Schools are continuously evolving to meet the demands of new policies and technologies. Effective change management is crucial for head of the institutions to ensure smooth transmissions that do not disrupt the learning environment. As a state celebrated for its innovative education, Kerala requires head of the institutions capable of smoothly managing the transition during change. Changes not always embraced positively, as resistance from teachers, staffs or parents can hinder progress and disrupt initiatives. The head of the institutions are crucial in breaking down obstacles by promoting teamwork clear communication and establishing trust among state holders and their by enhancing institutional growth. This study examines the Change Management Skills of LP/UP and High School Heads of Kerala and also aims to empower School heads to effectively navigate change management and transform challenges into opportunity.The percentage analysis and descriptive analysis of the collected data revealed that Head of the institutions show profound skills in implementing and adopting changes in the field of education. However there are areas like AI integration in education and technology adoption which need to be developed to become more resilient when change happens.Data analysis shows tat most institutions have successfully implemented monitoring and evaluation systems,but a significant portion of institution heads favour traditional hierarchical decision-making.
Media serves as one of the most influential forces in shaping public consciousness and moulding how individuals understand identity, rights and dignity in relation to sex and gender. It possesses the power to portray a wide spectrum of gender roles and behaviours, thereby questioning long-standing inequalities and broadening the range of positive role models that individuals can identify with. Through its visuals, narratives and symbolic messages, media significantly contributes to the development of social values, cultural beliefs and personal identities. This influence is especially pronounced among children and adolescents, who are more vulnerable to internalising gender-stereotyped messages due to their formative stage of cognitive and emotional development. As a mirror of society, media not only reflects prevailing cultural norms but also actively reconstructs and reinforces them. Its impact spans across social, cultural, economic, political, spiritual and religious dimensions, subtly shaping how people perceive and interact with the world. While digital and social media platforms provide unprecedented access to information, creativity and global communication, they also perpetuate limited and idealised notions of masculinity and femininity. Online content often communicates prescriptive ideas about what men and women “should” or “ought to” do, thereby reinforcing narrow expectations regarding appearance, behaviour, aspirations and social responsibilities. This paper explores the multiple ways in which media constructs, normalises and disseminates gender stereotypes across various platforms such as advertisements, printed media and social media. It examines how repetitive and biased portrayals influence children’s and young learners’ understanding of gender roles, shaping their career aspirations, interpersonal relationships, self-esteem and behavioural patterns. Furthermore, the discussion highlights how everyday media consumption contributes to the internalisation of gendered norms that can either empower or limit individuals depending on the nature of representation. In light of these observations, the paper emphasises the crucial role of educators in fostering gender-equitable attitudes within classrooms. Teachers are positioned to challenge stereotypical messages by promoting critical media literacy, encouraging inclusive discussions and providing learning materials that depict diverse, non-traditional gender roles. By equipping students with the skills to question and interpret media influences, educators can help nurture a generation that is more aware, more critical and more committed to gender equality.
Dr. Muhammed K.V., Inclusive education aims to ensure equitable learning opportunities for all learners, including children with exceptional needs. In India, the government has introduced several educational policies and programs to promote inclusive education and improve access to quality education for exceptional children. This study critically analyses major educational programs implemented in India to support the education of exceptional children. The study focuses on ten key initiatives, namely Sarva Shiksha Abhiyan (SSA), Inclusive Education for Disabled at Secondary Stage (IEDSS), Rashtriya Madhyamik Shiksha Abhiyan (RMSA), the Right of Children to Free and Compulsory Education (RTE) Act, 2009, the Rights of Persons with Disabilities (RPWD) Act, 2016, the National Education Policy (NEP) 2020, the Kasturba Gandhi Balika Vidyalaya (KGBV) Scheme, the SHRESHTA Scheme, Digital Initiatives for Inclusive Education, and National Institutes supporting special education. The study adopted a qualitative policy analysis approach using document analysis as the method. Data were collected from government reports, policy documents, legislative acts, official websites, and relevant academic literature. The selected programs were analysed using an analytical framework based on specific criteria. The analysis reveals that India has developed a comprehensive policy framework to promote inclusive education and expand educational opportunities for exceptional children. These programs have contributed significantly to improving access to education, providing support services, and strengthening institutional mechanisms for inclusive learning. However, the study also identifies several challenges, including infrastructural limitations, shortage of trained special educators, uneven implementation across regions, and limited awareness among stakeholders. The study highlights the need for strengthening the implementation of inclusive education policies, enhancing teacher training, improving accessibility in schools, and ensuring better coordination among educational institutions and government agencies. Addressing these challenges is essential for creating an inclusive and equitable education system that effectively supports the educational development of exceptional children in India.
The study explored influence of teachers development on quality education delivery in Bayelsa State public secondary schools. Descriptive survey design was adopted for the study. A Sample of 150 teachers were drawn from the population of teachers, using simple random sampling technique. A 15 titled teachers development on quality education delivery in Bayelsa State public secondary school questionnaire (TDQEDBSPSSQ) was developed on a 4 point scale collection. The reliability of the instrument was determined using Pearson Product Moment correlation coefficient. This yielded a reliability coefficient of 0.82 for the instrument. Data collected were analyzed using mean. Findings for the study reveals that teachers development have influenced on quality education delivery. Based on the findings, the study recommended that school heads should liase with the state government to make available periodic training opportunities for teachers School heads should also share their rich experience with new teachers. Finally, teachers should avail themselves with short certificate courses.
The aim of this study was to examine the impact of Laboratory Based Learning (LBL) on teaching the primary science (grade V) in Bhutanese School. This quantitative research employed census sampling, including all 56 fifth grade students, who were randomly assigned to either a control or experimental group. Data were collected through a student achievement test and the researcher's observation diary during the treatment period. A pre-test was administered to determine baseline knowledge, followed by a post-test after three consecutive weeks of instruction to assess learning gains. The experimental group received lessons through LBL, while the control group was taught using traditional methods on the same content. Results indicated no significant difference in pre-test scores between groups; however, the experimental group demonstrated significantly higher post-test scores (M = 73.42) than the control group (M = 54.21), with a large effect size (Cohen’s d = 1.51). A positive correlation (r = 0.528, p = .004) was found between pre- and post-test scores in the experimental group, suggesting consistent learning improvement. Observations revealed that students were more engaged, curious, and motivated when learning through LBL. These findings confirm that LBL enhances conceptual understanding and active participation in science learning. It is recommended that primary science curricula can integrate LBL to foster deeper learning experiences.
