by using ICT sisting a variety of channels like wireless or and the internet. It uses electronic devices i.e. safelight etc. and new innovative technologies various newly innovative hardwires and - soft like smartphone, cellular phone, iPad, tablet ware in the process of learning. Digital learning and personal digital assistants etc as they are means the use of any dimension of educational developing and adapting. information, knowledge, experiences and skills TOOLS FOR TEACHER TO CREATE DIGITAL over the internet in digital forms. Digital learn- LEARNING CONTENTS ing is simply technology and internet-based There are various tools as the part of ICT which learning. It incorporates many learning activi- can be used to create digital learning content ties by using electronic devices and the internet but those tools can be divided mainly into two in form of the digits, of which online learning is categories -Hardware and Software one of the important it can be synchronous or asynchronous. Some Hardwires which are very much needed for teachers to create digital learning content are- Without a computer or laptop, the imagination of creating digital learning content is not possi-

74 ble. There are huge numbers of digital content sometimes teacher needs to record his com- creating software tools but few numbers of puter screen for making content attractive by hardware tools but hardware tools is primari- using graphics, pictures, animations, or with ly very much important for teachers to create the help of a pen tablet. There are various soft- digital leering content. Those are Computer or ware which helps the teachers to record his laptop, Graphics tablet, Camera, Audio record- computer screen as per the teachers’ choice er. Computer or laptop is the main hardware the use of free software or paid software. and graphical pen tablet, audio recorder and Among those Camtasia screen recorder, OBS camera for video recording are very much use- screen recorder and Snagit etc., are very popu- ful for teachers to create digital learning con- lar, except these there are a number of screen tents. recording software. Software as part of ICT can be divided into Editing or Modifying Tools three categories which are very much needed In the process of digital learning content cre- for teachers to create digital learning content ation, editing or modifying tools are very much are as follows- important for the teachers. This is the last step

Creating Tolls in the process of creating digital learning con- Creating tools are very much important tools tent where the teachers use any software to to the teachers for preparing digital learning modify or edit his digital content to provide content for the students of the present digi- the students. Here teachers remove all types of tal era. Creating tools are those tools which mistake which have been unfortunately done helps the teachers to make e-learning or digi- by him either at the time of creating as a raw tal learning content in versatile and interesting material of screen recording and add some an- ways which is very much effective for online notation or animation for making the content education. There are various types of creating attractive interesting and effective. - Forpur tools among those most important are Micro- pose of editing, the teacher can use Camtasia soft office, Google slides, One note, Evernote, editor, OBS, Flimora or any other software ac- Online whiteboard, Etc. Others numbers of cording to his choice. tools are there available for the teacher which can take used for creating digital learning con- These above-mentioned tools as part of ICT tents but MS Office is most popular, there are a can be used to create effective and profession- bundle of applications under MS office among al digital learning contents. In the process of those PowerPoint and word are most used by creating digital learning content, first of all, the the teachers to create digital learning content. teachers take computer or laptop, pen tablet, Time to time new innovative creating tools are camera and an audio recorder as hardware being developed by software developers. tools and then takes helps of software tools such as creating tools like MS Office, Google Recording Tools slides, OneNote, Evernote etc and the as per The creating tools heap the teachers to- pre the types of contents needs teachers takes pare digital learning content in raw forms. In helps of screen recording tools like OBS, Cam- the process of creating digital learning content, tasia or Snagit screencasting tools and finally

75 the teachers take bits of help of modifying or 6. The digital learning content provides op- editing tools like Camtasia editor or flimora portunities to access and share informa- editor or any others software as per his choic- tion more easily. es. This how a teacher creates digital learning content to serve the students of this present 7. The digital learning content can enhance digital era. the student learning experience by providing opportunities for cross-disciplinary, BENEFITS OF DIGITAL LEARNING CONTENTS cross-cultural and/or cross-campus collab- CREATED BY USING ICT orations. There are very much more benefits of digital learning content for learners although there 8. The digital learning content provides a are various challenges for the teachers espe- mechanism for equal opportunity among cially who are outdated, aged teachers because students and teachers. they do not have enough technical knowledge of new innovative wide scope ICT. Despite hav- 9. The digital learning content develops dig- ing this challenge there are numbers of befits ital literacy skills that are increasingly re- or advantages of the digital learning content. quired in contemporary society and work- Those are given below place environments. CONCLUSION 1. The digital learning content is very much dynamic, interesting, interactive relevant Education is considered as the most powerful and useful. tool to build a developed nation by creating a knowledge-based society, and ICT is the chang- 2. It offers multi-divers types of content ing face of the contemporary world which can which meet the individual needs of the meet the ever-changing needs of the world. diverse students and gives personal atten- It is generally believed that ICT can empower tion to the students. teachers and learners, promote change and foster development of the nation through 3. The digital learning content increases the the education system in this present changing flexibility of time that is more convenient time. ICT created digital learning content helps and productive for both students and to enhance the online teaching-learning by teachers. putting students in a real context and create a new educational environment. Digital learning 4. The digital learning content enhances the content created by the teachers using ICT is giv- flexibility of location by including the stu- ing the new dimension to our education, tak- dents and teachers from diverse geograph- ing classroom learning next level through the ical locations. facing and meeting the needs of virtual communities of learners and teachers who interact 5. The digital learning content gives learning online either synchronously or asynchronously. a new relevance to contemporary society and professional and industry practice.

76 REFERENCES Abha, V. (Kerala Samajam Model School, India) 2015- Benefit and Challenges of Mobile Alonso, F. et al. (2005). An instructional model for web-based e-learning education with a Learning in Education blended learning process approach. British Eliaas & Tanya. (2011). Universal Instructional Journal of educational technology; 36(2), Design Principal of e-learning. International 217- Review of Research in Open and Distance Learning. 235. Cllis, B. & Jung, I. S. (2003). Uses of information Anita, R. and Babita, P. (2009). Effectiveness of and communication technologies in teacher e-content in learning concept and teaching education. Teacher Education Through Open skills. Indian Journal of Teacher Education And Distance Learning. London: Routledge ANWESHIKA, 6(2), 57-64. Falmer, 171-192. Rout, S.K. & Singh, LC (2010). Integration of educational technology: Emerging challenges https;/www.education.nic.in (department of edu- and cation, Government of India) Concerns, university news.

77 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

PRESENT SCENARIO OF SAFE MOTHERHOOD IN WEST-BENGAL Paramita Ray1

Dr. Mandira Ghosh2

Abstract

Safe motherhood is a new concept in the field of reproductive health, which ensures that the women receive high quality care for achieving the optimum level of health of both the mother as well as the infant. The basic principles of safe motherhood are – Family Planning, Antenatal Care, Obstetric Care, Post Natal Care, Post Abortion Care and STV/HIV/AIDS Control. The present study shows that the picture of safe motherhood in West-Bengal is quite promising, but more steps (like - proper execution of various schemes, more self-awareness among the pregnant women with the help of education etc) should be taken immediately for the betterment of the nation.

Keywords : Reproductive Health, Six Pillars of Safe Motherhood, Safe Motherhood Index, Child Survival Rate, Necessary Steps for Improvement .

1. INTRODUCTION It is considered as an important part of reproductive health that includes various mea- Safe motherhood is a very relevant concept sures, used to protect a mother from pregnan- which ensures that women receive high qual- cy and delivery related problems. ity care in order to achieve the optimum level of health of both the mother and the infant. 2. REVIEW OF RELATED LITERATURE It is designed in such a way that the women The paper, prepared by State Family Welfare are ensured of high-quality gynaecological, Bureau, Govt. of West-Bengal entitled “Public family planning, prenatal, delivery and post- Health in West-Bengal – Current Status and On- partum care. going Interventions” describes various aspects of the present health condition in our state

1. M.Phil Scholar (2017-2019), WBUTTEPA, E-mail : [email protected] 2. Assistant Professor, WBUTTEPA, E-mail : [email protected]

78 like – causes behind the present situation, and Safe Motherhood”, prepared by Min- schemes for the improvement of the condition istry of Health and Public Welfare, India as well as its implications on the public, etc. It portrays the temporal variation of repro- elaborately focuses on the constrains and in- ductive health in the states of India. terventions through the National Rural Health Mission (NRHM) as well as other initiatives in 3. OBJECTIVES this aspect. The objectives of the present study are as follows : • Ibid (2014) provided an overview on district level household and family survey in 1. To know about safe motherhood as one of the year 2012-2013. It was published by the important aspects of the reproductive Ministry Of Health and Family Welfare, health. Govt of West-Bengal. In this report, various 2. To highlight the components of safe moth- aspects of the present reproductive health erhood. like - the present demographic trend, the literacy status, district wise temporal vari- 3. To show the district wise variation over ation of institutional deliveries, maternal time in the various aspects of safe moth- mortality rate ,temporal variation in Safe erhood. Motherhood Index, Health care facilities, etc have been highlighted. 4. To find out the causes, behind the present reproductive health status of West-Bengal. • Park (2009) in this book, entitled “Preven- tive and Social Medicine” described the 5. To highlight the steps for improvement of various schemes and their implication in the present reproductive health status in the district of India. In this book, he dis- West-Bengal. cussed the temporal variation of different schemes, regarding maternal health, its 4. METHODOLOGY implication and at the same time the im- This study was based on the secondary information. pact of female literacy on social develop- To prepare this paper , various articles and journals ment. (like - report from State Family Welfare Bureau, Govt. Of West-Bengal, State Bureau Of Health In- • A Health related paper, entitled “Public telligence, West-Bengal, West-Bengal Development Health Notes” , prepared by Ministry of Report etc) have been collected and studied. Then Health and Public Welfare, India describes the relevant data and information has been - pre the various aspects regarding the repro- sented in the form of an article. ductive health like – aspects of safe motherhood, importance of it and the impact of female literacy on improvement on Safe Motherhood Index, etc.

• A paper, entitled “ Introduction To Mater- nal & Child Heath – Reproductive Health

79 5.PRINCIPLES OF SAFE MOTHERHOOD v) Manual removal of retained products Pillars of safe motherhood can also be considered as the principles of safe motherhood (Fig-1). 5.3.1.2 Comprehensive Emergency Obstetric Care (CEmOC) includes : The basic principles of safe motherhood are - i) All basic essential obstetric services, 5.1. Family Planning ii) Surgery, It is an important component of safe motherhood. It is necessary to ensure that individuals and couples iii) Anaesthesia and have adequate information and services, regarding 5.2. Antenatal Care (ANC) iv)Blood transfusion. ANC check-up is necessary to detect complications, regarding pregnancy as early as iv) Manual removal of placenta and possible and treat them as much as possible. It is 5.4. Postnatal Care (PNC) also essential to provide pregnant women with vitamin supplements and iron tablets and vacci- This care is provided to both the mother and the nations to have a healthy and strong pregnancy. baby, which includes :

5.3. Obstetric Care i) Counselling mothers about child handling, exclusive breast feeding, etc. It ensures that all the deliveries are done by the skilled birth attendants or the medical professionals, who have the knowledge, skills, and equipments to perform a clean and safe delivery. 5.3.1 Essential/Emergency Obstetric Care: It is the term used to describe the elements of obstetric care needed for the management of normal and complicated pregnancy, delivery and the postpartum period. It is differentiated into two levels: Fig-1:“Six Pillars” of Safe Motherhood 5.3.1.1 Basic Emergency Obstetric Care (BE- mOC) includes: 5.5. Post Abortion Care i) Availability of antibiotics, It is necessary to prevent the complications of ii) Availability of oxytocin drugs, abortion, which is helpful to iii)Availability of sedatives for eclampsia i)Refer other reproductive health problems, when necessary. iv) Manual removal of placenta and

80 ii) Provide counselling and awareness about and South 24 Parganas under Presidency ad- differen family planning methods. ministrative division. This situation has been somewhat improved in the year 2013-2014. 5.6. STD/HIV/AIDS Control

To prevent and manage HIV as well as AIDS trans- 6.1.1 Complexities In Pregnancy And Its Resul- mission to the body, tant Impact : i) To prevent and manage HIV as well as AIDS trans- Pregnancy related causes of deaths are many mission to the body, such as abortion, toxaemia, anaemia, bleeding during pregnancy and puerperium, mal-posi- ii) To assess risk for future infection and tion of child leading to death of mother, pu- iii) To provide voluntary counselling and testing. erperal sepsis and several other unclassified infections etc. 6. PRESENT SCENARIO OF SAFE MOTHER- HOOD IN WEST-BENGAL In West Bengal, the maternal mortality rate was very high previously, which has been de- The following scenario in case of motherhood clined in recent years. One of the major causes is found in our state West-Bengal : of maternal death has been found to be toxae- 6.1 Pregnancy mia, which is defined as an abnormal condition of pregnancy characterized by hypertension The period of Pregnancy, characterized by in- and expulsion of protein in urine. The number creased requirement of nutrients and energy of toxemia related deaths were recorded to be as the food supplements for both the mother only 13 in 2010-2011. The next major cause of and the baby, is indeed critical in a woman’s maternal death is hemorrhage. The number of life. The ante-natal care is essential at this stage the maternal deaths due to hemorrhage was like - regular health check-up and medication recorded to be 16 in 2010-2011. Hemorrhage is important to ensure the proper growth of is followed by the most widespread cause i.e. the fetus, the diet must contain fair quantity of anemia which is the physical condition occur- iron and protein along with other vitamins and ring due to deficiency of iron in the body. The minerals, etc. number of metarnal death due to severe ane- The ante-natal care has been relatively im- mia has been recorded to be 13 in 2010-2011. proved in the State of West- Bengal among The other pregnancy related complications re- major eastern States of India. This kind of care sulting to maternal deaths include sepsis and is more profound among urban families than obstructed labour, physical and mental trauma their rural counterparts, which is mainly linked of the pregnant women, unsafe abortions, etc. with the inadequacy of health care infrastruc- 6.2 Lactation ture in the districts like Maldah and Uttar Di- During the post-partum period, the most cru- najpur under Jalpaiguri administrative division, cial phase that follows the child delivery pro- Birbhum and Bankura under Barddhaman ad- cess is the lactation, which continues until ministrative division and lastly Murshidabad weaning. It refers to the production and secre-

81 tion of milk by the mammary glands. The post- partum check up is essential to monitor the proper function of a mother’s body, so that she can provide neonatal care to her child.

Previously, 74.12 per cent of the women received post-partum check up within 48 hours of delivery as part of their post-natal care in our state West-Bengal. The percentage has been risen to 74.56 in 2013-2014. The remarkable achievements in case of post-natal care have been recorded to be very high in Purulia district (99.15 per cent of the mothers receive post-partum check up within 48 hours of child birth), whereas this percentage has however been low in the districts of Darjiling and South 24 Parganas.

In West-Bengal, 71.46 percent of the neonates were breast-fed within one hour of birth in 2011-2012. This percentage has however been improved to 84.5 in the year 2013- 2014. The districts with fairly high percentage of breast feeding practices (2013-2014) include Koch Bihar (91.3), Jalpaiguri (87.9), Maldah (92.4) and Dakshin Dinajpur (90.6) under Jal- paiguri administrative division; Murshidabad Fig-2 : Neonates Breast-fed within One Hour (85.7), North 24 Parganas (82.6) and Haora of Birth in Districts of West Bengal (93.3) under Presidency administrative division (Data source: State Family Welfare Bureau, and Hugli (94.0), Barddhaman (93.7), Bankura Govt. of West Bengal) (85.5), Birbhum (92.8), Purulia (97.3) and Pas- chim Medinipur (95.2) districts under Barddhaman administrative division [Fig:2]. These practices are very low among the female population of Darjiling district. In case of the urbanized district of Kolkata, the women of the upper elite class are not interested to follow the breast-feeding practices, just because of their modern life-style. 6.3 Institutionalization Of Child Delivery : The Institutionalization of child delivery is an

82 important parameter for assessing the health care infrastructure of a nation as well as that in the State. The percentage of child delivery carried in hospitals and medical institutions is far lagging behind from the optimum level in West-Bengal. In the rural areas of the State, the institutional deliveries are carried out in block primary health centres (BPHC), sub centres, rural hospitals, district hospitals, sub division- al hospitals etc, while in the urban areas there are medical colleges and hospitals, municipal health care centres, ward health units, clinics and dispensaries maintained by the municipal authorities etc. The State has at present 13 Medical Colleges and Hospitals (MCH) scat- tered in a number of districts, whereas five medical colleges and hospitals are situated in Kolkata. This is the reason why, Kolkata is one such district which has been recorded no deliveries conducted by unskilled birth attendants. In this State, the institutional deliveries have been improved over time [Fig-3].

Fig–3 : District-Wise Temporal Variation of Institutional Deliveries in West Bengal (Data Source : SFWB, Govt. of W.B)

The percentage in 2005-2006 was 50.72 which was increased to 53.51 in 2007-2008 and further to 63.80 in 2011-2012. In 2013-2014, this percentage was recorded an appreciable rise to 77.50. The districts under the Presidency administrative division have performed well in carrying out institutional child delivery, followed by the districts under the Barddhaman administrative division. Bankura under Bardha- man administrative division has been recorded to have 88.80 per cent institutional deliveries

83 in 2013-2014 while the figure was 66.33 per especially Hugli, Bankura and Purba Medinipur cent in 2005-2006. In case of district-wise have controlled the rate throughout. Bankura analysis of the institutionalization of child de- though considered as a backward district in livery, the percentage has always been highest the State ,has made substantial improvement in Kolkata followed by Darjiling. Though Darjil- in this field. Kolkata has effectively reduced the ing has been the district with best performance MMR to 0.81 in 2013-2014 and have become among the districts under Jalpaiguri adminis- the highest performing district in the State in trative division, the low percentage of institu- case of controlling the rate [Fig-4]. The district tional deliveries carried out in the districts of is followed by North 24 Parganas (0.19) and Uttar Dinajpur and Maldah has contributed to South 24 Parganas (0.31). In 2013-2014, MMR the poor performance of the administrative di- has been highest in Jalpaiguri (1.45) followed vision as a whole. by the Dakshin Dinajpur district (1.39). 6.4 Maternal Mortality Rate 6.5 Still Birth Rate The Maternal Mortality Rate (MMR) is ex- The Still Birth Rate (SBR) is expressed in per pressed in per 1,000 live births. In 2008-2009, 1,000 total births. In West-Bengal, the SBR was the MMR has been remarkably declined in Kol- 16.12 in 2005-2006 which has been reduced to kata (1.29) followed by Jalpaiguri(1.78). The 15.88 in 2013-2014. During the financial years districts under Barddhaman administrative di- 2005-2006 to 2013-2014, Kolkata has been revision corded highest SBR among other districts. In 2005-2006, the SBR was lowest in Purba Me- dinipur (9.01) followed by Hugli (11.78). In this case, the performances of the districts under Barddhaman administrative division have been relatively better especially in Hugli and Purba Medinipur districts. The situation in Maldah (19.42) under Jalpaiguri administrative division has been alarming throughout, but in other districts under the same administrative division the condition is getting improved very slowly. 6.6 Perinatal Mortality Rate According to WHO(1976), the perinatal period extends from the 28th week of pregnancy to the seventh day of life. The Perinatal Mor- tality Rate (PNMR) is expressed in per 1,000 total births. As the child itself has to adjust with the outside environment after birth, it is likely to develop many physical complications Fig-4 : Maternal Mortality Rate in Districts during this time which often leads the perinate (Data source: SFWB, Govt. of of West Bengal to death. In 2013-2014, PNMR of the State India)

84 was 24.91, where the highest percentage was pregnancy by providing ante-natal care and found in Kolkata(57.81), followed by Bankura child delivery in health care institutions. (30.59). In 2005-2006, the SMI of the state was 72.16, 6.7 Neonatal and Post-Neonatal Mortality while the index was highest in Kolkata (98.96) Rate and lowest in Purba Medinipur (52.47). In The Neonatal Mortality Rate (NNMR) is ex- 2009-2010, the index was improved in all the pressed in number of deaths of neonates with- districts with the state value of 77.57 and high- in 28 days of life per 1,000 live births. In 2013- est index value was recorded in Kolkata (99.52) 2014, NNMR of the state West-Bengal was followed by Darjiling (98.56) and Hugli (85.38). 10.75, while Kolkata was registered with a high The situation was worse in Dakshin Dinajpur NNMR of 43.18, followed by Bankura (13.58). and Purba Medinipur with the index value of Other districts like – Darjiling, North 24 Parga- 56.86 . In the financial year 2013-2014, the nas and South 24 Parganas controlled the rate index was declined marginally for the state substantially over the time. (77.05), just because of the poor performance of ante-natal care in the rural areas. In Kolkata, The Post-neonatal period extends from first 28 the maternal health care facilities provided in days of life to one year. During this time peri- many centres was found to be inadequate in od, a neonate is likely to get affected with a comparison with the demand, as the ever in- number of infectious airborne, water-borne creasing inflow of patients from surrounding and vector-borne diseases which can affect its districts, states and countries created a huge health. In 2013-2014, PNNMR of the state was pressure on the health care 2.37, where the highest percentage was recorded in Kolkata (5.19), followed by Barddha- man (4.71). During the same time period, the rate was remarkably low in North 24 Parganas and South 24 Parganas under Presidency administrative division. The situation in Maldah, Uttar Dinajpur and Dakshin Dinajpur was dete- riorated over time. 6.8 Safety Parameters : The important tools, which can assess the level of achievement of various maternal and child welfare programmes are - safe motherhood index and child survival rates. 6.8.1 Safe Motherhood Index The Safe Motherhood Index (SMI) is an essen- Fig-5:District-wise Positive and Negative tial tool to assess the maternal health situation Changes in Safe Motherhood Index in a Gap and also to measure Government initiatives for of Eight Years in West Bengal, 2005-06 and reducing maternal mortality during and after 2013-14 (Data source: SFWB, Govt. of W.B.)

85 division and the lowest rate in Kolkata(95.08). In 2007-2008, the CSR in West Bengal was institutions especially on the government run 97.47 per cent, with the highest rate in Haora health care institutions. For this reason, Kolkata (98.61) and the lowest rate in Kolkata(95.08). was recorded to have decrease in the index val- In 2010-2011, the CSR rate of the state was ue by 15.31 [Fig-5]. This situation was followed 97.47 per cent. The district with the lowest CSR by other districts like - Darjiling, Birbhum and was Purulia (96.17%), followed by Paschim Me- Bankura, which recorded negativity in the in- dinipur (96.28%). The performance of Haora dex value during the financial years 2005-2006 (98.43%), Hugli(98.11%) and Purba Medinipur to 2013-2014. The districts which improved (98.15%) was quite appreciable. In 2013-2014, remarkably over time are Jalpaiguri and Koch the CSR in West Bengal was 98.60 per cent with Bihar districts under Jalpaiguri administrative the highest CSR in North 24 Parganas (99.75%) division, Purulia and Paschim Medinipur dis- district under Presidency administrative divi- tricts under Barddhaman administrative di- sion followed by Darjiling (99.60%) district un- vision and lastly, Murshidabad district under der Jalpaiguri administrative division, mainly Presidency administrative division. The reason due to the successful implementation of the behind this improvement was the block pri- two programmes i.e. - Integrated Child Devel- mary health centres, sub-centres and the rural opment Services (ICDS) Scheme and National hospitals provided antenatal care, institutional Child Survival and Safe Motherhood (CSSM) deliveries and post-natal care under various Programme. maternal and child welfare programmes like - National Rural Health Mission (NRHM), Nation- 6.9 Malnutrition and Nutritional Anaemia al Child Survival and Safe Motherhood(CSSM) among Mothers and Children : Programme and Janani Suraksha Yojana (JSY). The World Health Organization (WHO) has defined malnutrition as “the cellular imbalance 6.8.2 Child Survival Rate between the supply of nutrients and energy The Child Survival Rate (CSR) is an important and the body’s demand for them to ensure tool to assess the improvement in child health growth maintenance and specific function”. by calculating the decline in child mortality inci- In West-Bengal, the percentage of the female dences and comparing it with increase in child children suffering from severe malnutrition survival. It is normally expressed in percent- was 1.30, whereas this percentage was 1.13 for age and is calculated by subtracting under-five child mortality rate from 1,000 and dividing it by 10 [Park, 2009].

The CSR is inversely proportional to the under-five child mortality rate, indicating the improvement of the child’s health. In 2005-2006, the CSR in the State was 98.19 per cent with the highest rate in South 24 Parganas district (99.43%) under the Presidency administrative

86 the male children during the six months span between January to June, 2014. Table-1 : Rural – Urban Variations in Anaemic Status of Pregnant Women and Children in West-Bengal (2012-2013)

Selected Section of the Pop- Anaemia Severe ulation Anaemia In Percentage Rural Urban Total Rural Urban Total Pregnant Women 77.5 79.8 79.2 3.3 2.8 3.1 Children 82.2 87.6 86.4 5.8 6.5 6.3

(Source : Govt. of India and IIPS, 2014)

Anaemia is mainly to affect the female health 7. STEPS FOR IMPROVEMENT : at the beginning of the adolescence mainly due The various steps have been taken for the im- to the effect of the menstrual cycle in the body. provement of safe motherhood in West-Ben- In 2012-2013, 79.20 per cent of the pregnant gal. Various health care facilities have been women and 86.40 per cent of the children were created. It is as follows : found to have anaemia among which 3.1 per cent of the pregnant women and 6.3 percent 7.1 New Health Care Facilities : of the children had severe anaemia (<7.0g/dl) The Government of West- Bengal has under- [Table-1]. Among the districts of West-Bengal, taken a number of initiatives to improve the Jalpaiguri (7.5%) was recorded with the high- overall health condition especially for the ma- est percentage of pregnant women suffering ternal and child health in the state. With the from severe anaemia followed by Haora (5.6%) aim to improve the neonatal survival rate and and Kolkata (5.3%), whereas Purba Medinipur decline the neonatal mortality incidences, 37 district was recorded with no such incidence Sick Neonatal Care Units (SNCU) have been es- in the same financial year. The districts under tablished (all are functional) in 19 districts with Barddhaman administrative division had made seven units performing in Kolkata hospitals remarkable achievements in controlling severe during the period between 2007 and 2014. For anaemia among the pregnant women , while more advanced and critical neonatal care, 198 the districts under Presidency administrative Sick Newborn Stabilization Units (SNSU) are division had somewhat lagged behind, mainly running in 18 districts of the state with high- due to the poor performance of anaemia elim- est number of SNSU in South 24 Parganas (23), ination programmes, especially marked with followed by North 24 Parganas (17) under Pres- illiteracy and ignorance. idency administrative division in 2014 [report by SFWB, Govt. of West Bengal, 2015]. In Kol- kata, no such units have yet been established till 2014.

87 Another appreciable initiative of the State Though CINI is playing an active role for the im- Government includes the establishment of Fair provement of the present health status of our Price Medicine Shops (FPMS) and Fair Price Di- state, the following steps are also necessary agnostic Centres (FPDC) at Government hospi- for the betterment of the reproductive health tals following Public-Private-Partnership (PPP) issues : model. The number of planned FPMS till No- vember, 2014 was 116 out of which 94 have a) The state government should reduce the been functioning. These medical shops run by level of difference in district level variation the Government, offer huge discounts on med- regarding the medical facilities for both the icines for the benefits of the low-income group pregnant women and the children. of population. During the period between De- cember, 2012 to November, 2014; the gross b) Both the state government and the local sales of the FPMS have been Rs. 521.22 crore, government should be more aware and ac- while the amount of discount availed by the tive about the implementation of the nec- patients have been Rs.302.57 crore [report by essary policies, regarding safe motherhood SBHI, Govt. of West Bengal, 2015]. At present, rather than the formulation. 22 Fare Price Diagonostic Centres (FPDC) have c) Both the pregnant women and their fami- been established in Government run hospi- lies must be aware about the medical facil- tals by the Directorate of Health and Family ities from the local government as well as Welfare to provide digital X-ray, CT scan, MRI state government. scan and dialysis services to the people at a cheaper rate. Numerous Mobile Medical Units 8. CONCLUSION (MMU) have been launched in the districts of Thus it has been found that safe motherhood the state, especially in the underserved areas is an important parameter for the health of Bankura, Purulia, Paschim Medinipur, South status of any state, especially for the women. 24 Parganas, North 24 Parganas etc. to provide In case of west-Bengal, the scenario of safe the medical services such as - radiological, di- motherhood is getting improved year after agnostic, curative and Reproductive and Child year. Both the state government and the Health (RCH) services for the local people in local government are taking initiatives for the general and pregnant and lactating women. improvement of this aspect. But more necessary steps are needed. Specially, the women should be much aware about their health as well as the rights. Then the scenario of safe motherhood of this state can be reached to the optimum level in the near future.

88 9. REFERENCES [Retrieved at https://healthmarketinnovations. org/sites/default/files/Improving%20 A District-level Analysis of Maternal and Child the%20Health%20of%20Mother%20and%20 Health Related Issues in West Bengal, A Report Child%20%20Solutions%20from%20India.pdf by State Family Welfare Bureau, Government of (Accessed On 26 May, 2018)] West-Bengal, pp.112-155 Pillars of Safe Motherhood – Public Health Notes [Retrieved at http://shodganga.inflib [Retrieved at https://www.publichealthnotes.com/ net.ac.in/bitstream/10603/163848/ pillars-of-safe-motherhood/ (Accessed On 31March, 2019)] 12/12 chapter%204.pdf (Accessed on Public Health in West Bengal – Current Status and 26 May, 2018)] Ongoing Interventions Human Rights – A National Level Report [Retrieved [Retrieved at http://atiwb.gov.in/index_htm_files/ at http://www.policyproject.com/matrix/ Public%20Health%20in%20West%20Bengal. SafeMotherhood.cfm (Accessed On 26 May, pdf (Accessed On 26 May, 2018)] 2018)] Improving the Health of Mother and Child: Solu- tions from India, A National Level Report, pp.115-128

89 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

RISE OF MAHATMA GANDHI AND THE CHAMPARAN SATYAGRAHA Dr. Banibrata Goswami1

Abstract

Mohandas Gandhi, after his return from South Africa, joined the Indian National Congress and the Lucknow Pact of 1916, having been signed between the Congress and The Muslim League, a new chapter was about to open in Indian politics. On Gokhale’s advice, Gandhiji spent a year travelling around British India, getting to know the land and its peoples and what he realized was simply this that, in spite of its promising expansion, the Indian national Congress was still unable to bring forth every Indian, especially the unlettered, common, poor countrymen under its wings. This he made his immediate mission in politics, and the first tasting ground was Chamaparan. About more than three-fourth of the 2846 villages of the district were under the control of three big Zamindars - the Bettiah estate, the Ramnagar estate, and the Madhuban estate. Early in the 19th century, indigo began to be grown there by European planters who, in course of time, secured, on temporary and permanent leases, the large tracts of land from the Zamindars of the district, particularly the Ma- haraja of Bettiah, who ran into heavy debts. The planters with the influence as members of the ruling race, were soon able to get indigo grown by the tenants of the villages on portions of their holdings varying between 3/20th to 5/20th, and later on they regarded this compulsory cultivation as a matter of right , which they got recognised in the Bengal Tenancy Act of 1885. This system of growing indigo came to be known as Tinkathia. It created a havoc by extreme exploitation on the local peasants. Gandhiji came to protest this exploitation and led a movement of mass mobiliza- tion on the principles of satyagraha. The present paper intends to look into the issue, in detail.

Keywords: Gandhiji, Nationalism, exploitation, peasant, tinkathia, Champaran.

1. Associate Professor, Tehatta Sadananda Mahavidyalaya, (Affiliated to University of Burdwan) Tehatta, Purba Bardhaman, West Bengal.

90 Mohandas Gandhi, after his return from South Indians and other black people who lived Africa, joined the Indian National Congress and there and employed the techniques of Sa- the Lucknow Pact of 1916, having been signed tyagraha to achieve considerable political between the Congress and The Muslim League, success. South Africa taught him to stand a new chapter was about to open in Indian pol- by the helplessly exploited and tortured itics. Congress did not have any leader, strong common people in the name of truth. and confident enough to tackle the surging pressure of time that gradually appeared ‘out The India that Mahatma Gandhi came back to of joint’. Finally in September 1920 the Indian in 1915 was rather different from the one that National Congress unanimously relied upon he had left in 1893. Although still a colony of Gandhiji to ‘set it right’ and agreed to his pro- the British, it was far more active in apoliti- posal of launching the Non cooperation move- cal sense. The Indian National Congress now ment. It was launched shortly thereafter and had branches in most major cities and towns. by December 1920 Gandhi was the dominant Through the Swadeshi movement of 1905-07 figure on the political stage, commanding an it had greatly broadened its appeal among the influence never before attained by any political middle classes. That movement had thrown leader in India or perhaps in any other country. up some towering leaders – among them Bal Gangadhar Tilak of Maharashtra, Bipin Chan- To reach such a position, within such a dra Pal of Bengal, and Lala Lajpat Rai of Punjab. short period of time, however, was not The three were known as “Lal, Bal and Pal”, the very easy. He had already cast an impres- alliteration conveying the all-India character sion upon the country by his altogether of their struggle, since their native provinces different and novel strategy of Non-Violent were very distant from one another. Where ‘Satyagraha’, used successfully in South these leaders advocated militant opposition Africa. His innate love of truth and inspi- to colonial rule, there was a group of “Moder- ration for hard work without a greedy eye ates” who preferred a more gradual and per- for results, learnt from Indian Upanishads suasive approach. Among these Moderates and The Gita had the land prepared with- was Gandhiji’s acknowledged political mentor, Gopal Krishna Gokhale, as well as Mohammad in him. Then his readings of the American Ali Jinnah, who, like Gandhiji, was a lawyer of philosopher Henry David Thoreau, Brit- Gujarati extraction trained in London. ish author John Ruskin’s ‘Unto the Last’ and two books of Leo Tolstoy from Russia, On Gokhale’s advice, Gandhiji spent a year trav- “Kingdom of God is within You” and “How elling around British India, getting to know the Much Land does a Man Need” sowed the land and its peoples and what he realized was necessary seeds of Non-violent Satyagraha simply this that, in spite of its promising expan- and Civil Disobedience, soon to be germi- sion, the Indian national Congress was still un- nated and tested in the Soil of South Afri- able to bring forth every Indian, especially the ca. He protested the despotic misrule and unlettered, common, poor countrymen under its wings. This he made his immediate mission torture of the White Europeans over the

91 in politics. His first major public speech at the this jewellery and hold it in trust for your opening of the Banaras Hindu University (BHU) country men in India.’ (Chapter 14: Benaras in February 1916 did promise that. Among the Speech) invitees to this event were the princes and philanthropists whose donations had contrib- It was Gandhiji who among the delegates, uted to the founding of the BHU. Also present spoke about the contribution of the peasants: were important leaders of the Congress, such as Annie Besant. Compared to these dignitar- whenever I hear of a great palace rising in ies, Gandhiji was relatively unknown. He had any great city of India, be it in British India been invited on account of his work in South or be it in India which is ruled by our great Africa, rather than his status within India. chiefs, I become jealous at once, and say, “Oh, it is the money that has come from the But he made himself easily known by his strik- agriculturists.” Over seventy-five per cent ing words. “The Story of Gandhi”, records the of the population are agriculturists and Mr. incident of the evening: Higginbotham told us last night in his own felicitous language, that they are the men Gandhi clad in a Kathiawadi long coat and who grow two blades of grass in the place turban, rose to speak. The police arrange- of one. But there cannot be much spirit of ments, and also the pomp and luxury self-government about us, if we take away around him, hurt him deeply. Turning to or allow others to take away from them the audience he said, “I want to think au- almost the whole of the results of their la- dibly and speak without reserve”. His first bour. Our salvation can only come through words froze the audience. ‘It is a matter of the farmer. Neither the lawyers, nor the deep humiliation and shame for us,’ he said, doctors, nor the rich landlords are going to ‘that I am compelled this evening under the secure it. (CWMG, vol.6, 182) shadow of this great college, in the sacred city, to address the shadow of this great col- And he drew attention to and warned lege, in the sacred city, to address my coun- about the wrong route of violence too: trymen in language that is foreign to me. I honour the anarchist for his love of the It was a bomb-shell. Nobody had ever dared country. I honour him for his bravery in be- to speak against the English language. The ing willing to die for his country; but I ask British officers, their friends, and theim- him-is killing honourable? Is the dagger of portant Indians who had gathered there an assassin a fit precursor of an honourable were breathing heavily in anger. But Gandhi death? I deny it. There is no warrant for went on, “His highness the Maharaja who such methods in any scriptures. If I found presided yesterday over our deliberations it necessary for the salvation of India that spoke about the poverty of India. But what the English should retire, that they should did we witness? A most gorgeous show an be driven out, I would not hesitate to de- exhibition of jewellery. There is no salva- clare that they would have to go, and I hope tion for India unless you strip yourselves of I would be prepared to die in defence of

92 that belief. That would, in my opinion, be an tematic destruction of indigenous industries, honourable death. The bomb-thrower cre- a series of famines which ravaged and depop- ates secret plots, is afraid to come out into ulated the country, driving the peasantry, at the open, and when caught pays the penal- various places, against the landlords, plant- ty of misdirected zeal. (CWMG, vol.6, 183) ers, moneylenders and the British rulers who stood behind them. (Shive Kumar, 20-21). The The opening of the BHU was an occasion for first three decades of the 19th century were celebration, marking as it did the opening of a characterised by a series of peasant uprisings. nationalist university, sustained by Indian mon- The violent and rapid introduction of capitalist ey and Indian initiative. But rather than adopt elements into the agrarian economy of India, a tone of self-congratulation, Gandhiji chose a new layer of exploiters imposed on the top instead to remind those present of the peas- of the old, the intensification of exploitation of ants and workers who constituted a majority peasants by the moneylenders and Zamindars, of the Indian population, yet were unrepre- the oppression of peasantry by the European sented in the audience. He offered the brief planters, eviction of peasantry and artisans outline of the roadmap, he had come to follow from their land were the chief causes of their in India. It was evident that the dominance of revolt. Hence the agrarian tensions had long the landlords, doctors and lawyers, had come menifested themselves in the form of sporadic to an abrupt halt. Indian nationalism was no and spontaneous peasant uprisings in India. longer an elite phenomenon, and it set out to stand by the peasants and the poor, common The Indian National Congress however, did not country people, who so far had been unwant- take any effective step to safeguard the peas- ed and left rusting, but who now got aroused ants’ interest, except some sporadic resolu- and stood wonderstruck by the magic touch of tions. A Congress resolution of 1888 drew a man, gathering courage and waiting askance, for what that magician, their ‘Gandhi baba’ attention to the hardships caused to the ryots asks them to do. by the periodical revision of the revenue assessment (Sitaramayya, 37-38). The tribal peas- The courage was duly gathered from three ants’ problems was highlighted in 1891, 1893, fields, first in Champaran, thereafter in 1895 and the Congress did plead for an amend- Ahemedabad and finally Kheda of Gujrat. ment of forest laws (Annie Beasant, 132, 153, 170). The repeated outbreaks of famines in dif- CHAMPARAN SATYAGRAHA: 1917 ferent parts of India and the consequent mis- The establishment of the British colonial rule ery of the rural population forced the Congress in India, was accompanied by an unmitigated leaders to take interest in agrarian questions disaster for the Indian agriculture. The rate of (Chopra, 246). Accordingly, British land revenue accumula tion of agricultural wealth fell quite policy was criticised asresponsible for the mis- low owing to the ruthless plunder carried out erable plight of peasantry and relief measures by the agents and officials of the British in India such as a compassionate land revenue policy in the name of collecting revenue, the neglect was pleaded. Thus it was left waiting for the of admini stration and irrigation and the sys- arrival of Mahatma Gandhi to interefere into

93 the peasants’ problem and change the entire For poorer peasants, the ecological parame- discourse of the national movement in general ters of survival were easily threatened in so far (Dhanagare, 17 ). At the same time, however as demands imposed by indigo cropping pre- Gandhiji was careful enough to avoide com- vented the growth of a variety of food crops. mitting himself to any categorical and concrete On the other hand, the better off peasants, objective of socio-economic reconstruction, resented the fact on the basis that they could which would have involved headlong collision not indulge in the indigo trade (Mishra 58-9). with deep rooted vested interests ( Moore, Indigo used to be grown in 95,970 acres, that 167) . Hence, it was Gandhiji who for the first is 6.63 per cent of the land under cultivation time, endeavoured to assemble the urban, (Bengal District Gazetter. Champaran, p.110) commercial, trading and industrial capitalists .The ryots, particularly, resented the Tinkathia as well as the peasants together and consoli- system,and when their peaceful efforts failed date the force of the country, - thereby making to bring them any relief, they revolted from the sharpest break from the earlier tradition time to time. Their helpless anger resulted in set by the previous Congressmen. outbursts of revolts in 1867-68, 1876-78, and 1907-08 (Mittal, 231-232.) However, the op- Champaran, a district in the north western cor- pression over the impoverished peasantry con- ner of Bihar, became the first testing ground of tinued unabated. this new line of action. About more than three- fourth of the 2846 villages of the district were It was in this background that Raj Kumar under the control of three big Zamindars - the Shukla, a brave and resolutj middle class Bettiah estate, the Ramnagar estate, and the ryot from Bihar who had experienced ex- Madhuban estate ( Sweeny, 25-26). Early in the cessive tyranny at the hands of the indigo 19th century, indigo began to be grown there planters, came forward to fight against the by European planters who, in course of time, mighty planters. He was “filled with a pas- secured, on temporary and permanent leases, the large tracts of land from the Zamindars of sion to wash away the stain of indigo for the district, particularly the Maharaja of Betti- the thousands who were suffering as he ah, who ran into heavy debts. The planters with had suffered.” In December 1916, he- at the influence as members of the ruling race, tended the 31st session of the Indian Na- were soon able to get indigo grown by the ten- tional Congress in Lucknow in the hope of ants of the villages on portions of their holdings acquainting his countrymen with the sad varying between 3/20th to 5/20th, and later on plight of the indigo workers of Bihar and they regarded this compulsory cultivation as a particularly of Champaran (CWMG, Vol. matter of right , which they got recognised in 39, 494). Gandhiji was a member in that the BengalTenancy Act of 1885. This system of Congress and Shukla along with Sant Raut, growing indigo came to be known as Tinkathia called on him to acquaint him personal- (Sweeny, 40). ly with the situation. Shukla’s urge to get Gandhiji to Champaran itself is indicative

94 of the image he had acquired by this time, only indigo that was given preference on as one who fought for the rights of the ex- account of the high demand of the British. ploited and the poor. Finally, Gandhiji de- This led to an acute shortage of grains that cided to go to Champaran. eventually led to a situation of food crisis.

The main focus of the decision, his first The mission of Mahatma Gandhi was to re- attempt for implementing his satyagra- lieve the farmers of the Champaran district ha mode of protest which was a passive of Bihar from this plight. He mobilized the non-violent civil resistance of the masses people of the Champaran district with his against the British colonizers, was to ad- band of capable lawyers where he played dress the plight of the farmers of Cham- an active role in educating the masses as paran. Indigo plant was used to make nat- well as established them economically ural dye and this was very profitable for by teaching them the various methods of the British, who in turn, forced the tenants self-sustaining livelihood. The movement to grow indigo on a large scale. The peas- was a resounding success not only in terms ants who refused to cultivate this specific of revoking the forceful cultivation of in- crop faced the weight of exorbitant taxes digo by the British colonizers but also in levied by the landlords. These landlords terms of being India’s first landmark civil were mostly the British colonizers them- disobedience movement. selves with the rest of the land owners under them. They behaved as self-appointed The Government, infact, did not like Gand- magistrates taking cognizance of offence hi to probe into the problem under the plea of the ryots. If there was some quarrels or that the settlement officers were investi- disputes among the ryots which did not gating the matter. As soon as he reached concern the planters in any way they acted Motihari, he was served with a notice un- as self-appointed arbitrators and exacted der Section 144, Criminal Procedure Code hearing fees and realized fines upto Rs.25/- and was ordered to quit the district. Gand- at a time (Report of the committee on the hi however, pleaded guilty and expressed agrarian Conditions in Charaparan, Vol.II, his willingness to accept any punishment, pp.37, 64-65). The agents of the landlords but he refused to abandon the enquiry for did not hesitate to use brute means if nec- which he had come. essary. Apart from many other hardships The 18 of April 1917 is a memorable day in the the people had to face from the indigo cul- history not only of Champaran, but also of the tivation, a famine-like condition in the re- whole of India. It was on this day that Mahat- gion was central. This was predominantly ma Gandhi was preparing himself to go to jail on account of the farmers not being able for the sake of the poor and suffering people to produce other crops in the land. It was of the province of Bihar. On this day the whole

95 of India was to get her first lesson and her first The Government Pleader stated the case modem example of Satyagraha, which was to against Gandhiji. In his turn, Gandhji read out open new floodgates of light and of vision be- his statement in which he reiterated that he fore her. It is an old saying that no harm can does not intend to evoke any agaitation. Rather come to the true, but a practical demonstra- his motive was only humanitarian and nation- tion of this was to be given to the world on this al service for the distressed peasants which he day by Mahatma Gandhi. wanted to achieve with official assistance. He did not offer any defence but declared his will- ‘The Story of Gandhi’ once again, narrates ingness to go to jail. He said, he was to follow the thrilling events: the voice of conscience and hence he would disregard the orders served on him (CWMG, On his arrival the District Magistrate served Vol. 39, 329-30) This refusal to obey the Gov- him with a notice saying g that he was not to ernment order, at once, made him a hero of remain in the district of Champaran but must the peasants. The court officials were baffled leave the place by the first available train. and in view of the confusion it was decided to Gandhi disobeyed this order. He was postpone the sentence. The Magistrate told summoned to appear before the court. him that he would pass orders on 21st April The magistrate said, ‘If you leave the dis- 1917, but that he would release him in the trict now and promise not to return, meantime on a bail of Rs. 100. Gandhi said that the case against you will be withdrawn.’ he had no bailer and could not offer bail. The ‘This cannot be.’ replied Gandhi. ‘I came Magistrate was again in difficulty and found a here to render humanitation and nation- way out by offering to release him on his per- al service. I shall make Champaran m y sonal reorganization. home and work for the suffering people.’ A large crowd of peasants was outside the court The Government of India realized that the mat- shouting slogans. The magistrate and the police ter was going to attract the attention of the looked nervous. Then Gandhi said, ‘I shall help press. For, here not Gandhiji, but the Govern- you to calm these people if I can speak to them.’ ment of India itself was on trial and the Brit- Gandhi appeared before the crowd and said, ish Raj was being challenged in a unique way. ‘You must show your faith in me and in my Gandhiji did not deviate from his goal, that of work by remaining quiet. The magistrate had helping the oppressed ryots became a mat- the right to arrest me, because I disobeyed ter of historical importance. But Government his order. If I am sent to jail, you must ac- had to retreat. It became terribly concerned. cept that as just. We must work peaceful- Lieutenant Governor intervened, and on the ly. And violent act will harm out cause.’ ground of insufficient evidence and doubtful The crowd dispersed peacefully. The police application of section 144 against him, ordered stared at Gandhi in admiration as he went in- to withdraw the case on the 20th April 1917 at side the court. (Chapter 15, Champaran Sa- about 7 p.m. Moreover, he sanctioned Gandhiji tyagraha) the permission to conduct his enquiry.

The trial started at 3 O’ clock in the afternoon. This was the first triumph of the Mahatma on

96 India’s soil, and it was a victory for the peas- determination to leave the carriage if they ants and common people as well. Up to this he persisted. The people yielded and the hors- was definitely Gandhiji, but thereafter, only a es were again harnessed. More than 10,000 Tagore, reappearing in Gandhiji’s appearance. people were present there. The carriage For, what Tagore had initiated twenty years could move but slowly and with great dif- earlier in Shilaidaha, Gandhiji reintroduced in ficulty. On both sides of the road countless the north east part of Bihar. Moreover, what men and women were standing. It was the Tagore did not achieve, Gandhiji had done in longlooked- for day of Mahatma Gand- Champaran. To snatch a victory from the Brit- hi’s arrival and he had arrived. No one felt ish Planters and administration , in those days any doubt that the miseries of the tenants had been the rarest of occasions and to the would now disappear. This faith was deeply common people and peasants it was a day of engraven on their simple faces. No one had days. Rajendra Prasad in his book Satyagraha said anything to the people about Mahat- in Champaran offers in detail a vivid descrip- maji. Very few people knew his past career. tion of the joy and delight of the people as There were fewer still who were acquaint- they recived the news of Gandhiji’s victory in ed with his South African Satyagraha. What the court and they prepared to receive the Ma- was it that created this confidence ? It was hatma: apparently without any reason. What was at the root of this firm and unquestioning It has been said above that Mahatma Gand- faith ? I cannot answer this question. The hi went to Bettiah by the afternoon train of faith was firm, the heart was true. These the 22nd April. The news of the withdraw- bore their fruit. (124-25) al of the case, as also that Mahatmaji was going to Bettiah by that train had already He stayed there in the villages to study the spread. There were crowds of people await- grievances of the peasants. Hazarimal Dhar- ing at every railway station to have a look ( mashala in the Bettiah village particularly darshan ) at him ; and the arrival of the train became his place of residence. He met eight was signalized by shouts of Jai and shower- thousand cultivators of indigo where he stud- ing of flowers. The train reached Bettiah at ied their plight and the reasons behind it. He about 5 p.m. There was such a huge crowd noticed that the illiteracy of the indigo cultiva- at the station that to avoid any accident the tors was one of the prime reasons for their ex- train had to be stopped some way off from ploitation and subjugation. Mahatma Gandhi the platform. The Mahatma was travelling sought to mend this by focusing on actions that in a 3rd class compartment. The people of would alleviate the economic and the educa- the town and villages welcomed him. They tional conditions of the peasants. rent the skies with their cries of Jai and there was a regular hail-storm of flowers. The Mahatma established the first-ever basic Mahatmaji took his seat in a carriage. The school at Barharwa Lakhansen village, 30 km people unharnessed the horses and want- east from the district headquarters at Dhaka, ed to pull the carriage themselves. But Ma- East Champaran. Within short time, he had col- hatmaji prohibited them and expressed his lected around him a batch of men from Bihar

97 and outside Bihar, including Rajendra Prasad, While conducting the enquiry, Gandhi simul- then a practising lawyer in Patna High Court, taneously educated the peasants in the prin- Shri Anugraha Narain Sinha, Shri Dharmin- ciples of Satyagraha. “The plinth on which dar, Shri Braj Kishore Prasad, Shri Ramnavami alone could -freedom be raised”, he explained Prasad, Shri Mazharul Haq and others. The as- to them (ryots), “was freedom from fear.” He sociates from outside Bihar included Mahadev organised volunteers to instruct the illiterate Desai, Acharya Kriplani, C.F. Andrews, H.S.Pal- peasants in elementary hygiene and to run lock and others (CWMG, Vol. 13, 391). Gandhiji schools for their children. This was typical of preferred to work more with these men than Gandhian strategy to maintain simultaneously under the banner of Congress Organization, two fronts – a front against injustice from with- which was nearly unknown in many parts of out, and a front against ignorance and help- Bihar, as late as 1917. lessness from within. The people, to be free, must learn to stand on their own legs. Even as Gandhiji moved from one village to anoth- he emboldened them to fight for the rights, he er collecting evidence from the ryots: a novel taught them to fulfil their obligations (Kripala- method of establishing a direct contact with ni, 104). the peasants. All the time he was invariably met by throngs of ryots at railway stations and With the aid of his handpicked team of em- elsewhere, and this, combined with the influx inent lawyers comprising Babu Gaya Prasad of peasants from a large number of villages of Singh, Brajkishore Prasad, Rajendra Prasad, An- Bettiah and Motihari to give evidence against ugrah Narayan Sinha, J.B. Kriplani, Ram Navami the planters, enlarged the area of agitation in Prasad and later Jawaharlal Nehru., arousing the district. His visit and work in the villages of the confidence of villagers, he introduced a Champaran district sent a wave of enthusiasm number of constructive programmes like clean- and inspiration to the people who were thirst- ing up the villages, building of schools and hos- ing for a selfless leader (K.K.Datta, Freedom pitals and encouraging the village leadership to Movement in Bihar, Patna, 1957, p.207). They undo purdah, untouchability and the suppres- would not go back to their villages before their sion of women. Gandhiji set up two more ba- statements were recorded. According to Rajen- sic schools at Bhitiharwa with the help of Sant dra Prasad, “The statements of tenants contin- Raut in West Champaran and Madhuban in this ued to be recorded the whole day. There was district on November 30, 1917, and January 17, such a continuous stream of these tenants that 1918, respectively. The purpose behind setting there was not a minute’s break between 6.30 up these schools was to fight illiteracy, improve a.m. and 6.30 p.m. (Rajendra Prasad, Satyagra- health and sanitation, and generate awareness ha in Champaran, Ahmedabad, 1949, p.125). among the rural people. The fear of the planters and of the police, in whose presence, the statements were record- The more he worked among the people, the ed after careful cross examination, suddenly more embarassed and unnerved the au- seemed to disappear altogether (Bose, 35 -37). thorities became. His activities in the district brought several decades of fermenting tension to a head (Stephen Heningham, ‘The Social Set-

98 ting of Champaran Satyagraha: The Challenge 3. ‘to report their conclusions to the gov- to an Alien Elite’, Economic and Social History ernment; stating the measures they - rec Review, January-March 1976, p.68). The Gov- ommend in order to remove any abuse or ernment clearly saw the momentum gathered grievances which they may find to exist’.( by the movement. Gandhiji was called for an interview with W. Maude, Member of the Exec- Committee on the Agrarian Conditions in utive Council, Government of Bihar and Odissa, Champaran, Vol. 01, p.2) who instructed him to send a preliminary report of the inquiry so far. Gandhiji submitted The committee, after an enquiry, submitted a the report on 13th May. He was summoned to unanimous report on October 18, 1917 , the Ranchi on 4th June by the Lieutenant Governor, recommendations of which run as follow : Sir. E.A.Gait , for a meeting on June 04, 1917, regarding the submission of the preliminary 1. The substitution of a purely voluntary sys- report (B.B.Mishra (ed.), Select Documents on tem of growing indigo for the Tinkathia sys- Mahatma Gandhi’s Movement in Champaran, tem, and the arrangements to be made for 1917-1918, Patna, 1963.pp. 398-99). It was de- the commutation of the ‘indigo obligation’ cided, in this meeting, to institute an enquiry and for the modification of commutation committee consisting of the representatives of already effected; the landlords, planters and the Government; and Gandhi himself as represent tating the 2. the continuance of the temporary lease tenants. On June 10, 1917. Gandhi accepted system in the estates under the manage- the offer under the condition that he should be ment of the court of wards with adequate free to confer with his co-workers during the safeguards against the exaction of abwab enquiry, that ‘he remained the only advocate and other improper or undesirable practic- for the ryots’ and that if the results of the en- es; quiry were not satisfactory, he would be free to 3. other measures designed to meet the guide the peasants to action (Gandhi, An Auto- grievances arising out of existing practices biography, pp.318-19). or arrangements (CWMG Vol.13, pp.570- The terms of reference of the committee, 577). which was appointed with Gandhi in it, were: The Government accepted almost all the rec- 1. ‘to enquire into the relations between the ommendations. W. Maude introduced the landlord and the tenants in the Champaran Champaran Agrarian Bill in the Legislative th district, including all disputes arising out of council on 29 November, 1917 and delivered the manufacture and cultivation of indigo’, a remarkable speech on the same day in favour of it. In 1918, the Bill was passed and it 2. ‘to examine the evidence on the subjects became the Champaran Agrarian Act of May already available, supplementing it by such 1918. It must be said, however, that the legis- further enquiry, local or otherwise, as they lative body rejected the clause in the Bill which may consider desirable’, and was, most of all, designed to protect the ryots’

99 interest, that is, the clause conferring on the major conessions in favour of the indigo collector summary power to fine landlords for plantation workers. It must be stated that the exaction of abwab. Hence, despite the ar- Gandhi accepted the compromise formula rival of the Champaran Agrarian Act of 1918, because he realised that the planters’ pres- the administration found itself powerless to tige had suffered sufficiently and after all deal with illegal exactions particularly in the -ar the farmers and the indigo planters had to eas which lay outside the control of the court live and work together. (63) of wards (B.B.Mishra, p.390). This was a compromise with the white rulers. Bipan Chandra There was another sort of a compromise. elaborates the issue, highlighting the justifica- Questions have been raised that in Champaran, tion behind it: Gandhi was never vocal over the issue of Indian Zamindars also, whose exploitation of the ten- Armed with evidene collected from 8,000 ants and agricultural labourers was qualitative- peasants, he had little difficulty in con- ly no less. But the selection of the alien people vincing the commission that the Tinkathia by Gandhi obviously had a different objective. system needed to be abolished and that These foreign planters and landlords were the the peasants should be compensated for symbol of exploitation and foreign domina- the illegal enhancement of their dues. As tion. The struggle against them was supposed a compromise with the planters, he agreed to make the peasants anti-planters and thus that they refund only twenty-five percent anti British. As it is evident, Gandhi wanted of the money they had taken illegally from to arouse ‘peasant nationalism’ to end British the peasants. Answering critics who asked colonialism. This type of peasant nationalism why he did not ask for a full refund, Gandhi- was most unlikely to generate any class antag- ji explained that even this refund had done onism, which in Gandhi’s view, would result in enough damage to the planters’ prestige weakening the national movement (Kaushal and position. As was often the case, Gand- Kishore Sharma, Agrarian Movements and hiji’s assessment was correct and, within a Congress Politics in Bihar, Delhi’, 1989, 52). At decade, the planters left the district alto- the same time this is also to be kept in mind gether. that as Judith Brown pointedly noted, “the rich peasant leadership of the movement too (Bipan Chandra and Others, 179) imposed certain limitations on it from its very inception”. Gandhiji had to work within that V.T. Patil also defends the compromise formula given set up (Judith M.Brown, Gandhi’s Rise to of Gandhiji when he writes: Power : Indian Politics,1915-1922 . Cambridge, 1972, pp. 76-77). He knew it very well that if he Gandhi eventually succeeded in getting the supported or sided with any one political group Bihar Government to appoint a committee he would be drawn into group politics and po- of enquiry. The committee recommended litical alliances, which would have jeopardised the abolition of tinkathia system and the his independent stance (Patil, 37). reduction of enhanced rents which were

100 Thus, there is no doubt, that the recommen- Bazaar Patrika hailed him as a hero: dations of the Committee, resulted in the abolition of Tinkathia system, but at the same So Mr. Gandhi has gained...... God Bless time made the ryots buy their freedom by Mr. Gandhi and his work. How we wish that paying higher rents. For the sake of a peaceful we had only half a dozen Gandhis in India to compromise between ryots and the planters, teach our people self-abnegation and self- Gandhi even agreed to compromise on the is- less patriotism. (April 23, 1917) sue of Sharabeshi and Tawan, which were the peasants’eye sore. Still considerable success NOTE : The story of Handhi is available in the was achieved in this first Gandhian Programme following e-version. with the peasants. Gandhiji succeeded in a The Story of Gandhi, Gandhi Sevagram Ashram, kind of awakening of the peasants. The Amrita at https://www.gandhiashramsevagram.org/ story-of-gandhi/chapter-14-banaras-speech. php, retrieved on 08.05.2020, at 8.30 p.m.

101 REFERENCE Moore, Barrington.(1966). Social Origins of Dicta- torship and Democracy - Lord and Beasant, Annie.(1975). How India Wrought for Freedom. New Delhi , Penguin Books India Peasant in the making of the Modern World, Harmonds Wolt. Ltd. Patil, V.T.(1988). Mahatma Gandhi and the Civil Bose, Nirmal Kumar. (1971). Lectures on Gandhism, Disobedience Movement 1930-34. Delhi, Ahmedabad,. Renaissance Publishing House. Chopra, P.N. (1985). Indials Struggle for Indepen- dence : Role of Associated Movements. Prasad Rajendra.(1949). Satyagraha in Champaran, Navajivan Publishing House, Delhi, Vol. lII,. Ahmedabad. Dhanagare, D.N. (1975). Agrarian Movements and Gandhian Politics 1917-1931. Agra. Sitaramayya, B.P. (1935). History of the Indian Na- tional Congress, Vol.I (1885-1935 ), Kripalani, Krishna. (1968). Gandhi: A Life. New Delhi. Bombay. Kumar, Shive. (1983). Peasantry and the Indian Sweeny, J.A. (1922). Final Report on Survey and National Movement, 1919-1933, New Delhi. Settlement (Revision) Operation in the Mishra, B.B. (ed.). (1963). Select Documents on District of Champaran. 1913-1919. Patna. Mahatma Gandhi’s Movement in Champaran, 1917-1918, Patna. Mittal, S.K.(1978). Peasant Uprisings and Mahatma Gandhi in North Bihar. Meerut.

102 EVOLVING HORIZONS An Interdisciplinary International Journal of Education, Humanities, Social And Behavioral Sciences (A Peer Reviewed Journal) Volume 8 • November 2019 • ISSN : 2319 - 6521

BOOSTING IMMUNITY TO COPE WITH NEW NORMAL AFTER COVID-19: A GLIMPSE Dr.TRISHNA GOSWAMI (KUNDU)1

Abstract India has been in a lockdown for more than 100 days, which has confined many people of their homes for the longest period they can remember. Some are working from home while others have lost their jobs and been thrown into economic uncertainty. Many people are comparing this situation-with no visible end insight-with indefinite imprisonment. It just goes to show that they know nothing about life behind bars. The confinement is the only thing in common-and the difficulty in maintaining. This is, perhaps, a good time to discuss the impact of captivity. Lockdown life has definitely taken us back to basics. As we unlock in phases, one feel they are living in-how do one put this-interesting times. As a generation, we have never seen any such adversity. Covid-19 has made us stop, think and realize the importance of taking a step back from the hustle and bustle of life as well as to consider health as a priority. At the moment, a race is on to enhance our immune system.

Immunity is not achieved with a magic pill or a day’s effort, it depends on multiple factors. The lockdown has been a good time to reset our system, have a schedule, make a time for sleep, exercise, eat healthy and do things that calm us. Though the majority has worked from home, but unlike in pre-Covid days, WFH has had a lot more advantages than disadvantages. During the lockdown phase we placed emphasis on health and as the unlock phases begin; we are carrying forward many learning that would help us enjoy a healthier future. As worries grow about the new corona virus, online searches for ways to booster the immune system have surged. The immune system is a complex network of cells, organs and tissues that work in tandem to protect the body from infection. While genetics play a role, we know from studies of twins that the strength of our immune system is largely determined by non-heritable factors. The germs we are exposed to over a lifetime, as well as lifestyle factors like stress, sleep, diet and exercise all play a role in the strength of our immune response. The bottom line is that there is no magic pill or specific foods guaranteed to booster one’s immune system and protect one from the new corona virus. But there are real ways one can take care of oneself and give one’s immune system the best chance to do its

1. Assistant Professor in Education, Shimurali Sachinandan College of Education, Shimurali Nadia Contact: 8637870854, Email:[email protected]

103 job against a respiratory illness. The purpose have never seen any such adversity. Covid-19 of this study is to find out some effective mea- has made us stop, think and realize the impor- sures for BoostingImmunity to Cope with New tance of taking a step back from the hustle and Normal after Covid-19: A Glimpse. bustle of life as well as to consider health as a priority. At the moment, a race is on to en- Keywords Pandemic, Immunity System, hance our immune system. Immunity is not Boosting, Awareness, Mental Health achieved with a magic pill or a day’s effort, it depends on multiple factors. The lockdown has INTRODUCTION been a good time to reset our system, have a Doctors are seeing a steady stream of pa- schedule, make a time for sleep, exercise, eat tients, mostly young men, arrive clutching healthy and do things that calm us. Though the their chests, convinced they are going to die majority has worked from home, but unlike in of Covid-19, a heart attack or both. They have pre-Covid days, WFH has had a lot more advan- no risk factors, no lifestyle diseases. But they tages than disadvantages. During the lockdown are constantly exposed to the latest pandemic phase we placed emphasis on health and as news and statistics via TV, computer or Smart- the unlock phases begin; we are carrying for- phone. This contributes to their anxiety. “If the ward many learning that would help us enjoy a whole world is dying of Covid, will I too,” they healthier future. wonder. The body is unable to cope with this BACKGROUND OF THE STUDY fear and starts a “flight-or-fight response” with the release of biochemical adrenaline and nor As worries grow about the new corona virus, adrenaline. These in turn, produce a cascade of online searches for ways to booster the im- physical manifestations. Called “panic attacks”, mune system have surged. The immune system these can occur at any time. India has been is a complex network of cells, organs and tis- in a lockdown for more than 100 days, which sues that work in tandem to protect the body has confined many people of their homes for from infection. While genetics play a role, we the longest period they can remember. Some know from studies of twins that the strength are working from home while others have lost of our immune system is largely determined their jobs and been thrown into economic un- by non-heritable factors. The germs we are ex- certainty. Many people are comparing this sit- posed to over a lifetime, as well as lifestyle fac- uation-with no visible end insight-with - indef tors like stress, sleep, diet and exercise all play inite imprisonment. It just goes to show that a role in the strength of our immune response. they know nothing about life behind bars. The bottom line is that there is no magic pill The confinement is the only thing in com- or a specific food guaranteed to bolster one’s mon-and the difficulty in maintaining. This is, immune system and protect one from the new perhaps, a good time to discuss the impact of corona virus. But there are real ways one can captivity. Lockdown life has definitely taken take care of oneself and give one’s immune us back to basics. As people unlock in phases, system the best chance to do its job against a people feel they are living in-how do one put respiratory illness. this-interesting times. As a generation, we

104 STATEMENT OF THE PROBLEM natural passive immunity to an unborn baby through the placenta. It confers resistance India has been in a lockdown for more than against diseases the mother had contracted 100 days, which has confined many people of earlier or been immunized against. That is why their homes for the longest period they can re- the tetanus vaccine is administered to all wom- member. Some are working from home while en during pregnancy. Breastfed bodies receive others have lost their jobs and been thrown additional antibodies, particularly against diar- into economic uncertainty. Many people are rheal diseases, through breast milk. Artificial comparing this situation-with no visible end in- passive immunity is acquired through injec- sight-with indefinite imprisonment. It just goes tions. The antibodies are first formed in animal to show that they know nothing about life be- such as horses, extracted, purified and inject- hind bars. The confinement is the only thing in ed. Human plasma can also be used to transfer common-and the difficulty in maintaining. This passive immunity and is the basis for plasma is, perhaps, a good time to discuss the impact therapy in Covid-19 infections. Unfortunately, of captivity. Lockdown life has definitely taken passive immunity does not last long nor pro- us back to basics. As people unlock in phases, vide a lasting “memory” in the body. people feel they are living in-how do one put this-interesting times. As a generation, we Active immunity is acquired by exposure to have never seen any such adversity. Covid-19 diseases. Before the advent of immunization, has made us stop, think and realize the impor- people succumbed to several diseases. If they tance of taking a step back from the hustle and survived, their bodies remembered the bat- bustle of life as well as to consider health as tle- re-exposure to the same disease-causing a priority. At the moment, a race is on to en- organism produced a flurry or antibody - for hance our immune system. mation. This effectively eliminated the organ- STATEMENT OF THE PURPOSE ism. The body’s fighting response could also result in signs of inflammation such as fever A human being can withstand and survive ill- and aches. Antibiotics also help this process in ness because the body fights against invading bacterial infections but not viral ones. Active disease-causing organisms. It starts the min- immunity can be artificially produced with im- ute an organism tries to enter the body. If it munization. While most vaccines are injected, is through the respiratory system, the hair in some-such as the polio vaccine-can be given the nose and the cilia lining the bronchi trap orally. Vaccines are composed of tiny doses and remove the organism. If it enters through of the live or killed organism or its toxoid. Hu- the mouth, the saliva tries to kill it and if by man cells retain the memory of immunization chance it reaches the stomach, the acid pres- for years. The memory and response to an or- ent there destroys it. The skin (if intact) forms ganism can fade over time, so “booster shots” a protective layer over the whole body. An or- have to be taken to reinforce cell memory. The ganism can enter and gain a foothold when this flu virus mutates every year, so the vaccine has defence system is breached. Protection from to be taken annually. The elderly may have a disease at the cellular level is called immunity. suboptimal response to immunization and ac- It may be passive or active. A mother transfers quire mild disease despite it. Immunity can be

105 boosted naturally with regular consumption of Food, Stay Hydrate, Keep stress at Bay, spices such as turmeric, ginger, garlic and herbs Enough sleep. such as tulsi, neem and mint. Herbal products 4. The research entitled Corona virus: Un- have to be consumed in small quantities regu- checked, immunity boosters can turn larly over the years to build immunity. Some of toxic on 7th October 2020 has shown that these natural immune boosters are now being immunity boosting is important to check packaged and marketed. Panic consumption of Corona virus large, unregulated quantities to boost immunity might actually be harmful. OBJECTIVES The objectives of the study are to: TO INCREASE IMMUNITY: • We should Exercise for 40 minutes every • find out some effective measures for day. We should do 10-20 minutes of boosting immunity. strength training, yoga and meditation. • Find out effective ways to keep a sound • We should maintain ideal body weight. body in a sound mind. • We must avoid alcohol and tobacco. • We should eat four to six helpings of SOME EFFECTIVE MEASURES FOR BOOSTING fruits and vegetables daily. IMMUNITY • We should take natural probiotics in the We all know that so far there is no presence of form of 30ml of curd daily on an empty a magic pill or portion to treat or cure Covid-19. stomach. However, we do know that a strong immune system may bail us out but at the same time, REVIEW OF RELATED LITERATURE we cannot afford to ignore our respiratory 1. A research entitled Corona virus disease health- primarily the lungs. SARS- CoV-2 is a (COVID-19) and immunity booster green respiratory virus that aggressively attacks our st foods: A mini Review on 1 May 2020 has lungs and can destroy it. We must do all we can studied play a vital role to enhance the im- to keep our lungs healthy to avoid the worst munity of people to control of COVID-19. effects of the disease. Rarely do we think of our 2. Another research on Post COVID-19 Care: lungs. When we think of getting healthier, we Home-cooked food rich in protein and normally think about our heart, brain or liver. calories, key for boosting immunity in re- Our pulmonary organ should be given its due covering corona virus patients on Aug 6, importance. It’s time to act because if not now, 2020 has proved that a protein rich diet can help to repair damaged body tissues, we never will. make up for the muscle loss that occurred BALANCE IS KEY while the infection lasted, and boost the People with respiratory problem can try a diet immune system too. 3. Other study on COVID-19 Recovery with fewer carbohydrates and more fat, which Schedule: 5 things to do in a Day to get can make breathing less demanding and easy. Immunity back on November 05, 2020 Limit foods that contain trans fat and saturat- has stressed on: Exercise, Eat Nutritious ed fat. Such as lard, ghee, cream and skin from

106 meat, hydrogenated vegetables oils, and fried poor lung function and suffer from low-grade food. inflammation as well. Excess weight plays a key role in development of obstructive sleep ap- Fiber in fruits and vegetables help maintain a nea. Asthma is also more common and difficult healthy gut micro biota. This along with vita- to treat in obese patients. COPD patients can mins and minerals present in them can boost have better outcomes with weight reduction. one’s immune system to help stave off chest in- Those who are underweight, catch infection fections. Include at least five portions of differ- easily. Hence it is important to maintain nor- ent colours and variety of fruits and vegetables mal body weight for better lung health. every day. QUITTING SMOKING FOOD FOR LUNGS We all know smoking is bad for our health, These foods can reduce inflammation in the especially the lungs. Each time one smoke a lungs and the phytochemicals and antioxidants cigarette, one damages the lungs by inhaling in them scan slow down degenerative pro- numerous chemicals, including nicotine, car- cesses and early ageing. One can include the bon monoxide and tar, which are toxic. It in- following in one’s diet- apples, apricots, basil, creases mucus production, irritate and inflame cherries, cloves, flaxseeds, fatty fish, ginger, tissues. Slowly one airway becomes narrow, garlic, green tea, mustard, olive, red cabbage, making it difficult to breathe. It also acceler- seaweed, tomatoes and walnuts. ates degenerative changes and induces early HYDRATION ageing of the lungs. It may even cause cancer. No matter how old one is or how long one has It is very important to drink plenty of fluids. It been a smoker, quitting is going to help one helps to keep mucus moving and also to keep achieve better health. Vaping, e-cigarattes and it thin for comfortable removal. Aim to drink hookah are also bad for the lungs. It can also a minimum of six to eight glasses of fluids a lead to chronic inflammation of the airways. It day, primarily water. One can also drink green has been reported in a recent study published tea. The antioxidants in green tea have an an- in The New England Journal of Medicine, that ti-flammatory effect on the lungs. These com- people who smoke were 2.4 times more likely pounds may even protect lung tissue from the to have severe symptoms from Covid-19 com- damaging effects of smoke inhalation. It has pared to those who did not smoke. also been reported that people who drink at least two cups of green tea per day have better EXERCISE REGULARLY lung function than those who don’t consume Regular exercise is critical for healthy lung func- it. tion. Walking, running, swimming and cycling CHECKING WEIGHT are the best workouts for the lungs. When one exercises, one’s heart beats faster and one’s Obese people tend to have respiratory symp- lungs work harder. One’s body needs more oxy- toms even in the absence of lung diseases. gen to fuel one’s muscles. Exercising makes the They experience breathlessness on exertion; lungs step up its oxygen delivery while expel- wheezing is also a common feature. They have ling extra carbon-dioxide. Also, deep-breathing

107 exercises strengthen one’s lung muscles; one a window when using products that can develop 10-15 minutes towards it daily. create fumes. FITNESS AND EXERCISING LOWER STRESS • We should continue to find 150 min- One’s body does a better job fighting off illness utes every week for mental and physical and healing wounds when it’s not under stress. health. • Outdoor activities such as cycling and Improving Sleep habits running should continue to be a lifestyle • change for children. Focusing on better sleep habits is a • We should do exercise regularly which is good way to strengthen one’s immune one of the best anti-depressants. system. • We should set a schedule: Sleep and PESKY POLLUTANTS wake up at the same time. • Exposure to pollutants can damage the lungs We should try and keep gadgets away and accelerate ageing. We cannot completely while sleep. control outdoor pollution but we can certain- • We should avoid alcohol before going ly our exposure to indoor pollutants. Here are to bed. some tips for indoor pollutants: CHECKING VITAMIN D LEVEL • We should not allow anyone to smoke If one concern about immune health, one may at home. consider having one’s vitamin D level checked. • We must keep windows open for at least two-three hours each day to in- NOT DRINKING TOO MUCH crease indoor air ventilation. One should avoid drinking to excess. • We should avoid synthetic air freshen- WORKING TOGETHER, FOR A CLEANER ers and candles that contain chemicals WORLD like formaldehyde and benzene. • Some mosquito repellents contain The focus on the corona virus disease is nec- toxic chemicals, causing breathing essary and understandable. We owe it to fu- problems, cough, cold, bronchial irri- ture generations to protect and restore nature, tation and allergies. People can even reducing our exposure to deadly viruses and develop asthma after using repellents climate impacts. To lay the foundation for sus- regularly. One can use essential oils, tainable and inclusive growth that creates jobs such citronella or neem-based sprays in the industries of the future and to address the linked challenges of public health, climate instead. change and biodiversity. • Mould, dust and pet dander can all get into one’s lungs cause irritation. SMART COOKING • We should use natural cleaning prod- Cooking is not a chore-it is an activity and some- ucts when possible and we must open times can be rather therapeutic. Smart Cook-

108 ing is the need of the hour to make healthy and A FEW TIPS ON MINDFUL EATING: nutritious family meals quickly but creatively. • We should have regular meal times • We must plan our meals on a weekly or it will help control cravings and hunger daily basis. pangs. • • We should do grocery shopping on the We should focus on our food. We should weekend. not watch TV as we eat. We should not • We should use the weekend. have our mobile phone anywhere around • One dish can suit all. us. W should being focused on our food • We must stock up on good cooking will allow us to eat less. • equipment. We should watch news earlier. If we have • We should cut veggies the evening be- just watched the news before a meal, we fore. may feel more anxious and eat more. • • We must freeze nuts, seeds and bread- We should take fewer snacks. We will be crumbs. tempted to snack a lot. We should have a • We must give ourselves an hour in the fruit or a serving of nuts. • day to cook for two meals at least. We should be kind to ourselves. If we • We should prepare ingredients before- have binged one day, it’s ok. We should hand. learn to accept it and stick to our path of • We must use oven as much as possible. good eating. • Combination of personal touch and cre- SELECTION OF FOOD ativity are also essential. • We should eat more home cooked meals. • EATING RIGHT TO WIN THE FIGHT We should eat local and seasonable fruits and vegetable. CERTAIN FOODS GIVE ONE’S INNATE IMMU- • We should have a fixed eating schedule. NITY A BOOST. • We should have an early dinner. MINDFUL EATING • We should incorporate in the diet things It is easy to overeat during a time of crisis. But that boost the immune system, such as that is precisely what should be avoided. We ghee, turmeric, honey, black paper, milk, should, in any case, not waste food and over- ginger and so on. eating is a form of wastage. Two, overeating leads to more health problems, which are ab- PLANT PROTEIN, LONG LIFE solutely avoided at the moment. Experts are Getting one’s protein from plants instead of advocating mindful eating. It means paying animals could prolong one’s life. Researchers attention to what one is eating, watching how followed 70,696 Japanese men and women, much one eats and savouring every morsel. It average age 55, for 18 years. They found that also means not being too hard on oneself if compared with one-fifth of the group that ate one has slipped. Less food guilt means better the least plant protein; the fifth that consumed health. the most had a 27 percent lower rate of car- diovascular death, a 28 percent lower rate of death from heart disease and a 28 percent low-

109 er rate of stroke. Those who ate the most plant lifestyle. Hiding behind smiles or tears, success protein-abundant in spinach, broccoli, lentils, or failure, wealth or poverty, depression is a soy beans and chickpeas-had a 13 percent low- silent, invisible, and serious mental health is- er all cause mortality rate. sue that often gets swept under the carpet and locked behind closed doors. It is also a silent CONCLUSION killer as depression is one of the learning caus- When everything is under lock and key, when es of suicide. most people would rather stay indoors than risk contagion, there is a sudden stirring in the

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EVOLVING HORIZONS

Articles November 2019

 ROLE OF PSYCHOLOGY IN e‐LEARNING ‐TEACHING  THE KHILAFAT MOVEMENT AND GANDHIJI  ROLE OF SKILL EDUCATION OF FUTURE ECONOMY DEVELOPMENT AND EMPLOYMENT GENERATION IN INDIA  IMPLEMENTATION OF E LEARNING: A CHALLENGE IN INDIAN CONTEXT  IMPACT OF ONLINE CLASSES AMONG STUDENTS during covid 19  PRESENT STATUS OF RESEARCH IN TEACHER EDUCATION IN INDIA  ENVIRONMENTAL AWARENESS: A CHALLENGE FOR SUSTAINABLE LIVING DURING PANDEMIC  ICT FOR TEACHERS' TO CREATE DIGITAL LEARNING ENVIRONMENT: E‐LEARNING AND CHALLENGES OF LEARNERS'  INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) FOR TEACHERS TO CREATE DIGITAL LEARNING CONTENT  PRESENT SCENARIO OF SAFE MOTHERHOOD IN WEST‐BENGAL  RISE OF MAHATMA GANDHI AND THE CHAMPARAN SATYAGRAHA  BOOSTING IMMUNITY TO COPE WITH NEW NORMAL AFTER COVID‐19: A GLIMPSE