Friday, 17 October 2014

INFORMATION TECHNOLOGY IN TEACHING MATHEMATICS

INTRODUCTION
     The use of sensory aids in teaching of mathematics is one of recent origin. In fact all teaching has always involved the communication of ideas through the senses either orally through the medium of speech, or visually  by the use of written or printed material. Text books, writing materials, black boards and geometrical instruments have long been regarded as indispensable equipments for teaching mathematics classes. Our high school classes now contain a chapter on computer. Every student must be given training in handling it. Operating upon it with reasonable degree of accuracy should become an activity for every student. Every high school and higher secondary school should immediately set up its own computer training department. The school student of today must equip himself with its use before he goes out into the field.

OBJECTIVES
     
               To understand about the software like Dr.Geo, Geogebra etc, which helpful to draw mathematical shapes.
                  To know about interior angles, and how to measure it.
                 To measure the length of a line.
                 To find out the area of geometrical shapes and its formulas.
                 To study about circle.
   To analyze or synthesis the data collected
COMPUTERS IN EDUCATION
         We are living in an age of information overloaded with the expectation that students will learn high level skills such as how to access, evaluate, analyze and synthesis vast quantities of information. Today computer is widely used in business and research. The increasing important of informatics in day to day life has resulted in the emergence of computers and it use in education at the national and international level. Its application is enormous. It is a powerful machine equipped with keyboards, electronic circuits, storage compartments and recording devices for the high speed performance of mathematical operations. In simple terms a computer is a glorified calculator with difference. It has in addition capacity for storing or memorizing a large amount of information and producing or retrieving any of them when called for. The computer is a box loaded with information. Information and problems are translated into computer language so that it can understand. In the recent years computers is widely used and is bringing some exciting innovations in educations. Computers allocate learning resources to students as a group. It take over the most of the drudgery of schooling like classifying students according to abilities, preparing time table, schedules etc. The use of computers in education keeps a balance between knowledge, entertainment and creativity according to the nature of the learner.

INFORMATION TECHNOLOGY IN TEACHING MATHEMATICS
     
     Mathematics is essentially a subject where doing is more prominent than reading. It is why a certain amount of equipment is indispensable in order to make even a start in their subject. More over it is felt by a vast majority of people that mathematics is dry and difficult subject, full of abstract things. The result is that student’s take very little interest in it. To create necessary interest is a constant problem for mathematics teacher.
           There are software applications that provide the tools for drawing geometric shapes. Suppose we drawn a rectangle and now want to change the lengths of sides. If the rectangle drawn in paper the only way is to draw a new rectangle. That is not necessary when we draw on a computer. This is the main advantage of doing geometric drawings in computer. Geogebra is an educational software application used for drawing geometric figures. Geogebra helps to construct parallel lines, to identify the properties of lines, to construct angles, to determine the midpoint of a line, to construct polygons, to construct circles, to construct circle containing a triangle etc.
Construction Of Parallel Lines
           Suppose we want to draw two parallel lines. Once you draw the first line, you can draw any number of line parallel to it. You have to decide on where do you want to draw it. Use the tool in group III  of the yool box to draw parallel lines. 
Properties Of Line
          Mathematically a line has just one property- length. In order to measure the length of a line, use the tool in group VII.
Midpoint Of A Line
          We may quite often  need to locate the midpoint of a line. The method to locate the midpoint of a line is available in tool group II.
Construction Of Angles.

      The fundamental construct in geometry is a point. A point can be marked anywhere in the plane. Examine the second tool in the tool box. And use it to mark point on the plane. Draw a line by joining the points using the group III tool from the tool box. When two lines intersect, they form angles. Select the tool for measuring the angle, and select the angle which is to be measured.  Then, find out the features of angles created by the intersection of lines.
Study About Parallel Lines
      Draw parallel lines using the tool in Group III of the tool box. Draw another line which intersects these two lines. Find out its features. To draw midpoint of a line, use the tool in Group II. To measure the length of the line, helps the tool ‘segment with given length’.     

Constuction Of Polygons
        The sides of a polygon is equal, such polygons called regular polygons.  As the sides are of equal length, we need not draw each of the sides separately. It should be enough to mark the two points that determine a side and instruct the number of points required.  Find out the features of sides, and its interior angle. We can use the tool for drawing polygons given in the group v, measure the sides and measure of interior angle. Also we can find out the properties of vertices.  
Constuction Of Circles
         Make a point on the plane. All the point equi distances from this point would form a circle. If you provide the centre and radius of the circle that you intend to draw, we can draw the circle using Geogebra. The tool circle with radius and centre in group VI can be used for this.
Microsoft Excel
       Microsoft Excel is a spreadsheet application written and distributed by Microsoft for Microsoft windows. It features calculations, graphing tools, pivot tables and a macro programming language called VBA. It has been the most widely used spreadsheet application available for these platforms since version 5 in1995 excel is part of MS offoce.
       Microsoft Excel is an electronic spreadsheet that runs on a personal computer. You can use it to organise your data into raws and columns. We can also use it to perform mathematical calculations quickly. Spreadsheets are made up of colummns, rows and their intersections are called cell. Formulas are enteries that have an equation that calculates the value to display. We donot type in the numbers we are looking for; we type in the equation. Formulas must begin with an equal sign. Spreadsheet have many math functions built in to them. Of the most basic operations are the standard addition, substraction, multiplication and division. These operations follow  the order of operations. The ‘average’ functions finds the avethe rage of the specified data. The ‘min’ funtion will return the smallest values in the selected range of cells. The ‘count’ function will return the number of entries in the selected range of cells. The ‘IF’ funtion will check the logical conditions of as statement and return one value if true and a different value if false.
  
CONCLUSION
          There will be some advantage of teaching geometry using technology. If we want to draw a geometrical shape and we can change the length of sides or size of angle. If the figure is drawn on the paper, the only way to draw the changes is taking the new paper. We will get basic idea about geometry through this. Even though the consideration of whole mathematical ideas self doing is the only way. In the case of an analysis, it is a time consuming process. But it is very simple, less time consuming when we use the technology. The basic property of mathematics is addition, subtraction, multiplication, and division, and it will be easy and quick enough. Computers fulfil the students interest in learning and encourage some creativity. It provides easy access to horizon of information.


EDUCATION OF EXCEPTIONAL CHILDREN

The word exceptional represents a kind of significant deviation from usual, natural or normal happenings. The exceptional children deviates from the average or normal children in physical, mental, emotional or social traits. These distinct class of children need special attention, educational facilities and special treatment to develop their maximum capacity.
 According to Kirk, an exceptional child is he who deviates from the normal or average child in mental, physical and social characteristics to such an extent that he requires a modification of school practices or special educational services in order to develop to his maximum capacity.
CHARACTERISTICS OF EXCEPTIONAL CHILDREN
They differ from the average or normal children
They do not benefit from normal school programme
They need special services in terms of care and education for their optimum growth
DIFFERENT TYPES OF EXCEPTIONAL CHILDREN
GIFTED CHILD
ACADEMICALLY BACKWARD
LEARNING DISABLED
GIFTED CHILDREN
The term gifted or talented stands for those whose performance is consistently remarkable in some potentially valuable activity.
      Prem pasricha defines, “gifted child is the one who exhibits superiority in general intelligence or the one who is in possession of special abilities of a high order in the fields which are not necessarily associated with a high intelligence quotient”.
CHARACTERISTICS OF GIFTED CHILDREN
      Gifted child need not possess a very high IQ
      They think logically and coherently
      Shows rapid physical and mental growth
      Keen power of observation and they learn more rapidly than the average student
      In comparison to children of his own group, he is superior in some abilities.
      Shows much curiosity in questioning and displays rich common sense
      More ambitious and hard working
EDUCATION OF GIFTED CHILD
      No separate classes
      Curriculum
      Faster promotion to higher classes
      Individual education
      Extracurricular activities
      Facilities and apparatus
ACADEMICALLY BACKWARD CHILDREN
According to Barton Hall, backwardness is general, is applied to cases where their educational attainment falls below the level of natural abilities. Backward child is one who compared with other pupils of the same chronological age shows marked educational deficiency
CHARACTERISTICS OF ACADEMICALLY BACKWARD
      Has the adjustment problems in regular classes
      Found inferior in physical development
      They have lesser capacity of abstract thinking
      They lack in reasoning ability
      Social development is lag behind
EDUCATION OF ACADEMICALLY BACKWARD
      Motivation
      Individual attention
      Development of self confidence
      Development of good work habits
      Elastic curriculum
      Remedial instructions
      Periodical medical checkups
      Special methods of teaching like CAI, AVI
      Peer tutoring
LEARNING DISABLED
Learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written. Whole may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.
 The child does not achieve commensurate with his or her age and ability in one or more areas, when provided with learning experiences appropriate for the child age and ability level
CHARACTERISTICS OF LEARNING DISABLED
      Delayed spoken language development
      Poor spatial orientation
      Poor general motor coordination
      Inadequate time concepts
      Difficulty in judging relationship
      Memory disorders
      Perceptual disorders
      Direction related confusion
      Social interceptions
EDUCATION OF LEARNING DISABLED
      Behavioral intervention
      Cognitive behavioral intervention
      Medically based intervention
      Multi sensory approach  

Wednesday, 8 October 2014

IMPORTANT CONSTITUTIONAL AND LEGAL PROVISIONS FOR WOMEN IN INDIA

INTRODUCTION
              If the principle of gender equality is enshrined in the Indian Constitution, then why are Indian women treated as second citizens in their own country? The Constitution officially grants equality to women and also empowers the State to adopt measures of positive discrimination in favour of women. However, the varied forms of discrimination that women in India are subject to are far from positive.
            It is claimed that from the Fifth Five Year Plan (1974-78) onwards, there has been a marked shift in the approach to women's issues from welfare to development. Where is the development? Yes, the status of the urban woman has shown some improvement but the changes in their lifestyle were not coupled by changes in the general mindset of the people in our patriarchal society. Thus, some laws should have been framed for the protection of the newly emancipated and urbanized Indian women. What is the percentage of urban women in India, anyway? What about the rest? These privileged few would have prospered with or without the laws. Has there been any significant change in the status of rural women after the Fifth Five Year Plan?
The principle of gender equality is enshrined in the Indian Constitution in its Preamble, Fundamental Rights, Fundamental Duties and Directive Principles. The Constitution not only grants equality to women, but also empowers the State to adopt measures of positive discrimination in favour of women. Within the framework of a democratic polity, our laws, development policies, Plans and programmes have aimed at women’s advancement in different spheres. India has also ratified various international conventions and human rights instruments committing to secure equal rights of women. Key among them is the ratification of the Convention on Elimination of All Forms of Discrimination against Women (CEDAW) in 1993.
CONSTITUTIONAL PROVISIONS
The Constitution of India not only grants equality to women but also empowers the State to adopt measures of positive discrimination in favour of women for neutralizing the cumulative socio economic, education and political disadvantages faced by them.  Fundamental Rights, among others, ensure equality before the law and equal protection of law; prohibits discrimination against any citizen on grounds of religion, race, caste, sex or place of birth, and guarantee equality of opportunity to all citizens in matters relating to employment.  Articles 14, 15, 15(3), 16, 39(a), 39(b), 39(c) and 42 of the Constitution are of specific importance in this regard.
 CONSTITUTIONAL PRIVILEGES
(i)       Equality before law for women (Article 14)
The State not to discriminate against any citizen on grounds only of religion, race, caste, sex, place of  birth or any of them (Article 15 (i))
(iii)     The State to make any special provision in favour of women and children (Article 15 (3))
Equality of opportunity for all citizens in matters relating to employment or appointment to any office under the State (Article 16)
The State to direct its policy towards securing for men and women equally the right to an adequate means of livelihood (Article 39(a)); and equal pay for equal work for both men and women (Article 39(d))
To promote justice, on a basis of equal opportunity and to provide free legal aid  by suitable legislation or scheme or in any other way to ensure that opportunities for securing justice are not denied to any citizen by reason of economic or other disabilities (Article 39 A)
(vii)    The State to make provision for securing just and humane conditions of work and for maternity relief (Article 42)
The State to promote with special care the educational and economic interests of the weaker sections of the people and to protect them from social injustice and all forms of exploitation (Article 46)
(ix)     The State to raise the level of nutrition and the standard of living of its people (Article 47)
(x)      To promote harmony and the spirit of common brotherhood amongst all the people of India and to renounce practices derogatory to the dignity of women (Article 51(A) (e)) 
(xi)     Not less than one-third (including the number of seats reserved for women belonging to the Scheduled Castes and the Scheduled Tribes) of the total number of seats to be filled by direct election in every Panchayat to be reserved for women and such seats to be allotted by rotation to different constituencies in a Panchayat (Article 243 D(3))
(xii)    Not less than one- third of the total number of offices of Chairpersons in the Panchayats at each level to be reserved for women (Article 243 D (4))
(xii)  Not less than one-third (including the number of seats reserved for women belonging to the Scheduled Castes and the Scheduled Tribes) of the total number of seats to be filled by direct election in every Municipality to be reserved for women and such seats to be allotted by rotation to different constituencies in a Municipality (Article 243 T (3))
(Xiii)  Reservation of offices of Chairpersons in Municipalities for the Scheduled Castes, the Scheduled Tribes and women in such manner as the legislature of a State may by law provide (Article 243 T (4))
LEGAL PROVISIONS
          To uphold the Constitutional mandate, the State has enacted various legislative measures intended to ensure equal rights, to counter social discrimination and various forms of violence and atrocities and to provide support services especially to working women.
          Although women may be victims of any of the crimes such as 'Murder', 'Robbery', 'Cheating' etc, the crimes, which are directed specifically against women, are characterized as 'Crime against Women'. These are broadly classified under two categories. 
The Crimes Identified Under the Indian Penal Code (IPC)
Rape (Sec. 376 IPC)
Kidnapping & Abduction for different purposes ( Sec. 363-373)
Homicide for Dowry, Dowry Deaths or their attempts (Sec. 302/304-B IPC)
Torture, both mental and physical (Sec. 498-A IPC)
Molestation (Sec. 354 IPC)
Sexual Harassment (Sec. 509 IPC)
Importation of girls (up to 21 years of age)
The Crimes identified under the Special Laws (SLL)
Although all laws are not gender specific, the provisions of law affecting women significantly have been reviewed periodically and amendments carried out to keep pace with the emerging requirements. Some acts which have special provisions to safeguard women and their interests are:
The Employees State Insurance Act, 1948
The Plantation Labour Act, 1951
The Family Courts Act, 1954
The Special Marriage Act, 1954
The Hindu Marriage Act, 1955
The Hindu Succession Act, 1956 with amendment in 2005
Immoral Traffic (Prevention) Act, 1956
The Maternity Benefit Act, 1961 (Amended in 1995)
Dowry Prohibition Act, 1961
The Medical Termination of Pregnancy Act, 1971
The Contract Labour (Regulation and Abolition) Act, 1976
The Equal Remuneration Act, 1976
The Prohibition of Child Marriage Act, 2006
The Criminal Law (Amendment) Act, 1983
The Factories (Amendment) Act, 1986
Indecent Representation of Women (Prohibition) Act, 1986
Commission of Sati (Prevention) Act, 1987
The Protection of Women from Domestic Violence Act, 2005  
SPECIAL INITIATIVES FOR WOMEN
National Commission for Women
In January 1992, the Government set-up this statutory body with a specific mandate to study and monitor all matters relating to the constitutional and legal safeguards provided for women, review the existing legislation to suggest amendments wherever necessary, etc.
Reservation for Women in Local Self -Government
The 73rd Constitutional Amendment Acts passed in 1992 by Parliament ensure one-third of the total seats for women in all elected offices in local bodies whether in rural areas or urban areas.
The National Plan of Action for the Girl Child (1991-2000)
The plan of Action is to ensure survival, protection and development of the girl child with the ultimate objective of building up a better future for the girl child.
National Policy for the Empowerment of Women, 2001
The Department of Women & Child Development in the Ministry of Human Resource Development has prepared a “National Policy for the Empowerment of Women” in the year 2001. The goal of this policy is to bring about the advancement, development and empowerment of women.

Sunday, 28 September 2014

EDUCATION AND CULTURE



INTRODUCTION
            Culture is the behavior pattern of the individual or group. Education is the process by which an individual modifies his behavior. So there is an intimate relationship between culture and education.
EDUCATION
            Education is a process which draws out the best in man with the aim of producing a well-balanced personality – culturally refined, emotionally stable, ethically sound, logically correct, mentally alert, intellectually competent, technically advanced, morally upright, physically strong, socially efficient, spiritually mature, vocationally self-sufficient and internationally liberal. The word education has a very wide connotation and it is very difficult to give a precise definition of it. Man is an individual born with certain innate potentialities, talents, and inherent powers. Education provides opportunities to develop these inborn potentialities.
DEFINITIONS OF EDUCATION
·         “Education is a natural, progressive and harmonious development of all the faculties of the individual- head, heart and hand.”- Pestalozzi
·         “By education I mean, an all-round drawing out of the best in child and man- body, mind and spirit.”- Gandhiji
·         “Education is the development of all those capacities in the individual which will enable him to control his environment and fulfill his responsibilities.”- John Dewey
·         “Education is the manifestation of the divine perfection already existing in man.”- Swami Vivekananda
·         “Education is the training of the intellect, refinement of the heart and discipline of the spirit.”- Dr. Radhakrishnan
CULTURE
            Culture is a way of life that is learned and shared by human beings and is by one generation to the next. The learner’s ways of life, which are modified and passed on from one generation to the next, are called culture. In the ordinary sense, the term culture is used to refer to tastes in arts, literature, music and other finer aspects of life. But in sociological context the term consists of all shared products of human society, which are of two basic kinds, material and non-material. Material culture consists of all the artifacts of physical objects created by human beings- wheels, clothing, schools, factories, cities, books etc. Non-material culture consists of more abstract creations- languages, ideas, beliefs, rules, customs, myths, skills etc.
DEFINITIONS OF CULTURE
·         “Culture is that complex whole which includes knowledge, beliefs, arts, morals, laws, customs and other capabilities and habits acquired by man as a member of the society.”- E.B Taylor
·         “Culture is the handwork of man and the medium through which he achieves his ends.”- Malinowski
·         “Culture is the super organic environment as distinguished from the world of organic or physical, the world of plants and animals.”- Spencer
·         “Culture is an organized body of conventional understanding manifest in art and artifact, which persisting through tradition, characterizes a human group.”- Redfield
·         “The culture of a people may be defined as the sum total of the material and intellectual equipment where by they satisfy their biological and social needs and adapt themselves to the environment.”-  Ralph Piddington
CULTURAL AIMS OF EDUCATION
            Culture means something cultivated, as a result of long experience of the race. The culture of a people includes their knowledge, beliefs, art, law, mode of communication etc. the main of education is to preserve, transmit, and transform these qualities and make man cultured and civilized. One essential and binding feature of human relationship is to be a man of culture. If education produces such man it has done its job nicely. Gandhiji attached far more importance to the cultural aspects of education than to the literacy, and said, “Culture is the foundation, the primary thing… It should show itself in the smallest detail of your conduct and personal behavior, how you sit, how you walk, how you dress, and etc. Inner culture must be reflected in your speech, the way in which you treat visitors and guests, and behave towards your teachers and elders.”
EDUCATION AND CULTURE
            Culture expresses itself through folkways, morals, customs, laws, religion, institutions, myths and legends. Real education consists not only the understanding of these elements of culture but in modifying them on the basis of the ideals and values accepted by the society. Culture is not inborn in individuals. It is formed as a result of interaction with other individuals. The preservation, transmission, transformation of culture are made possible only through education.
RELATIONSHIP BETWEEN EDUCATION AND CULTURE
            Culture and Education are mutually interdependent and each responds to the changes in the other. It is the function of education not merely to preserve and transmit the best of the past, it must demonstrate its function in the present as well as its possibilities for the future and ultimately it must seed to provide a total view of society and its purposes.
a)      Preservation of culture: culture is an important aspect of the heritage of any nation. It reflects the level of civilization attained by the society. Education preserves the historical monuments, arts, morals, tradition, the value system, customs, beliefs etc.
b)     Transmission of culture: Through education the culture of a country is transmitted from one generation to the other. The society transmits its experiences, desires, hopes and aspirations through the process of education. Schools and educational institutions are the agencies to preserve and transmit the traditions, programmes and activities of the society.
c)      Transformation of the culture: Any living being undergoes changes, so does the culture. Every generation adds something of its own to the existing culture before it is transmitted to the next generation. It is the function of education to make children adjust themselves to the contemporary culture and familiarize them with the past.
CONCLUSION
            Culture and education are mutually interdependent and each responds to the changes in other. The preservation, transmission and transformation of the culture are made possible only through education.
BIBLIOGRAPHY
§  Bhushan Vidya, Sachdeva D.R. (2004), An introduction to Sociology, Kitab Mahal Agencies, Allahabad.
§  Haralambos M., Heald R.M. (2000), Sociology: Themes and Perspective, Oxford University Press, New Delhi.
§  Thankachan T.C. (2012), Philosophical and Sociological Bases of education, V Publishers, Kottayam.
www.education.com/reference/article/impact-culture-education/

EDUCATION FOR ALL- PROBLEMS AND PROSPECTS



INTRODUCTION
           The word education can be used in two senses: in a broad sense to designate all the influences to which everyone is continually subjected by the physical , biological and social environment in which he lives and in the more usual narrower sense to designate the special influences organized and devised by teachers in schools and places of further education. The first and perhaps the most important step on the road to educational wisdom is to get a clear realization that life and education are in reality indivisible. Life is education; education in school should give pupils a taste of the good life - life in a specially concentrated form free from many of the regrettable features of life outside.
          “Education is a natural, progressive and harmonious development of all the faculties of the individual – head, heart and hand” – Pestalozzi.  Education can be regarded in two ways - either as a duty that the state owes to its citizens and therefore as a part of the welfare state or as a means of increasing the economic efficiency of the whole community and therefore as a form of productive capital investment. Educated people are the capital of a developed society. Recent years have witnessed considerable progress in the area of universalization of primary education in India. India became one of 135 countries to make education a fundamental right of every child when the act – “The Children’s Right to Free and Compulsory Education Act” came into force on 1 April, 2010. People are not aware even about their fundamental rights. Youth is the future of the Nation. Early youth was not compelled to study but now he has to study to deal with the present world as illiterate person may be deceived or may not know his rights and duties towards society and family.
          Throughout the whole world, there is an acute feeling of discomfort among thoughtful and concerned men and women about the problems of education. The different problems and their solutions are discussed here.

EDUCATION
           Education is a process which draws out the best in man with the aim of producing a well-balanced personality-culturally refined, emotionally stable, ethically sound, logically correct, mentally alert, intellectually competent, technically advanced, morally upright, physically strong, socially efficient, spiritually mature, vocationally self-sufficient and internationally liberal. Education is an essential and the only avenue towards wisdom is by freedom in the presence of knowledge. But the only avenue towards knowledge is by discipline in the acquirement of ordered fact. Freedom and discipline are two essentials of education. A.N.Whitehead.

PROBLEMS
                   The educational problem however like all the basic problems of mankind is a complex not a simplex. Education will not progress, develop into a dynamic field unless the problems inherent in it are identified and solved. In an analysis of the situation categorized these problems into several broad areas from lack of money to too many experts”.
Lack of money: The demand far exceeds the supply, and available monies are only for the most basic educational needs of the students... the traditional curriculum. Very small amounts, if any, are available for innovative programs and ideas. Without adequate funding, the ideology and philosophy of education become so many words. The concept of Indian education faces a bleak future characterized by stagnation, insensitivity, inadequate facilities and personnel.
The irrelevant curricula: It is defined that it is schools not doing their job in meeting the needs of their students. Education for sustainable development [ESD] is an approach to the whole curriculum and management of a school is not a new subject. It has its roots in environmental education and development education. ESD denotes the learning needed to maintain & improve our quality of life and the quality of generation to come.
Lack of qualified educators: Materialistic gains, incentives and opportunities entice the qualified educator away from challenging field. There is much hard work and many challenges in the education field. If education is to meet the needs of the students, if it is to have the sensitivity required, if it is to be dynamic and viable, it must have more qualified educators - it must reach the stage wherein it will challenge the educator to take up arms to join its ranks and to improve its lot.
Insensitive school personnel: If school personnel are truly educators, it behooves them to learn about the people they are teaching; to fail in this task is to fail to educate.
Differing expectations of education programs: The aims of education can’t be gained by all in the expected manner. The American educational system is foreign in concept, principle and objective to the Indian student.  The thinking, attitudes and experiences of the non-Indian are the base of the value structure rather than the aspects of Indian culture. Thus the educational perspectives of the Indian are not considered.
Lack of involvement in and control of educational matters: The people have not been able to express his ideas on school program or educational decision-making. When they have been expressed, his participation has been limited and restricted.
Poor application based education: Life is full of problems. We have to apply our knowledge to solve the real life problems. As an example, our medical colleges are producing graduates who are not well equipped to tackle the health care needs of the society. The graduates generally posses reasonably sound knowledge of medical science, they are often found deficient in the performance of clinical skills and problem-solving which form the core of clinical competence.
Improper development of human virtues: Man is a social animal. So he should have the spirit of co-operation, discipline, humanity, love, kindness, and the feeling of brotherhood. The education fails to inculcate these virtues in student.
Difficulties of students higher education: In general, the student has an inadequate educational background as he may have been looked upon as less than college material in high school. He has unusual adjustment problems and usually inadequate financial help.

SOLUTIONS
®   To develop human virtues : The curriculum should be framed by giving importance to such subjects which may inculcate the human values like love, kindness, feeling of brotherhood etc in students. Science, literature, fine arts, humanities, music and dance are some of such subjects.
®   To develop capacity for earning money: After having received education one must enable to earn enough for his livelihood. For developing this capacity vocational subjects should be introduced in the curriculum.
®   Quality of leadership: Education should develop the quality of leadership in students. This quality is very necessary for the sake of democracy and the development of the country as a whole.
®   Vocationalisation of education in schools provides financial helps for further education. Vocational guidance and vocational training must be included in curriculum for the sustainable development of a person.
®   The curriculum should be dynamic according to the needs of the society. The curriculum should include the real life experiences.
®   If curriculum experts would include courses reflecting the positiveness of the contributions of the greater society, another correction would be made.
®   Proper education with adequate experiences must be provided in the primary classes. It should be such that a base for higher education of a student.
®   A former assessment at the end of practice can ensure proper utilization of this period for the development of skills. Feed back to students at every stage, throughout the training is important to help them improve their deficiencies.
®   By changing the format of different examinations and making them more suitable for testing higher level of knowledge and skills rather than mere recall of facts.
®   It should be recommended that merit in the board examinations or competitive tests should be combined with an aptitude test so as to form the criteria for selection tests.
®   Everything possible should be done by the school system to encourage the parents to become involved. When parents participate more in their children’s education, they often undertake to advance their own education by enrolling in continuing education courses. The parents as teachers becomes the parents as learner. Thus improves the standard of the society.

CONCLUSION
     Every nation invades in education because it can produce unquantifiable benefits for individuals, organizations and the society as a whole. Education is provided through formal and informal means. In formal settings the conventional (face-to-face school instruction) and distance education (offered with separation in terms of physical location of instructors and students) have been used to provide educational opportunities to recipients. Some problems would always prevail in a system. We concluded here some basic problems and their solutions in the educational system.

REFERNCES
1.   Barsodi, Ralph (1963), The Education of the whole man, Sardar Vallabhbhai Vidyapeeth, VALLABH VIDYANAGAR,Gujrat.
2.   Huggies, A.G and Huggies E.H.(1960), Educatin : Some Fundamental Problems ,The English Language Book Society & Longmans Green And Co.Ltd.
3.   GCTE Journal of RESEARCH AND EXTENSION IN EDUCATION, Volume:7(1) January 2012 ,ISSN 0975-5144.
4.   Journal of american indian education,Volume:10, October 1970, Alonzo Spang.
9.   http://www.publishyourarticles.net.