This research is on the impact of Novel COVID-19 on the West African Educational system. The Novel COVID-19 pandemic has affected the educational systems worldwide, which leads to near-total closures of schools, colleges, and universities worldwide. Governments across the world decided to close educational institutions temporary in an attempt to reduce the spread of the Virus. The educational system and schools in West Africa have changed over time and currently with the increasing cases of COVID-19 across the world. The introduction of the West African Examination Council (WAEC) which is made up of the English Speaking Countries in West Africa was a great one since its establishment in the 1980s but due to the Coronavirus in the year 2019/2020, the examination has to be written differently according to each countries arrangement in the year 2020. This is the first time in history since the establishment of this educational system that the exams were written separately. In this study, a qualitative interview was conducted with the teachers, students, and parents/guardian of the students in the secondary schools on their views and experiences during the COVID-19 Era. The researcher found out that, the COVID-19 has affected the performance of the students’. While some of the parents were saying their kids’ performance is excellent, some said the student passed but the general performance is not encouraging. Others guardians also mentioned that their children failed woefully. According to some of the students we interviewed, that, though they passed the exams, they knew nothing. Some of the students also reveal that the exams papers were remarked because initially over 80 percent of them failed and after the remarking, the examination favoured some of them. The teachers also mentioned that the students were home and not studying. The books, assignments and pass questions given to them was not utilized and they concluded that the general performance of the 2020 WAEC student was poor. We recommend that governments of the various countries should work hard towards ending Coronavirus for schools to resume fully and students to learn effectively.

Keywords: Coronavirus, West African Educational System, WAEC, Qualitative Research.

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The closure of educational institutes due to COVID-19 outbreak interrupted the regular classroom teaching and forced them to opt for virtual mode of teaching and learning. The point of composing this paper was to understand the effectiveness of online learning during this ongoing pandemic and to know the teacher’s feelings about this uncertain situation. This research study aims to identify the attitude of the teachers towards online teaching during this pandemic. For the purpose of this article, the approach embraced was descriptive survey. The quantitative data was collected through self designed online questionnaire; using convenience sampling technique, which has fetched 350 responses across Punjab. The sample comprised of higher educational institutes teachers who were using e-learning methods to teach their students amid this lockdown phase. The suitable statistical tools have been utilized to analyze the data. The results suggested that most of the teachers were already well versed with digital teaching tools but still they felt that in order to effectively teach their own particular subjects online they require some guidance. In the end it is recommended that teacher to teacher collaboration can help teachers in addressing the concerns of online learning gaps experienced by their students in times of this crisis.

Keywords: Covid-19, Online Learning, Perceptions, Online Learning Gaps.

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The purpose of this paper is to explore college students’ perspectives of social equality and equity in Indian higher education system in the present-day context. This study is undertaken to examine the factors leading to inequalities in different dimensions of higher education and to suggest ways to promote equality and fairness in the future. The participants of study included students studying in final year undergraduate programmes of science, commerce, arts and interdisciplinary studies in different colleges across north, south and central Mumbai. The research was designed using a qualitative phenomenological approach. Data were collected through in-depth individual interviews and focus group discussions. The study findings revealed that the majority of students were of the opinion that higher education institutions should have well analysed and researched admission criteria rather than maintaining the traditional system. The students emphasized the utmost need to have merit and economic standing as sole criterion for admission to university education in order to ensure equity and fairness in educational opportunities. Additionally, higher education must prioritize equal distribution of educational opportunities to all members of society, particularly for those students who are living in rural parts of the country.

Keywords: Higher Education, Equality and Equity, Perspectives.

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A competency-based approach goes beyond the acquisition of knowledge and skills to include the mobilization of knowledge, skills, attitudes, and values to meet complex requirements. Students who are prepared for the future will need both broad and specialized knowledge. In the future, disciplinary knowledge will continue to be vital since it will serve as the raw material from which new knowledge can be generated, as will the ability to think beyond the boundaries of disciplines and “connect the dots.” Students’ epistemic knowledge, or understanding of different disciplines, such as knowing how to think like a mathematician, historian, or scientist, will be important since it will allow them to broaden their disciplinary knowledge. Procedural knowledge is gained through an understanding of how something is done or manufactured – the succession of stages or actions that are taken to achieve a specific result. A portion of procedural knowledge is domain-specific, while the remainder is transferrable across domains. Practical problem-solving methods, such as design thinking and systems thinking, are commonly used to build them.

Universities and colleges across the country are increasingly embracing online education, and the number of students enrolled in distance education programs is rapidly increasing in colleges and universities across the country. In response to these shifts in enrollment demands, many state and local governments, institutions, and organizations are developing strategic plans to implement online education. The misconceptions and myths about the difficulty of teaching and learning online, the technologies available to support online instruction, the support and compensation required for high-quality instructors, and the needs of online students all pose difficulties with such vision statements and planning documents to achieve their goals.

Keywords: Knowledge, Skills, Competency-based Approach, Online Education, Design Thinking.

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Mixed methods research has come to stay as a research paradigm. However, quality variance in the mixed methods research conducted generally and especially at the post graduate level has been a major challenge. This study assessed the quality of mixed methods Ph.D. theses written by post graduate students in line with the framework for ensuring quality as propounded by Onwuegbuzie and Corrigan (2014). The authors carried out an in-depth content analysis of seven (7) Ph.D. theses written in the field of education between 2014 -2020. It was found that despite the framework formulated to achieve rigour in mixed methods research, a large number of these theses do not meet the criteria specified in the framework. The noncompliance to the framework is predominantly found in the research objectives, mixed methods sampling techniques, mixed data analysis strategy and the other phases of the studies. The study therefore concludes that the framework for ensuring rigour in mixed methods research is a quality control mechanism. Mixed methods research, like its qualitative and quantitative counterparts, can only be ethically defensive if it carries rigour. Therefore, the study recommends that the pure mixed methods researchers; most especially the Ph.D. researchers, should inject quality in their mixed methods studies for it to be worthwhile. Such quality-injection mechanisms can be achieved by specifying the philosophical perspectives guiding their studies, the goal of mixed methods studies, mixed methods sampling techniques adopted, methods of integrating qualitative and quantitative phases, legitimation approaches adopted and the other attributes specified for mixed methods studies in the framework.

Keywords: Framework, Mixed Methods, Paradigm, Rigor, Legitimation.

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Background and Objective: This study focused on the evaluation of the schools’ readiness on developing Information Media Technology Skills in the selected public elementary schools in the East District, Division of Valenzuela. The schools’ readiness on developing Information Media Technology Skills was subjected to the following criteria availability of multimedia, utilization of multimedia, ICT skills, extent of implementation by the teachers and school heads, and problems on the use of Information Media Technology Skills (IMTS).

Methods and Findings: The major findings showed the level of availability of multimedia both hardware and software were moderately available. It also showed that supplies of multimedia equipment cannot support the teacher-computer ratio and student-computer ratio in 1 is to 1. The utilization of multimedia was often. The ICT skills of teachers were at the average mastery. The trainings and seminars attended by the teachers were at the intermediate level. The level of implementation by teachers and school heads were at the moderate extent and the problems on the use of IMTS was average.

Conclusion: The proposed enhancement program is to further improve the schools’ readiness on developing IMTS in the selected public elementary schools in the East District of Valenzuela were to continue to find sources for the supplies of multimedia equipment available in the school, design relevant trainings and seminars to all teachers regarding the use of different software and hardware and integrate these in classroom lessons, improve the ICT competence levels of teachers to stimulate their interest in integrating multimedia within the classroom.

Keywords: Information Media Technology Skills, Availability of Multimedia, ICT Skills.

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The researcher undertaken the study to determine if computer assisted instruction can favorably affects the academic achievement of students. Present study entitled as ‘Impact of CAI in science teaching on the academic achievement of the students of class VI’ in which two variables are involved. Out of which CAI is independent variable and the academic achievement is dependent variable. Random cluster sampling is used to collect data. Science Achievement test was administered on experimental and control group first then experimental group was taught through CAI program and control group was taught through traditional method. After the completion of the topic Science Achievement Test was analyzed statistically.

Keywords: CAI, Academic Achievement.

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Modern education acts as a tool to develop the money-mind, lots of competition and violence. This type of education helps in increasing unrest, ecological violence. To overcome this situation we need an education which helps in increasing ethical values, spirituality. Ghandhian education is most appropriate education. His education based on the principles of truth, sacrifice, ethical values, spirituality non-violence. Spiritual values are directly related to the ultimate goals of life and education. There is need to adapt his thoughts in the modern system of education. Ghandhi’s educational thoughts are relevant to overcome present scenario problems. This paper attempt has been made to discuss the educational thoughts and how to apply in the modern education.

Keywords: Modern Education, Ghandhian Education.

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The present paper explains the pedagogy, assessment and quality assurance through New Education Policy. Education is fundamental for achieving full human potential, developing an equitable and just society and promoting national development. Providing universal access to quality education is the key to economic growth, social justice and equality, scientific advancement, national integration and cultural perspectives. Learning outcomes from new educational reforms should be measured and observed.

Keywords: Learning Outcomes, Pedagogy, Assessment and Quality Assurance.

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This study examined the use of 21st-century learners and teacher skills by pre-service teachers required in classrooms in the 21st-century, particularly in new normal modalities. The goal was to identify the connection between learners’ and pre-service teachers’ teaching abilities in the 21st century. Since they are all significant in this sense, the attributes and skills of 21st-century learners and teacher skills have been studied. Research questions were thus answered using a single research survey model. The correlation method was used to assess the association between the use of 21st-century learners and teaching skills. Meanwhile, to determine the results’ accuracy and veracity, the researcher used statistical tools to analyze and interpret the data collected. Frequency Count and Percentage Methodology was used to define the portrayal of respondents based on their particular levels. Pearson Product Moment Correlation was used to assess if there was a significant correlation between the usage of 21st-century learners and pre-service teachers’ instructional abilities. The results revealed that there are a significant and positive correlations between 21st-century learner skills and 21st-century teacher skills. This finding reflects the fact that as the use of 21st-century learner skills by pre-service teachers increased, their use of teacher skills in the 21st century increased as well, and as the use of 21st-century learner skills decreased, their use of teacher skills in the 21st century also decreased.

Keywords: 21^st Pedagogical Competence; Learner Skills; Teacher Skills; New Normal Modalities.

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