“INNOVATION IN TEACHING AND LEARNING FOR THE FUTURE,

SUSTAINABLE, QUALITY EDUCATION: CASE STUDIES FROM

MAHARASHTRA”.
Sustainable Development Goal 4: Quality Education

Prajakti Gokhale1, Niharika Singh2, Vaibhavi Pingale3

Abstract:

Teachers have been the principal component of the education system of any country who
maintain the standard or quality of education and also create the future workforce of a country
along with maintaining the heritage and nurturing the cultural values of the country.

Currently, the educators in India have been facing numerous challenges such as non-teaching
duties, marks oriented delivery instead of imparting in-depth knowledge, lack of motivation,
as well as lack of digital or physical platform to express their creative methodological ideas
due to which the quality of their deliverables has gone down. All these challenges together
have created a lacuna in maintaining the quality of education from teaching perspective in
India.

Therefore, this paper aims to analyse the hindrance and challenges from teachers’ perspective
to provide quality education. The objective of the paper is to suggest potential methods to
improve the quality of education through case studies. The study refers to two case studies
from Maharashtra related to various aspects of teaching and training which have strengthened
the teachers and helped them in improving the standard of education in their respective
educational institutes. It recommends different ways of enriching a teacher’s knowledge, the
importance of experiential learning for improving the quality of education in India. One of the
case studies used in the paper addresses the creation of the physical platform such as
‘Shikshanachi Vaari’, an education pilgrimage where educators across the state participate to
present and exchange creative teaching ideas. It is an initiative by the Government of

1
Prajakti Gokhale, Visiting Faculty, Symbiosis School of Economics, Symbiosis International Deemed
University, Pune 4110004, Email ID- prajakti17g@gmail.com
2
Niharika Singh, Assistant Professor, Symbiosis School of Economics, Symbiosis International Deemed
University, Pune 4110004, Email ID- niharika.eco@gmail.com
3
Vaibhavi Pingale, Research Assistant, Symbiosis School of Economics, Symbiosis International Deemed
University, Pune 4110004, Email ID- vaipy2702@gmail.com
Maharashtra where the entire teaching community gets exposure as well as benefits from the
interaction and presentations from other teachers.

Key words: Innovation, Quality education, Sustainability, Teaching and Training.

Introduction

“Education is not the amount of information that we put into your brain and runs riot there,
undigested, all your life. We must have life-building, man-making, character-making
assimilation of ideas. If you have assimilated five ideas and made them your life and character,
you have more education than any man who has got by heart a whole library. If education is
identical with information, the libraries are the greatest sages of the world and encyclopaedia
are the greatest Rishis”.
- Swami Vivekananda

The Indian subcontinent has the background of the educational framework of last 3000 years.
In early times, education was imparted in the form of Vedic culture, where Guru-disciple
system was there. There were various faculties like philosophy, astronomy, archery, Ayurveda,
administration, war-planning etcetera. For all these, the qualified gurus were there. A Guru was
responsible for imparting the thousand years old knowledge to the disciple in the form of
practical experiences, discussions, debates, and reading, memorizing also chanting mantras.

The interactive classroom was present in terms of question- answer sessions of students and
teachers which is called ‘Upanishads’. They are the most intense dialogue on the subject of
philosophy, psychology, education etcetera. The objective of Upanishadas has been to show
the light of ultimate knowledge by getting rid of the darkness of ignorance. There are various
‘Upanishads’ which address specific questions, like ‘TAITARIYA Upanishads’ talk about
cosmology and origin of the universe, whereas ‘MANDUKYA’ talks about the subtle nature
of consciousness.

This tradition was churned, structured, re-structured through many foreign invasions, which
changed the cultural fabric of this country and which also reflected in education. Education
plays a very important role in any country's future. The well-structured, well-planned and
updated curriculum has the capacity of future reforms. It can rightly address the issues of future
youths and citizens. To deliver such ambitious, reformed knowledge and skills the teacher is
the most important focal point. The teacher’s attitude, knowledge, methodology, pedagogy and
of course affinity for students and towards the overall teaching profession makes him or her a
successful facilitator for 21st-century teaching and learning.

The current education system in India is currently facing enormous challenges such as
deterioration of quality of education, skills mismatch, inadequate technical training
programmes, lack of facilities and infrastructure, and, low pupil-teacher ratio, to name a few.
Though the digitalisation of the country has changed the landscape of educational practices,
still the role of teachers in providing quality education cannot be compromised. Fundamental
conceptual knowledge is a prerequisite for providing education to any stream. The
digitalisation practices as an important aspect of 21st-century education are used as an aid by
the teachers to improve pedagogy. In order to improve it, faculties and teachers need to be
trained to inculcate these skills in the students. Therefore, investment in teachers’ training
should be undertaken by governments (Nadar, 2018). This paper particularly focuses on the
training of teachers as a way to improve the quality of education as teachers are identified as
the driving force and apparatus to create and encourage productive future labour force.

The young generation currently faces and will have to face employment crises in the future due
to lack of skills, lack of desirable attitude and also the capacity to face 21st-century challenges.
The skill-set prescribed for future job seekers of the 21st -century includes Critical thinking,
Creativity, Collaboration, Communication, Information literacy, Media literacy, Technology
literacy, Flexibility, Leadership, Initiative, Productivity, and, Social skills. These are also
known as soft skills. The soft skills and lifelong learning approach of the education system
would create the future labour force. In order to create a capable future labour force, teachers
should be provided with the required and appropriate training.

India is having the highest population of youths and will remain the world’s highest number of
young age people’s country for the next 25 years. An estimate by Ian Pool suggests that by the
year 2020, 136 million Indian youngsters will join the global workforce. Compared to this
enormous number which accounts for 17% of the total global workforce (Demographic
Dividend in India, 2013).
Addressing the employment issues of this large demographic section is the biggest challenge.
If these issues are not tackled, then the advantage of this demographic dividend may turn into
the biggest economic liability instead of asset and will ultimately affect growth of the country.
The root of this entire cycle is the education system of India and the key player is the teacher.

Teacher’s education is the most important factor to address the above-mentioned issues.
According to (Sharma, 2019) in the era of a knowledge economy, teachers’ education is playing
a vital role in the platforms of policy-making and has identified teachers’ preparation as an
essential component. The Government of India has initiated the process of improving the
quality of education with an integrated B. Ed programme for teachers being planned and
amending of the Right to Education Act to enable more than 13 lakh untrained teachers to get
trained (Pant, 2018).

Different curriculum bodies govern the school education system in India. They are:

1. The National Council of Educational Research and Training

2. The State Government Boards
3. Central Board of Secondary Education
4. The Council of Indian School Certificate Examination
5. The National Institute of Open Schooling
6. Islamic Madrasah School Boards
7. Autonomous schools like Woodstock School, Sri Aurobindo International Centre of
Education, Auroville, PathaBhavan and Ananda MargaGurukula.
8. International schools, under the International Baccalaureate, or the Cambridge There
are 34 boards of secondary and senior secondary education in India.

The teachers working in primary or secondary school and also the ones who are dealing with
adolescent age groups are not aware of the future opportunities and challenges these students
are going to face when they enter into employable age. Today’s perspective of teacher’s
education is focused mainly on:

● Methodology and delivery of teaching

● Concept-based and standard based knowledge
● Classroom management
 ● Dealing with the evaluations
● Learning outcomes and their achievement analysis
● Using technology in classroom

All these domains are giving teachers the solution in terms of their current assessment based
system but it lacks the perspective of grooming the future youth or citizens. The following
dimensions are not addressed in their training:

Figure1: Dimensions of Teaching for the future.

Source: Authors Study.

The 21st-century teachers need specialised training to deal with the above four dimensions of
the student.
● Tapping the creativity among students:
The current generation has the level and flavours of intelligence, creativity and
cognitive approach which is completely different to incorporate in quantitative aptitude
tests. Hence it’s a need of today’s education system to identify and grade such path-
breaking trends and also give such students, the tasks which can generate the positive
learning process. To implement such a task, the teachers should be well equipped with
appropriate teaching aids and also the out of -box assessment strategies, for which a
good training program for teachers is necessary.

● Nurturing students to build their emotional and social quotient (EQ and SQ)
 Indian society is the amalgamation of many caste, religions, cultures, customs and
traditions. This complex society is largely identified as ‘Indians or Bharatiya’,
irrespective of their religious, gender, regional orientation. For working as one unified
force, ‘social awareness’ factor is extremely important. Taking the responsibility of
wider problems like environment, cleanliness, inclusivity, social responsibility towards
less privileged people, all these needs to be incorporate in the modern education system
and hence needs to reflect in teachers’ training. which we can call ‘developing a social
quotient’. Similarly, individual students are facing several challenges like the impact of
social media, anxiety, exposure to global knowledge, which creates stress and the false
feeling of control over the world. In such a vulnerable situation, capacity and wisdom
should be incorporated among students to deal with it, which we can call ‘emotional
quotient’.

● Addressing the psychological issues of students

The number of students with special needs in terms of psychological needs is increasing
day by day. Universal and mass education gives little scope for teachers to address the
issues of students having special psychological needs. Also, there are many students for
whose timely counselling helps to clear the mental barriers for their learning process.
In order to get such timely support the imbibed system of psycho-analysis of students
should be included in the education system. Special teachers can be appointed to deal
with such issues.

● Creating a platform for students to learn soft skills

When we are nurturing students for 21st-century skills, they should be equipped with
academic as well as various skills. Some of them like using digital platforms for precise
application, conversing and debating in a composed manner. Respecting the gender,
religious and ethical orientation and able to communicate across all spectrums of
personalities. These mentioned skills are futuristic soft skills which will play a
considerable role in the employability qualification assessment of future youths. For
which the small introductory experiential workshops can become the part of the
curriculum.
Literature Review

School education years are the foundation years for a student not only from academic point of
view but also personality development. Therefore, the primary and secondary education forms
the core of education system and thus, the quality of primary and secondary education provided
would create the future of the country in terms of labour force. In rural areas, 72% of the
students at the primary level, while in the urban area, 31% at primary level, attended
Government institutions. (NSSO, 2016). Teachers in Government schools have been criticised
for not being not enough competent to provide quality education to the large number of
students. (Kundu, 2019). It adversely affects the future employability of those students. Various
ideas and proposals put forth by Education Commissions in their reports have advised for
identifying diverse talent among students at an early age and train them accordingly
(KOTHARI, 1964-66). Hence especially in the public schools, in order to identify such
children and train them accordingly as well as to provide education, it is necessary to focus on
improving the deliverables of the teachers by training them with advanced techniques.

Other than poor quality of education, Indian education system faces some other challenges as
well which are as follow:
a) Corruption in education: Payment to Management at dark rooms and seeking
admissions is increasing.
b) No proper value education: Value education is not offered in the schools and
colleges. If offered, religion and hatred are spread in the name of a value education.
c) Poor Women's education: Though the minimum age for marriage is eighteen, many
girls get married much earlier. Therefore, at the secondary level, female drop-out
rate is high.
d) Lack of facilities: 75.5% of the schools surveyed had a library in 2016, a decrease
from 78.1% in 2014(Singh, 2019).
e) Curriculum issues: At the higher education level, there is no uniformity in the
syllabuses taught for the same programme. Syllabus revision is done quite often
without considering the contemporary requirements of industries. There is a lack of
diversity in the subjects one can take in colleges. Flexibility to cross over streams
are also lacking. (Singh, 2019)
 f) Wrong societal outlook: For Governments, more scoring is a success. English is
becoming the measure of intellect. Coaching classes too flourish due to the
unwarranted competition, leading to a class-divide
g) Lack of basic physical infrastructure: As per 2016 Annual Survey of Education
Report, 3.5% of schools in India had no toilet facility while only 68.7% of schools
had useable toilet facility. Public school workforce absenteeism Teacher
absenteeism in India is exorbitant. (Singh, 2019). The Government elementary
schools have a shortfall of 9.08 lakhs of teachers which creates a limitation in a just
allocation of student- teacher ratio in the schools (Singh, 2019)
h) Public school workforce absenteeism: More than 95% of the schools in India are
affiliated to State Boards. Around 38% of the Indian kids were schooled in private
institutes and significantly it has been observed that girls are enrolled more in
government schools and boys in private schools (MHRD, 2018).
i) Another problem in the education system of India today lies in the handicap of the
majority of the students in regard to the digitalization of the system. Nearly 6% of
rural households and 29% of urban household possessed computer (NSSO, 2016).
Reports from NAS, show that students from rural areas show lower performance in
subjects such as Mathematics, English and Social Science (National Acheivement
Survey (Cycle 3), 2014). This might correlate to the ease of access to the schools in
those areas.

In context to the present scenario where Indian school education system needs to overhaul
itself, teachers’ training would play a vital role. Teachers’ training is important for improving
the poor quality of education in present situation and also from the future perspective to address
the 21st-century challenges. The literature review of the paper deals with the requirement of
teachers’ training for innovative and efficient methods of teaching to bridge the lacuna in the
present Indian education system.

(Gokhale, 2019) suggests the kind of strategies that can be designed to promote the integration
of students and generate the opportunity to explore the world of mathematics with their own
vision. She has gone beyond the regular ways of teaching and has suggested methods like
puzzle cracking, mathematics expressed through art and music or some scientific experiment
where mathematics can be learned to verify physical laws. Through innovative and experiential
learning, (Gokhale, 2019) tries to implement the suggestions made by (KOTHARI, 1964-66)
Commission and (NEP, 2019) to improve the quality of education and also make students
compatible with the present scenario.

The ‘symbolic respect syndrome’, as coined by (Tukdeo, 2015 ) correctly represents the long-
standing position of teachers in our country, which leaves the educators immobile due to
systemic inadequacies. Although the Government had long back introduced the ‘Academic
Staff Orientation Scheme in 1987’ to set up academic staff colleges, now known as human
resource development centres have contributed negligibly in the quality addition to higher
education (Sengupta, Vol. 54, Issue No. 44, 09 Nov, 2019).

Political will with strong steps to improve teachers’ education system and reduction in the
corruption in the existing system will lead a path for improving the education system of India
(Behar, 2017). The initiatives or the case studies which are used in this paper were undertaken
with support from the Government of Maharashtra which is a highlighting point. The State
Government of Maharashtra has taken enormous efforts to improve quality of education by
providing better, innovative trainings to the teachers and also by providing them a platform to
share their ideas, knowledge as well as learn from others.

Objectives
1. To review the quality of education in India.
2. To identify the challenges faced by teachers while delivering quality education.
3. To find a gap in the methodology, conceptual knowledge and the delivery by the
teachers.
4. To recommend tools and procedures for teachers’ enhancement.

Methodology
The study has used authentic secondary data to analyse the existential education system and its
challenges in India. With the help of descriptive statistics and hypothesis testing the paper
establishes the needs for teachers training. Further, in order to fulfil this need, the paper with
the help of case studies suggests the means to provide teachers training and also recommends
other ways to improve the quality of education in India.
Case Studies

1. Shikshanachi Vari

To implement quality education, apart from school, textbooks, teachers there are
various stakeholders which contribute to the process. To get all these factors together,
the project name ‘Shikshanachi Vari’ or the ‘educational pilgrimage’ was organised by
the government of Maharashtra for the last four years from 2015 to 2018. Every year
around one to 1.5 lakh teachers, parents, educators, education officers, administrators
have visited this event. Also the special ‘Vari’ was organised for teachers of Urdu
medium school, which was a huge response and great success story of inclusion and
respecting their needs by creating such a platform.

Display of innovative and colourful teaching aids.

Source: Shikshanachi Vari, Maharashtra Today.

Vari appreciated and visited by a Government Official.

Source: Shikshanachi Vari.

The innovative ideas were selected from 16 different themes; these themes are:
● 100% constructive approach
● To improve the quality of education, use of digital platforms like E-learning,
educational website, blogs, apps ext.
● Creative methods of teaching, parallel to textbook content
● Social participation and school funds management
● Enrichment of moral values
● Experiential teaching projects
● Art and work experience
● Sports
● Cleanliness and health awareness
● Education regarding health of adolescent
● Education for special needs
● Enrichment of spoken language
● English language education
● Activity based science learning and developing scientific approach
● Original language (mother-tongue enhancement)
● Innovative experiments performed other than all above parameters

Based on the above themes, 51 schools and their themes were selected from 220 entries for the
event of 2016-17. Following graph shows the entries received under every theme and actual
entries selected.
 Figure 1: Percentage distribution of selected entries out of the total entries.

Source: Shikshanachi Vari, Government of Maharashtra.

Every year the response increased and involvement of all educational communities has also
increased.
The huge success of this event reflects in the following objectives which are actually achieved:
1. It promoted innovative and experimental learning methods.
2. It has been successful in creating a physical platform for teachers to display, share and
discuss their ideas.
3. It displayed the constructive approach of today’s education
4. Along with textbooks, syllabus and curriculum, it inculcated the other factors like
health and hygiene, communication, moral values also sport, arts and work experience
 5. Created collaboration among teachers to connect different subjects like languages and
mathematics to deliver theme-based teaching.
6. Special efforts to create a platform for Urdu teachers created a huge motivation factor
among them.
7. It has motivated teachers from all backgrounds especially from tribal and rural regions
of Maharashtra. It gave them immense confidence to overcome all barriers to promote
education across communities and barriers of language, casts and infrastructure
difficulties.
8. It showed the unity and collaboration of all stakeholders like parents, school
management, local bodies like Sarpanch, Gram Sevak, and social organisations
9. Promoted the digitalisation of schools, the importance of spoken English and education
of special needs
10. Created the awareness to deal with common mathematics phobia among students as
well as teachers through the display of simple teaching tools, mathematical games and
educational apps.

Impact analysis:
Due to this consistent event for 4 years, every year with greater scale and greater inclusion,
over 94,000 students in the Maharashtra state exited private schools and joined Zilla Parishad
(ZP) i.e. government schools in 2018-19, about 18,000 students had migrated the previous year.
Following map shows the district wise details.
Figure 2: District-wise movement of students from private school to Zilla Parishad or
Government schools in Maharashtra.

Source: (Nair, 2019) Times of India.

This is a big success for the Zilla Parishad schools as it coins the fact of improved quality of
education in these schools. Further, the media report mentioned the following reasons for the
transfer of such a large number of students:
● There is an in-house competition among teachers to perform well
● Schemes under ‘Pragat Shikshan’ and community participation in ZP schools
● Teachers are keen to use innovation
● They feel now that they are getting recognition through events like ‘Shikshanachi Vari’
● Every teacher is aware and wants to contribute in some way towards educational
reforms
● Parents are keen to see their ward’s achievement with such constructive and creative
teachers
● Schools are getting ISO mark for infrastructure and digitalisation
● Private schools rising their fees but not the quality of teaching
● Trust on teacher’s capacity showed by society
● Created the ecosystem which builds the capacity, encourages innovation and sharing
best practices through ‘Shikshanachi Vari’ and ‘Shikshak Puraskar’

For this the projected funds necessary and the funds already used in the last four years are given
below:

Percentage
increase in the
Year Location of Vari Expenditure expenditure
2015-2016 Pune 21,59,612
Pune, Nagpur,
2016-2017 Aurangabad 1,15,62,043 535.3759379
Latur, Amravati,
Ratnagiri, Nashik,
2017-2018 Aurangabad 2,12,05,000 183.4018434
Mumbai, Jalgaon,
2018-2019 Kolhapur, Vardha 2,22,84,010 105.0884697
Projected
expenses
If conducted at assuming same
2019-2020 (projected) locations of year 2020 23398210.5 5% growth
Source: (Lokmat.com, 2020)
To create the motivation, confidence and trust among teachers, this project of educational
pilgrimage has created a noteworthy impact on Maharashtra government schools. Therefore,
the paper would recommend such kinds of projects with the help of Government of the State
should be conducted.

2. Avirat

Avirat is an online teacher’s training program focusing on continuous professional

development. This is a brainchild of Shyamchi Aai Foundation (SAF) in collaboration with
Government of Maharashtra. Post-training, the teachers feel that they understand the need of
the students in a better perspective. Total number of teachers trained is 41,607 with one head
teacher and two teachers of secondary schools were selected to be part of this training
programme.

Pilot Training Sessions by SAF.

Source: Shyamachi Aai Foundation (SAF).

Teachers’ group discussion in pilot training to learn how to effectively use Avirat’s platform.

Source: Shyamachi Aai Foundation (SAF).

Currently there are three levels which teachers undertake, not only to understand the
adolescence behaviour but also to guide them for selecting the future career path. Each level
reflects a new set of knowledge and the undertaking the consecutive levels enables the
educators as well as teachers to handle, understand and help the adolescents in a better and
positive manner. The trainees after successfully completing the training levels and the exams
are given the certificate which is acknowledged by the Government of Maharashtra.

The table below shows the focus areas and the syllabus of each level.

Self Neurobiology Discipline Adolescent Careers

Problem-
solving
Level 1 Need for Basic brain Building Complaint to Introduction
change structure, healthy problem to career
Adolescent communication statement magic
brain framework,
development, portal,
stress interest test
Level 2 Rational Neurobiology Democratic Remedial Aptitude test
thinking of learning classrooms teaching and
and interpreting
motivation reports
Level 3 Rational Neurobiology Positive Mental Career
thinking and of social discipline Health guidance
disputation inclusion and process
social
experiences
Source: Shyamchi Aai Foundation (SAF).

The teachers and educators are supposed to undertake examination at the end of each level.
Currently, SAF is undertaking the third level of the training and hence the results are not
available yet. Therefore, this paper refers to the results of two levels. Qualified teachers and
educators are categorised into six grades on the basis of marks which are A+ (91-100), A (90-
81), B+ (80-71), B (70-61), C+ (60-51), C (50-41), and, D (<40).
 Figure 3: Level-wise grades of 41607 participant teachers.

40.00%

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%
Level 1- % Level 2- %

A+ A B+ B C+ C D

Source: Authors Calculations.

The graph above portraits the results of the level one and level two of the training. As the
content and syllabus of each level is different, the study has not conducted a comparative
analysis between the two levels. Instead, the grades received by the participants are analysed
separately. The result of level one shows that maximum participants have received the grade
A or B+ which ranges from score of 90 to 81. Further, the result of level two shows that
maximum participants have received the grade B+ or B indicating the range of score of 80 to
61.

Additionally, to analyse the impact and significance of the training on teachers the paper
conducted hypothesis testing with the help of t-test for Two Paired Samples.
Where,
H0: There is no significant improvement in teachers' understanding and working with
adolescents after the training.
H1: There is a significant improvement in teachers' understanding and working with adolescents
after the training.
 Level 1- % Level 2- %
Mean 0.14285714 0.143
Variance 0.02657148 0.011433
Observations 7 7
Pearson Correlation 0.38549712
Hypothesized Mean
Difference 10
df 6
t Stat -168.80441
P(T<=t) two-tail 2.9158E-12
t Critical two-tail 2.44691185

From the above table of t-test, the paper rejects the null hypothesis and accepts the alternative
hypothesis as the t critical value is less than t calculated value. It means that the training
provided under the umbrella of Avirat has significantly improved teachers’ ability to
understand and work with adolescents.

The online training has positively transformed the way educators perceive their student’s
behaviour. The educators after receiving training through Avirat, feel the need to transform
themselves before expecting a change in the attitude of the students, with special emphasis to
adolescent students.

Recommendations

 Avirat, digital teachers’ training based on psychology and teacher’s scientific attitude
and Sikshanachi vari that is, educational pilgrimage should be promoted. They should
also be incorporated and implemented in other states by corresponding local problems
and parameters in education.
 The teacher connects the noble bridge of wisdom with the future generation. Hence
they should be encouraged to continuously upgrade themselves through incentivising
their performance.
 Collaboration between higher education students and school teachers through projects
and training initiatives for 21st-century skill developments.
 Given the success of the programme, the same concept can be implemented for the
training of parents to contribute to the child’s development.
 The Exchange Programme of teachers can be conducted to share the ideas across the
states to understand the ground reality and national perspective.
Conclusion

This paper, on the basis of these case studies conclude that in comparison to the traditional
training workshop, the digital learning platform is more user-friendly and efficient in
improving teachers’ education and delivery. This promotes community building among
educators and enables ground-level team-building of all stakeholders in the present education
system.

Future Research Project

Further scope of the study implies on studying the detailed structure of teachers’ training
wherein, social and emotional quotient of the students should be addressed. Also, the teacher
should be made aware of the importance of digital literacy (using the digital platform with
wisdom) and its effect on creating digital footprint in a responsible way.

References
Behar, A. (2017, August 3). The sordid tale of teacher education in India. Retrieved from Livemint:
https://www.livemint.com/Opinion/mMlpr6ApjWOftrA8ktpWRP/The-sordid-tale-of-teacher-
education-in-India.html
Gokhale, A. P. (2019). Creative Reorganisation of Mathematics Education in India. In C. f. Finland,
In Search of Creativity: A Compilation of International Studies Part-II (p. Chapter 4).
Tampere, Finland: Council for Creative Education (CCE) Finland.
KOTHARI, D. S. (1964-66). EDUCATION AND NATIONAL DEVELOPMENT. New Delhi: Ministry
of Education, 1966.
Kundu, P. (2019, June 15). Are Teachers Responsible? Deteriorating Quality of Education in Schools.
Economic and Political Weekly, 54(24). Retrieved from
https://www.epw.in/journal/2019/24/special-articles/deteriorating-quality-education-
schools.html?0=ip_login_no_cache%3D393a65a629cce47fc51daac3f2cfefb2
Lokmat.com. (2020, February 14). Retrieved from Fundraising for Practical Education:
https://www.lokmat.com/maharashtra/abundance-fundraising-practical-education/
MHRD. (2018). EDUCATIONAL STATISTICS AT A GLANCE. NEW DELHI: MINISTRY OF
HUMAN RESOURCE DEVELOPMENT GOVERNMENT OF INDIA.
Nadar, D. R. (2018). Contemporary Issues And Challenges In The Indian Education System. IOSR
Journal of Business and Management (IOSR-JBM) , PP 86-91.
Nair, A. (2019, July 11). Maharashtra, committed teachers make ZP schools popular. Retrieved from
Times of India: https://timesofindia.indiatimes.com/city/pune/state-committed-teachers-make-
zp-schools-popular/articleshow/70165327.cms?frmapp=yes&from=mdr
National Acheivemnet Survey (Cycle 3), C. 3. (2014). National Acheivement Survey, Achievement
Highlights. New Delhi: Educational Survey Division, NATIONAL COUNCIL OF
EDUCATIONAL RESEARCH AND TRAINING.
NEP. (2019). Draft National Education Policy. New Delhi: Ministry of Human Resource
Development, Government of India.
NSSO, (. R. (2016). Education in India. New Delhi: Ministry of Statistics and Programme
Implementation.
Saraf, R. (2016). Skill Training or Nipping Potential in the Bud? Economic & Political Weekly , Vol.
51, Issue No. 18, 30 Apr.
Sengupta, A. (Vol. 54, Issue No. 44, 09 Nov, 2019). Faculty Development Training and Quality of
Higher Education. Economic & Political Weekly.
Singh, R. (2019). " ISSUES & CHALLENGES OF INDIAN EDUCATION SYSTEM IN CURRENT
SCENARIO". International Journal for Innovative Engineering and management Research ,
Volume 08, Issue 02, Pages: 9–18.
Tukdeo, S. ( 2015 ). Teachers' Work and Teachable Moments in the New Regime. Economic &
political Weekly , Vol. 50, Issue No. 12, 21 Mar.