Content uploaded by Priyamvada Pandey
Author content
All content in this area was uploaded by Priyamvada Pandey on Dec 17, 2022
Content may be subject to copyright.
!
NATIONAL CONFERENCE ON LEARNING - NCL 2022
National Education Policy - 2020:
Conceptualising Inclusive Education for 21st Century Learners
December 17, 2022!
Abstract Booklet!
Department of Education
Lady Irwin College, University Of Delhi
Table of Contents
About the Conference ........................................................................................................................... 1
Program Schedule ................................................................................................................................. 3
Parallel Session Details ......................................................................................................................... 4
Conference Committees ........................................................................................................................ 6
Sub-theme 1: Diversity, Equity and Inclusion .................................................................................... 7
1. Accessibility of Infrastructure and Teaching Learning Material for Children with Disabilities in
Inclusive Schools ................................................................................................................................. 8
2. Work Performance of Person with Disabilities in Workplace: A Study ...................................... 8
3. Assistive Technologies for Inclusive Education: A Roadmap towards Bridging the Gap ............ 9
4. Awareness of Teachers about Assistive Technology used for Children with Special Needs in
Inclusive Schools ............................................................................................................................... 10
5. His, Her, Them, Beyond the Titles; Experiences of Transgender Teenagers ............................ 10
6. Role of Reflective Writing for Inclusive Education .................................................................... 11
7. Digital Education and Inequality: How Inclusive is the ‘Online Education’ for Children? ........ 12
8. Inclusive Education: An Overview and Guidelines for Teacher Education Institutions ............ 13
9. MOOCs and the future of inclusive online learning: Participants’ perspective ........................ 14
10. Inclusive Education of Germany and Finland relating to Indian education system and analysis
with motivational theories ................................................................................................................ 14
11. Women with Disability in Higher Education: Challenges and Prospects .............................. 15
Sub-theme 2: Latest Trends in Education ........................................................................................ 17
1. Achievement Motivation among Secondary Level Students: An Exploratory Study ................ 18
2. How Swayam (MOOC) Helps in the NEP-2020 .......................................................................... 19
3. Integration Of ICT In Teaching-Learning Process: Reflections from International Schools ...... 19
4. Needs and Perspective of Pre-service Teachers vis-à-vis use of Information and
Communication Technology ............................................................................................................. 20
5. Expanding the Field: Exploring the Prospects and Challenges of Outdoor Engagement in
Environmental Education .................................................................................................................. 21
6. Development of a Substance Use Training Module for Grassroots Workers ........................... 22
7. Integration of Socio-scientific Issues with Concepts of Chemistry: An Analysis of Chemistry
Curriculum in textbooks at Senior-secondary level .......................................................................... 22
8. Digital Education: A Paradigm Shift in Education Sector .......................................................... 23
9. A Study of Psycho-social Experiences of Women First-Generation Learners in Higher
Education .......................................................................................................................................... 25
Sub-theme 3: Early Childhood Care and Education ....................................................................... 26
1. Early Childhood Care and Education; A Psychological View on Reforms and Challenges ........ 27
2. Exposure to Multilingual Environment Impact on Socio-cognitive Development of Pre-school
Children ............................................................................................................................................. 27
3. : , .......................................... 30
4. Teacher Education and Professional Development of Educators: The Way Forward .............. 31
Sub-theme 4: Policy, Planning, Research and Development ........................................................... 33
1. Local Leadership and Political Participation: Hope of Women Empowerment ........................ 34
2. National Education Policy 2020: A Signature of Massive Reformations in Higher Education
Systems ............................................................................................................................................. 35
3. Micro Entrepreneurship in India: A Comparative Study of Rajasthan and Uttarakhand ...
.................................................................................................................................................. 37
4. Technological Advancements and its Challenges in Teacher Education with Special Reference
to National Education Policy-2020 .................................................................................................... 38
5. Education Loan Schemes and the Challenge of Financing Higher Education in India: An
analysis of Public Policy Participation ............................................................................................... 38
6. Insight into Bullying: Teachers’ Role and their Professional Development in the Schools of
Delhi .................................................................................................................................................. 39
7. A Pedagogical Framework for promoting Socio Scientific Reasoning in Science Education .... 40
8. Status of Tribal Education in light of National Education Policy 2020; in Ranchi District......... 41
9. Emotional Inclusion and Mindfulness: A Moral Philosophical Perspective .............................. 42
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
1
About the Conference
NATIONAL CONFERENCE ON LEARNING-2022
National Education Policy: Conceptualizing Inclusive Education for 21st Century
Learners
Inclusion is a philosophy, a mindset, a conviction that every person has the right to enjoy equal
opportunities and live with equal dignity, irrespective of how different they are from each
other; and to what group they belong to. The philosophy of inclusion goes beyond physical
inclusion and incorporates a system of basic values and beliefs that promote the participation
and sense of belonging of every member in a group. It is a philosophy built on the belief that
all people are equal and should be respected and valued, as an issue of their basic human rights.
It is about every child’s right to participate and the school’s duty to accept. It is about
preventing segregation or exclusion of learners for whatever reason such as ability, gender,
language, family income, disability, sexuality, colour, religion or ethnic origin.
National Education Policy-2020 (NEP-2020) calls for ensuring access, equity, diversity and
learning. It reaffirms that bridging the social category gaps in access, participation, and
learning outcomes in school education will continue to be one of the major goals of all
education sector development programs. The policy promises that the children with disabilities
will also be enabled to fully participate in the regular schooling process from the foundational
Stage to higher education.
The Policy ensures that the inclusion and equity will become a key aspect of teacher education
(and training for all leadership, administrative, and other positions in schools) and all the efforts
will be made to recruit more high-quality teachers and leaders from Socio-economically
Disadvantaged Groups (SEDGs) in order to bring in excellent role models for all students.
It may also be significant to note that the global education development agenda reflected in the
Goal 4 (SDG4) of the 2030 Agenda for Sustainable Development, adopted by India in 2015 -
seeks to “ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all” by 2030. Such a lofty goal will require the entire education system to be
reconfigured to support and foster learning, so that all of the critical targets and goals (SDGs)
of the 2030 Agenda for Sustainable Development can be achieved.
Keeping above highlighted aspects of inclusive education as given in our national policy of
education-2020, it is also quintessential to situate this discourse in context of ever new
challenges posed by the fast-paced changes emerging in 21st century society with a boom of
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
2
technology and drastic change in cultural values across the globe. Students today are living in
a world full of multiple challenges of diverse nature in their surroundings as well as at work
places. To quote a few- critical thinking, problem solving, communication and IT skills along
with much important life skills have been identified as the essential skills for the successful,
sustainable and happy living in present 21st century. These challenges require proactive,
progressive and visionary thinking on the part of all the stakeholders participatory in the
process of education. Therefore, in the wake of recent national education policy-2020, this
conference has been conceptualised for a critical, constructive and progressive discourse in the
field of inclusive education for 21st century learners. Following broad sub-topics have been
selected for the conference:
Talking Points/Broad sub-topics for paper presentations:
1. Indian Knowledge and Value Education
2. Early Childhood Care and Education
3. Teacher Education & Professional Development of Educators
4. Gender Education and Women Empowerment
5. Science, Technology, Society and Environment Interface
6. Language, Culture and Diversity Pedagogy
7. Disability, Equity and Inclusion
8. Art, Craft and Aesthetics in Education
9. Inclusive Curriculum and Pedagogy
10. Assessment, Evaluation and Learning
11. Online and Digital Education
12. Policy, Planning, Administration and Governance
13. Research and Development
Sub-themes of the conference:
1. Diversity, Equity and Inclusion
2. Latest trends in Education
3. Early Childhood Care and Education
4. Policy, Planning, Research and Development
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
3
Program Schedule
Time
Event
Speaker/Resource
person/Chair/Co-chair
09:00 am-09:30 am
Registration
Inaugural Session
09:30 am-09:40 am
Lamp Lighting & Welcome Song
09:40 am- 09:50 am
Introduction of the Conference
Dr. Neelima Asthana, TIC,
Education Department, Lady Irwin
College, DU
09:50 am- 10:05 am
Welcome note
Prof. Anupa Siddhu, Director, Lady
Irwin College, DU
10:05 am-10:40 am
Keynote Address by Chief Guest
Prof. Pankaj Arora, Head & Dean,
DoE (CIE), DU
10:40 am-10:45 am
Thanksgiving for the Inaugural
Session
Prof. Mani Bhasin Kalra, Education
Department, Lady Irwin College,
DU
10:45 am-11:00 am
Morning Tea
11:00 am-1:30 pm
Parallel Session-01
Diversity, Equity and Inclusion
Parallel Session-02
Latest trends in Education
Parallel Session-03
Early Childhood Care and
Education
Parallel Session-04
Policy, Planning, Research and
Development
1:30 pm-2:30 pm
Lunch
Valedictory Session
2:30 pm-2:50 pm
Conference Report Reading
Dr. Richa Mehta
Associate Professor, Department of
Education, Lady Irwin College, DU
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
4
2:50 pm-2:55 pm
Introduction to the Chief Guest-
Valedictory session
Dr. Neelima Asthana, TIC,
Education Department, Lady Irwin
College, DU
2:55 pm-3:30 pm
Address by Chief Guest-
Valedictory session
Prof. Chand Kiran Saluja, Director,
Sanskrit Promotion Foundation
03:30 pm-03:40 pm
Concluding Remarks
Prof. Anupa Siddhu, Director, Lady
Irwin College, DU
03:40 pm-04:00 pm
Vote of Thanks
Prof. Renu Malaviya, Professor,
Lady Irwin College
4:00 pm onwards
All participants group photo & certificate distribution
Parallel Session Details
Parallel
Session
Subtheme
Session Chair
Session Co-Chair
Venue
1
Diversity,
Equity and
Inclusion
Dr. Sandeep
Kumar
Associate
Professor,
Department of
Education
University of Delhi
Dr. Richa Mehta
Associate Professor
Department of Education,
Lady Irwin College, DU
&
Dr Suraj Kumar
Assistant Professor
Department of Education,
Lady Irwin College, DU
MPR 1
2
Latest
Trends in
Education
Dr. Girish Bala
Choudhary
Associate
Professor,
Department of
Education, Lady
Irwin College
Dr. Neelima Asthana, TIC,
Education Department, Lady
Irwin College, DU
&
Ms Parul
Education Department, Lady
Irwin College, DU
MPR 2
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
5
3
Early
Childhood
Care and
Education
Dr. Asha Singh,
Associate
Professor, HDCS,
Lady Irwin
College, DU
Prof. Mani Bhasin Kalra
Professor, Department of
Education, Lady Irwin
College, DU
Library-
Reading
Room
4
Policy,
Planning,
Research and
Development
Dr. M. Rajendran
Assistant Professor
Department of
Education
University of Delhi
Mr. Sultan Singh, Assistant
Professor, Department of
Education, Lady Irwin
College, DU
CR II
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
6
Conference Committees
Conference Secretary- Dr. Neelima Asthana
Core Committee: Prof. Renu Malaviya, Prof. Mani Bhasin Kalra, Dr. Neelima Asthana,
Dr. Richa Mehta
Technical Committee- Dr. Priyanka Varshney, Ms. Geetika Sharma, Dr. Suraj Kumar,
Dr. Stuti Srivastava
Finance- Dr. Neelima Asthana, Dr. Richa Mehta, Dr. Priyanka Varshney
Rapporteuring and Report Writing- Prof. Renu Malaviya, Dr. Stuti Srivastava,
Ms. Parul Kohli
Photography- Dr. Suraj Kumar, Ms. Parul Kohli
Social Media Content Development- Mr. Sultan Singh, Ms. Chetna Arora
Participants Data Generation, Compilation and Categorization- Dr. Priyanka Varshney,
Ms. Geetika Sharma, Dr. Stuti Srivastava
Abstract Book Development and Editing- Dr. Neelima Asthana, Dr. Priyanka Varshney,
Ms. Geetika Sharma
Language and Content Proof-Reading- Prof. Mani Bhasin Kalra
Logistics- Mr. Sultan Singh, Ms. Chetna Arora, Dr. Suraj Kumar
Registration, Attendance and Certification- Ms. Chetna Arora, Dr. Stuti Srivastava
Invitations- Dr. Richa Mehta, Mr. Sultan Singh
Publication- Prof. Renu Malaviya, Prof. Mani Bhasin Kalra, Dr. Neelima Asthana,
Dr. Richa Mehta, Dr. Priyanka Varshney, Ms. Geetika Sharma, Dr. Suraj Kumar, Dr. Stuti
Srivastava
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
7
Sub-theme 1: Diversity, Equity and Inclusion
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
8
1. Accessibility of Infrastructure and Teaching Learning Material for Children with
Disabilities in Inclusive Schools
Authors: 1) Sukanya Singh, Research Scholar, School of Education, Central University of
Rajasthan, India 2) Dr. Anjali Sharma, Associate Professor, School of Education, Central
University of Rajasthan, India. Email-Id: sukanyasingh6@gmail.com ,
anjalisharma@curaj.ac.in
The Indian educational system envisions an inclusive education through a number of policies,
legislation, and regulations; yet, these legislations are merely "plausible theories." The two-in-
one “Inclusive” educational system focused on disabled and non-disabled pupils persists. At
the same time, its interpretation must be viewed through the “UN Convention on the Rights of
Persons with Disabilities” to enact these rights are enshrined in the Indian Protocol on the Right
to Education (i.e., equitable access to education and mandate infrastructure). As per these
standards, the government's shortcomings are pervasive and failed terribly, which corresponds
to widespread abuse and systematic violations of children with disabilities' fundamental right
to an education. Routinely, a huge number of disabled children tend to languish out of school.
An excellent example of a violation of the right to general accessibility is inadequate
infrastructure and a dearth of teaching-learning resources. This study aimed to explore the
availability and accessibility of infrastructure and teaching learning material for disabled
children in schools. Data were collected through a field survey in 15 schools in Ajmer district,
Rajasthan. Findings point to highly questionable infrastructure; no school has the resources to
completely accommodate pupils with disabilities. However, to achieve national and
international standard alternatives, low-cost short-term solutions, more government funding,
physical infrastructure assistance, and reinforcement are required.
Keywords: Disability, Inclusive Education, Physical Infrastructure, teaching-learning
resources
2. Work Performance of Person with Disabilities in Workplace: A Study
Author: Suman Sharma, Research Scholar, CIE, University of Delhi, Delhi, India
A person who has permanent type of impairment which hamper his daily routine works is
known as a Person with Disability. The PWD Act – 1995 had created a revolutionary path for
PWD’s to make them independent and after that one-by-one other schemes and plannings came
to flourish this path. Specially the Disability Policy- 2006, Accessible India Campaign – 2015
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
9
and RPWD Act – 2016 rapidly enhance the participation of PWD’s in various fields. Statistical
data shows that there has been a huge increase in the number of people with disabilities
employed. As the number of people increasing in same manner issues affecting the work
efficiency of PWD’s are emerging before society. As – Distribution of work among the
employees have discrepancies on large scale, poor support system and lack of opportunities
where the people with disabilities can take initiative to do a particular work etc. In this paper
we will analyse the work performance of PWD’s in their workplace on administrative level.
Delhi NCR region will the study area. Research Tools used are semi structured interview,
observation. As it is a qualitative study so analysis method will be content analysis.
Keywords: Inclusion, Person with Disability, Work Performance, Work Place
3. Assistive Technologies for Inclusive Education: A Roadmap towards Bridging the
Gap
Author: Priyamvada, Research Scholar, Department of Education, University of Delhi, Delhi,
India. Email-Id: ppandey@cie.du.ac.in
Inclusion in education ensures equal chance to diverse group of learners to learn and grow
together in the same classrooms. National Education Policy 2020 also emphasises on access
and equity supporting diverse group of learners. Technology has a huge potential to support
inclusion of diverse group of learners in mainstream education. Assistive technology is a set of
tools and applications which is designed to reduce the barriers and promote accessibility to the
learners to effectively participate in teaching learning process. However, there are several
challenges in effective use and implementation of technology for inclusion. This paper aims to
summarize the existing assistive technologies, their use and applications in teaching learning
practices. This study is also aiming to identify the barriers and probable solutions in using
these technologies for inclusion.
Keywords: assistive technologies, diverse learners, inclusive education
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
10
4. Awareness of Teachers about Assistive Technology used for Children with Special
Needs in Inclusive Schools
Authors: 1) Sarfaraz Equbal, Research Scholar, Dept. of Teacher Training and Non-formal
Education, Faculty of Education, Jamia Millia Islamia New Delhi – 110025 2) Prof. Sara
Begum, Dept. of Teacher Training and Non-formal Education, Faculty of Education, Jamia
Millia Islamia New Delhi – 110025
This study aims to determine whether secondary school special teachers are aware of the
assistive technology (AT) which can be used in inclusive schools for students with special
needs. All facets of life have been affected by assistive technology. The demand of the hour is
truly to process AT knowledge for special teachers. It is important to understand the awareness
of special teachers about assistive technology and also how do special educators apply
technology tools in their teaching-learning process, so that awareness programmes could be
organized for them and efforts may be made to enable them to make better use of ICT for the
benefits of children with special needs. The sample of the present study consists of 20 special
educators teaching in inclusive schools at the territory of Delhi. Descriptive analysis has been
used to analyse the data. Three-point Likert type scale-based questionnaire developed by the
investigator containing 22 items is used for the study. These twenty-two items are based on 3
dimensions namely: cognitive schema/ knowledge, accessibility and optimizations/
effectiveness/ empowerment to find out the awareness of teachers about assistive technology
used for children with special needs. The data obtained from questionnaire is analysed using
statistical criteria (mean, standard deviation, and percentages). The analysis shows that the
sampled special educators possess average to high level awareness of assistive technology used
in inclusive classrooms.
Keywords: assistive technology, awareness, children with special needs, inclusive schools
5. His, Her, Them, Beyond the Titles; Experiences of Transgender Teenagers
Authors: 1) Smriti Sharma, Department of Elementary Education, Lady Shri Ram College for
Women, University of Delhi, E-mail Id- smritionnet@gmail.com 2) Kashish Mehta,
Department of Elementary Education, Lady Shri Ram College for Women, University of Delhi
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
11
The exploratory study was conducted to capture experiences of transgender teenagers in the
Indian context. Situated in the conceptual frame of understanding gender as a social construct
that is perceived to be an important component of one's identity, this qualitative study followed
an interpretivist paradigm. Data was collected by interaction with two teenagers through
asynchronous platforms via in-depth questionnaires, semi-structured personal interviews and
projective techniques like drawings and letter writings. Reflective thematic analysis after
coding indicates that self-reflection and self-talk were considered crucial by the teenagers in
their acceptance of their own identity, especially pertaining to gender. Insecurities pertaining
to their own body image coupled with social acceptance surfaced as major challenges the
teenagers were dealing with on an everyday basis. Suggestions for a 'gender neutral curriculum'
based on the study are posited.
6. Role of Reflective Writing for Inclusive Education
Author: 1) Ms. Namrata Gunwant, PhD scholar IGNOU, Delhi 2) Prof. Vandana Singh.
Email id- namratagunwant@gmail.com
NEP 2020 envisages the vision of SDG 4 that stresses on providing inclusive and equitable
quality of education and promoting lifelong learning opportunities for all. Inclusive education
is a mindset where all learners irrespective of their disability, socio-economic background,
caste, class, religion, gender are welcomed to get the same educational opportunities. Such
mindset can help the teachers in being more observant and sensitive to the diverse needs of
learners. Inclusive education can help in building acceptance and inculcating a positive attitude
among the teachers. One way that could assist teachers in thinking critically and cultivating
positive attitudes toward inclusion is reflective thinking. The term "reflection" is used to
describe a variety of activities, from analysing a single lesson component to delving into the
moral, social implications of a particular teaching strategy. Teachers must possess the abilities
to engage in reflective thinking so that they can eventually serve as role models for their pupils
and show them how to think critically. It has been reported that students who have simplistic
epistemic presuppositions use surface-level methods whereas those who hold good
epistemological beliefs favour deep-level strategies. (Olafson L., Schraw G., 2006). Reflection
is important component in pre-service teacher education as it helps in bridging the gap between
theory and practicum. When teachers come across special needs children in class, they reflect,
develop empathetic attitude, become more welcoming towards them. It may help in changing
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
12
their attitude towards children with diverse needs and being more sensitive to their needs.
Reflection can help teachers to introspect and cater to the diverse needs of their learners.
Reflection helps a teacher to face varied situations, solve the problems in the classroom and
thus be able to evolve and grow professionally. This paper intends to present the finding of the
study focussing on the perceptions of student teachers towards inclusive education and also
highlighting how reflection can help in building the positive attitude among teachers. Also, it
is imperative to understand that if Agenda 2030 has to be achieved w.r.t inclusive education,
there is an urgent need to practice reflection among student teachers.
Keywords: Inclusive education, reflection, pre-service teacher, practicum, reflective writing.
7. Digital Education and Inequality: How Inclusive is the ‘Online Education’ for
Children?
Author: Dr. Anshul Saluja, Assistant Professor, School of Education, K. R. Mangalam
University, E-mail Id: anshulsaluja22188@gmail.com
The crisis produced due to COVID has been impacting the lives of people around the globe
especially their health and education. During this phase, one of the major issues which emerged
in front of the administrators was the continuity of education of millions of young students. To
tackle this issue ‘online education’ was the only solution which could help the children access
education in those tough times. This decision of introducing and moving the academic tasks to
online platforms meant depending on digital resources for providing education for all children.
The shift from physical to virtual mode would mean the digitization of teaching and learning
at all levels. NEP (2020) which came amidst the pandemic has its impetus on digitalizing the
pedagogy and teaching-learning processes. But the unequal distribution of resources as per the
availability of devices, connectivity, the lifestyle of families and teachers are some of the
visible factors which create hurdles in ensuring the continuity of the academic course.
Since these factors are inherent to a child and her access to education, considering these facts,
this paper attempts to present a critical review of the digital preparedness of households to
handle the shift in education to online mode. By reviewing the studies already done by various
authors on online education and its accessibility, especially in the time of COVID, the findings
of the study reveal that the disparities are visible not only across the social and economic groups
but can be observed across different regions of India. The digital divide has resulted in the
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
13
exclusion of a large group of students from mainstream education because as high as the social
and economic disadvantage is, lesser is the access to schooling. These differences also exist
across the genders where the girls are denied access to online education due to cultural and
societal norms. Witnessing the existence of these widespread disparities in possession of
resources and its usability, it is imperative that the digital education is far from the reach of
many.
Keywords: Digital divide, digital inequality, social inequality.
8. Inclusive Education: An Overview and Guidelines for Teacher Education
Institutions
Author: Anju Sanwal, Research Scholar, STRIDE (IGNOU), Email Id:
anjusanwal1973@gmail.com
Inclusive education is being adopted by many countries across globe to improve access, equity
and quality in education. Inclusive education is a philosophy which recommends for
participation and engagement of all students in the same classroom irrespective of their caste,
class, color, gender, language, ethnicity, economic status, learning styles etc. Inclusiveness in
class bring quality in teaching learning process. National education policy (2020) of India also
has talked about inclusive education at various places in its document. Teacher education
institutions thus, have an immense responsibility in this direction in fulfilling recommendations
of new education policies into practice to make success of the policies like “Education for All”
and “Sarva Shiksha Abhiyaan”. Engagement of students of diverse learning styles, learning
approaches, cultural and social background, physical and learning disability in learning process
need some improvement in teacher education curricula in India specifically with reference to
inclusivity in education. Thus, for all teachers, student teachers and teacher educators, it is
necessary to understand concept of inclusive education and what are the guidelines in this
regard, given by NCTE for adapting curriculum emphasizing inclusive education. The present
paper is reflecting on the concept of inclusive education and readiness of National Council of
Teacher Education (NCTE) for developing inclusive teacher education program. The paper can
be useful for teacher educators and student teachers in the direction for developing their
readiness to learn about inclusive and quality education in the class.
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
14
Keywords Inclusive education, teacher education, inclusive teacher education curriculum
9. MOOCs and the future of inclusive online learning: Participants’ perspective
Author: Zahra Kazmi Ph.D. Research Scholar Department of Teacher Training and Non-formal
Education (IASE), Jamia Millia Islamia, New Delhi kazmizahra110@gmail.com.
MOOCs are online courses, offered to a large number of learners dispersed geographically.
These courses are often free of cost however some of the MOOC platforms offer paid courses
as well. New Education Policy-2020 has been aiming to bring about a reformative change with
regard to concerns of ensuring equity, inclusion and accessibility, among several other aspects
and it also emphasizes the role of MOOCs for addressing these concerns. This paper is an
attempt to study the perspective of MOOC participants towards their experience of learning
through MOOCs and the possible impact of MOOCs on the future of inclusive online learning.
Furthermore, this study highlights the barriers to the use of MOOCs, as perceived by the
MOOC participants. The research is primarily descriptive and exploratory in nature. A survey
was conducted to collect the perspective of students of higher education institutions of
Delhi/NCR, who have participated in one or more MOOCs. The data was analysed
quantitatively. The findings revealed that majority of the courses attended by the MOOC
participants were based on the principles of Universal Design for Learning (UDL) and the Web
Content Accessibility Guidelines (WCAG). Major reasons of digital exclusion, as perceived
by them, included high cost of devices and internet, language incompatibility, lack of digital
literacy, among others.
Keywords: Massive Open Online Courses, MOOCs, inclusive online learning, inclusive
education, barriers to MOOCs.
10. Inclusive Education of Germany and Finland relating to Indian education system
and analysis with motivational theories
Author: Aditi Aggarwal, Ex-Student of Amity University, Noida, aggarwal.aditi53@gmail.com
This paper is an in-depth study that exhibits new connection of the inclusive education system
of INDIA with cross-countries study. This paper further suggests ways to motivates special
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
15
children using motivational theories such as Atiksnon’s Achievement Theory and Expectancy
X value Mode which is an emerging perspective for getting an education in normal schools.
The objective and target of this paper as follows: firstly, we will study the inclusive education
system of India, through which we can get to know the challenges and problems they face in
the education system; secondly, we will study the cross-countries inclusive education system,
curriculum, and what opportunities their government is providing to inclusive children; thirdly,
we will apply the motivation theories so that we can influence inclusive children to get hang
of or acquire knowledge from normal school with efforts and without any pressure and fear of
being a failure. This paper is an analytical and qualitative research paper that studies the
Inclusive Education System and its alliance with cross countries and motivational theories.
This paper is a cross-countries study such as Germany and Finland. This study also includes
motivational theories Atiksnon’s Achievement Theory and Expectancy X value Mode: An
Emerging Perspective
By this research we try to associate or correlate motivational theories with the education system
for inclusive children who in turn results in enhancing the opportunities, motivate children and
strengthen their personality with capabilities to follow their interest or desire without any fear
or having abnormality or any disorder in the body.
Keywords: Inclusive Education; Motivational; Special Education Need.
11. Women with Disability in Higher Education: Challenges and Prospects
Abstract: Mumtaj, Research Scholar, Jamia Milia Islamia University, New Delhi. Email.
mumtajphd20@gmail.com
Women with Disability have been the most marginalized section of the society. When it comes
to education of this vulnerable section, it is greatly affected by various spheres of society. In
India disability is associated with poverty very closely. Women with disability due to poor
financial statuses of families are more likely to be ignored of medical treatment, quality
medicines and nourishment. They are easily neglected for providing education compared their
male counterparts. As already known patriarchy plays a key vital role in education of every
woman, for women with disability it is even more adverse. Men are considered bread winners
for family so even if a man is disabled he is entitled to attain education compared to women
with disability. Their access to education is usually limited to school level. Most of them hardly
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
16
get the opportunity to go for university education and even if they somehow managed to enroll
in higher education, they are being discouraged to attend classes regularly citing various
constraints such as distance of university from home, safety, accessibility of infrastructure at
university level. Gender biasness in attaining higher education affects the education of women
with disability at every level of education. There is also a social stigma attached to the
education of women with disability mostly in rural India. This further cripples them throughout
their lives, not only discouraging them but also setting a wrong example for others in society.
Although various government policies, provisions and schemes exists for educating women
with disability but aim of all these welfare schemes have not been cherished yet. Apart from
various known challenges, the biggest challenge is that very little study has been done in the
field of education of women with disability. In this research paper we will be discussing the
challenges faced by women with disability in attaining higher education as well as the various
policies, provisions, schemes such as PWD ACT 2016, NEP 2020, etc.
Keywords: Gender biasness, poverty, infrastructure, provisions
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
17
Sub-theme 2: Latest Trends in Education
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
18
1. Achievement Motivation among Secondary Level Students: An Exploratory Study
Author: Khushnuda Bano & Prof. Jasim Ahmad, IASE, Faculty of Education, Jamia Millia
Islamia, New Delhi-110025. E-mail Id: khushnuda5180@gmail.com
Education is the most important determinant factor for the growth and success of any country.
During last few years the education system has changed and modified its shape in so many
forms according to the need of existed situation. Various major educational experiments
happened globally in the field of education, during and after pandemic, which affects students
in multiple ways. This study aims at exploring the Achievement Motivation of secondary level
students in the post-pandemic era. The paper intends to assess various factors of Achievement
Motivation of students. The achievement motivation depends upon various factors like, desire
for success and earn respect, commitment, self-confidence, reflective thinking and many more.
The students with high achievement motivation always aspired towards their goal and struggle
very hard to achieve success in their academics. The study reveals the level of students’
Achievement Motivation. Students at secondary level of government schools of South Delhi
were chosen as the population for this study. The sample was chosen using random sampling
technique. The data was collected through a tool which was adapted from Rao achievement
Motivation test. Data was analysed using quantitative as well as qualitative technique. The
findings of the study revealed the level of Students’ Achievement Motivation. The study
identified the students into category of high achievement motivation, average achievement
motivation and low achievement motivation. The study helps to identify the students with high,
average and low achievement motivation. Findings suggests guidelines to the educationist and
curriculum developer for maximizing Achievement Motivation among students and ensuring
students overall development in education.
Keywords: Achievement Motivation, Secondary Level Students, Desire for Success,
Commitment, Self-Confidence, Reflective Thinking.
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
19
2. How Swayam (MOOC) Helps in the NEP-2020
Author: Majaz M. Siddiqi, Ph.D. Scholar, Department of Educational Studies (DES), Jamia
Millia Islamia, New Delhi, India. Email-Id: msiddiqi@jmi.ac.in
There are concrete legislative recommendations in the New Education Policy 2020 that aim
to integrate online learning into the overall curriculum. Here, you learn more about the
recent changes in the Indian educational system. The National Policy on Education (NPE),
1986, which had been in effect for 34 years, has been replaced by NEP 2020, the first
education policy of the 21st century. By making K-12 and higher education more holistic,
flexible, multidisciplinary, suited to the needs of the 21st century, and focused on bringing
out the unique capabilities of each student, this policy is aligned with the 2030 Agenda for
Sustainable Development and aims to transform India into a vibrant knowledge society and
global knowledge superpower. Recent reforms in India's educational system have been
nothing short of revolutionary. We were hindered, among other ways, by the fact that
universities lacked the proper facilities to support their students' learning and, therefore, had
fewer people enrol in their courses. Although ‘Massive Open Online Course’ (MOOC)
platforms have been available to students for some time, the true potential of them has only
lately been recognized. The goal of NEP 2020 is to guarantee that no child, regardless of
their socioeconomic status at birth, is denied a quality education and the chance to reach his
or her full potential in life. The new education strategy will give these reforms in the Indian
education system a boost, and it will help the country reach its long-term goals of universal
access to high-quality education and full literacy.
3. Integration Of ICT In Teaching-Learning Process: Reflections from International
Schools
Author: Tina Thakur, Research Scholar, NIEPA
Globalization has transformed the world we live in. The nations are more interconnected and
interdependent than ever before, thereby, making it imperative to provide global orientation or
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
20
perspective to the younger generation. There is a need to instil more knowledge and
information about the world that exists beyond one’s geographical location. The purpose is to
enable the children to “situate themselves within the broader world, understand global
phenomena and develop respect for others and a sense of global responsibility” (Stromquist
and Monkman, 2014). Therefore, it becomes essential to equip them with 21st century skills.
One of the most important skills is Information and Communications Technology (ICT) skill.
Mere computer literacy may not present students with enough opportunities in this
technologically dominated world. Therefore, schools need to adapt to new ways of teaching
and learning. NEP 2020 also underscores the importance of ICT skills and lays emphasis on
usage of ICT tools by teachers. The International schools are known to be at the forefront when
it comes to equipping students with ICT skills. The paper is an outcome of qualitative study
involving interviews of teachers teaching international curriculum in international schools in
India. The semi-structured interviews were centred around their experience of teaching in
renowned international schools of India. One of the recurring themes in the interviews was
importance of ICT. Teachers discussed at length the varied ICT tools they employ and the ways
in which they help students inculcate ICT skills. The study was conducted during pandemic
when schools were functioning online. Therefore, making ICT tools and skills indispensable.
Many schools use ICT in limited ways. They do not provide teachers and students required
expertise in it. The paper aims at highlighting the effective and efficient ways in which
international schools use ICT tools and help instil ICT skills among students. These findings
can serve as a way forward for other schools.
Keywords: International Schools, Information and Communication Technology, NEP-2020
4. Needs and Perspective of Pre-service Teachers vis-à-vis use of Information and
Communication Technology
Authors: 1) Mubeen Zehra, Department of Teacher Training and Non-formal Education
(IASE), Jamia Millia Islamia, New Delhi. Email-Id: mubeen.zr@gmail.com 2) Zahra Kazmi,
Department of Teacher Training and Non-formal Education (IASE), Jamia Millia Islamia, New
Delhi, Email-Id: kazmizahra110@gmail.com
In today’s digital era, the focus of teaching-learning process is more centered towards
transacting curricular contents with the judicious use of digital technologies in teaching-
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
21
learning process. The efficient use of digital technologies can improve the overall quality of
education imparted in the schools and can create a conducive environment for learning. The
present research paper attempts to explore the perception of pre-service teachers regarding
possible scope of use of ICT in teaching-learning process. Researchers developed a
questionnaire to find out the perception of 200 pre-service teachers that were enrolled in the 2-
year B.Ed. programme in two universities of Delhi/NCR. Descriptive statistics was used for
the analysis of the data. The findings of the study revealed that ICT works as supplementary
technique and pre-service teachers perceived that the use of ICT in classroom interaction has a
lot of potential to improve their skills, to enhance the teaching competencies and to make
teaching-learning process effective. Thus, ICT is considered as significant tool in teaching-
learning process.
Keywords: Pre-service teacher, teaching-learning process, Information and Communication
Technology
5. Expanding the Field: Exploring the Prospects and Challenges of Outdoor
Engagement in Environmental Education
Author: Noor Alam, Research Scholar at Teacher Training & Non-Formal Education (IASE),
Faculty of Education, Jamia Millia Islamia. Email-Id: alam.noor92@gmail.com
There is no single day when people do not face the hazardous effects of environmental
degradation like climate change, poor air quality, pollution, unmanageable waste, etc. These
concerns are not new, but their intensity is increasing day by day. The method for addressing
these problems continues to move at the same pace and uniformity as it did before.
Environmental education was a step to make people more environmentally conscious from
their school days on, but the implementation of ideas and methods that can improve our
environment is still lacking. Our approaches and methods for delivering environmental
education should look for more all-encompassing and inclusive ways that take environmental
concerns seriously. Outdoor environmental education (OEE) could be one of them for
increasing school students' engagement with the environment. This paper is going to explore
the challenges and scope of outdoor environmental education in the context of the Indian
education system.
Keywords: Environmental education, Outdoor engagement, Environmental concerns
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
22
.
6. Development of a Substance Use Training Module for Grassroots Workers
Authors: 1) Ms. Sonia Sain, Ph.D. Scholar, Development Communication & Extension, Lady
Irwin College, University of Delhi. E-mail Id: sonia.sain2217@gmail.com 2) Dr. Aparna
Khanna, Professor, Development Communication & Extension, Lady Irwin College,
University of Delhi. Email-Id: aparna.khanna@lic.du.ac.in
Substance use is a sensitive issue, and so much work needs to be done to improve field
functionaries' knowledge, communication, and counselling skills, as they are the frontline
workers and key people who are directly involved with the communities. The purpose of this
study is to evaluate the substance use training requirements of field functionaries in grassroots
communities. The study will determine what knowledge and skills are required of field
functionaries, as well as the challenges they face while performing their duties. An assessment
of their training requirements would help in the creation of a substance use training module.
The study's population included all functional organisations that worked directly with
adolescents and youth (13-35 years) on any development programme or issue. The sample was
chosen using the purposeful sampling technique in Delhi and the NCR. The study included 120
field functionaries, 30 NGO Heads and Management Staff, and 10 experts in the field of
substance use. Semi-structured interview schedules have been developed for various groups of
respondents. Data from various groups were compiled and analysed in various aspects of the
study. The study's key findings indicate that field functionaries are not provided with adequate
training on the topic of substance use. Drug addiction is too common, and people need
information on how to prevent and overcome it. Field functionaries require training and
knowledge using creative approaches. Training programme content can include fundamental
understanding about drugs and their physical and psychosocial effects, preventative measures,
and Rehabilitation facilities' addresses.
Keywords: Abuse, Training needs assessment, Field functionaries, Capacity building.
7. Integration of Socio-scientific Issues with Concepts of Chemistry: An Analysis of
Chemistry Curriculum in textbooks at Senior-secondary level
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
23
Author: Amrita Mukherjee, PhD Scholar, IASE, Faculty of Education, Jamia Millia Islamia,
Email id: amritamukherjee03@gmail.com
Several studies on science education in recent times has indicated a trend of growing awareness
of making science learning more constructive and worthy, by considering the impacts, it is
putting on society, be it a cultural, health or environmental bearings. The Senior-secondary
stage is the most crucial stage of school education because at this stage specialised discipline
based; content-oriented courses are introduced. The learners reach this stage after ten years of
basic education with mostly five common subjects and opt for science stream with subjects like
chemistry with a purpose of pursuing their career in basic sciences or professional courses like
medicines, engineering, technology and studying courses in applied areas of science and
technology at tertiary level. Therefore, at this stage, it becomes necessary to provide learners
with sufficient conceptual background of Chemistry, which will make them competent to meet
the challenges of academic and professional courses after the higher secondary stage. The
National Curriculum Framework - 2005 recommends a disciplinary approach with appropriate
rigour and suggests that theoretical component of senior- secondary science should emphasize
on problem solving methods, where it is important for a discipline of Chemistry to not remain
only a “science of facts” rather it should be related to modern applications in the world around
us and address the socio-scientific issues associated with it. This paper attempts to analyse the
senior secondary level Chemistry curriculum and its emphasis on incorporation of Socio-
scientific issues associated with those concepts. Using a framework emerging from NCF 2005,
NEP 2020 and other education policy documents of India, it inquiries about the inclusion and
to what extent the incorporation of socio-scientific issues has been put into practice in the
present-day NCERT Chemistry textbooks recommended for learners at senior-secondary level.
Keywords: Socio-scientific issues, Chemistry textbooks, NCF 2005, NEP 2020, Senior-
secondary level
8. Digital Education: A Paradigm Shift in Education Sector
Authors: Dr Neeti Hooda, Assistant Professor, Department of Commerce, College of
Vocational Studies, & Jasleen Kaur Sarpal, Assistant Professor, Department of Commerce,
College of Vocational Studies. E-mail Id: neetihooda3@gmail.com
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
24
Digitalisation has brought a panoramic change in the education sector. In an age where
technology has influenced every sphere of our life, education has not been lagging. There is a
revolution in the education sector today and this has been brought about by tremendous
development of IT sector. With more and more people having access to internet, digitalisation
in education sector has mushroomed in the past couple of years and has practically entered
everywhere as every student are surfing on net on regular basis. There was a time when there
were no computer labs in schools, soon a new subject got introduced the computer science and
therefore the schools started building computer rooms in order to equip the students with
modern technology. Till now conventional forms of teaching like talk and chalk, blackboard,
notebooks has resulted in bringing monotony among students. As a result e-learning teaching
such as smart classes, use of electronic gadgets such as tablets, pods, and classroom
management emerged which acts as a rectifier to all these and many problems. These days
when children are exposed to cool gadgets at home, they have become well equipped with the
terms like internet, I-pads, tablets e-learning and like. Poverty continues to be a stammer block
in imparting and accessing quality education in rural India. Most parents in rural areas sent
their children in Government schools because they can’t afford high fees of private schools as
they are bound by certain economic, social and religious factors.
Education is one of the prestigious capital factors for the development. Sustainable
development can only be achieved if country possess adequate investment in human capital.
Education is one of the most important inputs for the development of country and thus promotes
entrepreneurship and technological advances. Now days Government of India is also keen to
promote education a multidisciplinary approach by introducing various schemes at different
levels. The present paper focuses on how digitalisation plays an important role in education
sector. An attempt has been made to study the awareness of teachers in Bahadurgarh schools
regarding the concept of E-teaching and E-learning. The methodology that will be adopted to
carry on the research process would consist of primary and secondary data. Primary data will
be collected in the form of initial survey that would be done by filling up questionnaire.
Keywords: Panoramic, Mushroomed, Surfing, Initiatives, Awareness
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
25
9. A Study of Psycho-social Experiences of Women First-Generation Learners in
Higher Education
Author: Gulzar Choudhary. Research scholar, IASE Department, Jamia Millia Islamia. E-mail
Id: gulzar123987@gmail.com
First-generation students who were looking for strategies to raise their social and economic
position find higher education to be appealing. However, their path to higher education is
fraught with difficulties that impede their advancement. Due to a lack of social and cultural
capital, their experiences are not particularly pleasant. Although they are happy to have access
to higher education but are also bitterly disappointed by the obstacles, they must overcome in
order to succeed at these institutions. Women who already belong to a marginalized minority
and are first-generation learners suffer from a variety of deficiencies. Higher education students
who are first-generation learners are those whose parents either didn't go to college or didn't
have any experience with university life. In order to make these students' lives at these higher
education institutions more convenient, it is critical to analyze their path as female first-
generation learners. The psycho-social experiences of first-generation female learners are
examined in the current research. We'll look at both their opportunities and difficulties. The
data will be gathered in a qualitative manner. Themes that have emerged and their sub themes
will be discussed.
Keywords: Higher education, First-generation learners, Social capital, Cultural capital
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
26
Sub-theme 3: Early Childhood Care and Education
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
27
1. Early Childhood Care and Education; A Psychological View on Reforms and
Challenges
Author: Muhammed Junaid M, Student, B.A Psychology, IGNOU. E-mail Id:
junaidrafeeq735@gmail.com
Education has an inevitable role in the life of an individual as it defines his/her social and
academic validation to a great extent. It is why the constitution ensures the free and compulsory
education of all the children in the age group of 6-14 years as a fundamental right under the
Article 21A for the bright future of the citizens. The provisions in the NEP 2020 have an intense
focus on the children’s physical and motor, cognitive, socio-emotional-ethical, cultural/artistic,
communication and early language literacy and numeracy development skills. But, despite such
strategic moves, apprehensions still hover around the efficiency or practicability of such
agendas to bring about a quality generation- a pessimism which owes its origin to the instances
whereby the past policies have failed. For the proper functioning of decisive educational
policies like NEP, a thorough knowledge of the material and medical situation of children’s
educational atmosphere needs to be acquired. The psychological aspects of the teacher-student
interactions must be given much priority in this matter. The mental and physical health of the
students with more concentration on their adequate nutrition and personal care also have to be
considered in the pragmatic levels of the application of the policies. This paper tries to provide
some detailed suggestions on the aforementioned issues and resolutions for the impending
challenges regarding the reformations, and contributes much to the effectiveness of NEP. This
study predicates on the conclusions of Jean Piaget, a Swiss psychologist, whose research
delineates the developmental theories related to the gradual growth of child mentalities and the
proper attention needed to be paid for them during creating policies of early childhood care and
education. It also consults some basic principles of learning theories from a number of scholars
in the field of psychology.
Keywords: Education, Children. Psychology, NEP, Policy
2. Exposure to Multilingual Environment Impact on Socio-cognitive Development of
Pre-school Children
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
28
Authors: 1) Kritika, 2) Dr. C.K Singh 3) Ekta Melkani, Department of Human Development
and family studies, Chaudhary Charan Singh Haryana Agricultural University, Hissar,
Haryana, India. E-mail id: kritikaarora2415@gmail.com
The development of a child’s brain depends on environmental stimulation, especially on the
quality of care and interaction that the child receives. In early childhood learning and
development is more rapidly that other phases of life. In early childhood, brain is also growing
more rapidly and it is easier for information to be absorbed; parts of the brain can nearly double
in a year. A multilingual environment, that children have varying degrees of access to the
specific domains of exposure to the languages of different groups. The study was designed to
determine the relationship between multilingualism and socio-cognitive development in early
childhood children. Sample of the study consisted of 200 pre-school children were randomly
selected. The methods for collecting data were observation and interview. It can be interpreted
from these results that multilingual environment seems to enhance cognitive performance of
children. The findings of the study revealed that multilingual exposure may promote effective
communication by enhancing perspective taking. Monolingual children failed to interpret the
speaker’s meaning dramatically more often than who were exposed to a multilingual
environment. Exposure to multilingual environment an early age promotes better learning and
communicating effectively than monolingual children. Results further revealed that exposure
to multilingual environment in early childhood period was positively and significantly
correlated with better learning the values and skills of social interaction.
Keywords: Early childhood, Socio-cognitive Development, Multilingualism, Learning,
Communication
3. Education and Empowerment: A Study on Ladakhi Women with Reference to
Barriers in Empowerment
Author: Dr. Sanjay Kumar, Assistant Professor (Education), Kargil Campus, University of Ladakh. E-
mail Id: Sanjayt247@gmail.com
According to Census Report 2011, nearly 50% of the population of our country are women.
They have a great contribution in society. Therefore, we no one can deny the importance of
them. In spite of great contribution in society, the women are less empowered in every field of
society. Empowerment is defined as the equalization of power and the more efficient use of
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
29
resources; Women’s education leads to empowerment. The present study is based in researcher
non participatory observation and secondary data available on various sources. The Kargil
District of UT Ladakh is selected for the study. According to the census 2011, the population
of Ladakh is 290,492 (2.90 Lakhs) out of which,1,17.533 were female and1,56,756 were the
male. And in the district Kargil the total population were1,68,399 out of which 93,031 were
male and 75368 were female. The literacy rate of Kargil district was 71.34 percent, out of
which male literacy rate was 81.15 percent and female literacy rate was 56.30 percent.
Through observation primary data have been collected from a field in Kargil district of
Ladakh. Secondary data have also been collected from various journals, articles, working
papers and education related website. In the present study, various barrier for the empowerment
has been discovered and discussed with solutions to be implement. From the study and
discussion, it has been observed that educated women and uneducated one, both need to be
empowered and which is possible through only by removal of such barriers. It can be concluded
that education is very important factor in empowering women but the other barrier needs to be
eradicated so the better education.
Keywords: Education, Women empowerment, Mobility, Sustainable development, Decision
4. Arts, Craft and Aesthetics in Education
Author: Ajay Kumar
Art imitates our life through various activities like performances, demonstrations, and
exhibitions. It also involves conceptual ideas, creativity, imagination, proficiency, beauty,
aesthetics, and emotional expression. It expresses itself as mediums like images, pictorials,
graphics, canvas, painting, sculpture, exhibitions, and performances. They utilize imagination
skills for illustrating objects visually and performatively to convey new insights and
experiences to fill new environments and spaces. Art is an umbrella term where all arts are
associated with various disciplines like visual, painting, sculpture, architecture, crafting, dance,
music, drama/theatre, film, and aesthetics.
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
30
5. A Study on Coping with Stress among School Students
Author: Anjali Rana, PhD Scholar, Institute of Home Economics, DU. E-mail Id:
anjalirana.17@gmail.com
This research paper aims to explore how school students are managing their stress. Stress has
become a part and parcel of students’ life. Some students manage stress better than others and
some students feel more pressured than others do, no one can totally eliminate stress from their
lives. Coping with stress during student life can be extremely challenging. In order to find out
coping strategies used by students, a short sample survey was carried out on 50 Eleventh
Standard private school students of Delhi, using BRIEF COPE Scale (Carver). The purpose of
the Brief COPE scale is to find out how students deal with different stressors. The finding
revealed that majority of students (90 %) used Emotion –focused Coping to handle their stress,
and only 10% used Problem-focused coping to manage their stress.
Keywords: Stress, Coping, Problem-focused Coping, Emotion-focused Coping, Students
6. : ,
: , - , . , ,, -
– akankshanamdeo569@gmail.com -
|
|
| / ,
, , ,
|
|
| 1793 -
2020 |
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
31
|
| | |
|
.5.20 2022
|
| - |
| 21 ,
, |
, ,
, |
, , , -
| - , ,
, , ,
|
|
|
- , , , ,
.
7. Teacher Education and Professional Development of Educators: The Way
Forward
Author: Dr. Vijay Kumar Pandey, Directorate of Education, M.C.D., E-mail ID –
dr.vkpandey68@gmail.com
Teachers are believed to be the Nation builders and makes a human being civilised by educating
them. From time immemorial teachers have played an important role in shaping the socio-
cultural practices of the society, by enriching the values and ethics regularly. In the pre
industrial revolution period, teachers and philosophers like Aristotle, Plato, Socrates,
Confucius, Chanakya, and others, played an important in shaping the society, After the
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
32
industrial revolution in sixteenth century, the very nature of the human society changed
drastically, and the teachers, Philosopher’s and social reformers were side lined, because the
market controlled the society, and scientists, engineers, and technicians, became the first
preference of the society. The earlier assumption that the teachers are born, not made started
changing and the teachers were trained in the institutes as the number of schools multiplied
manifold and demand for teachers increased the New Education Policy-2020 emphasise is on
the technical and vocational training of children and the skill India program, so that the child
after completion of studies, becomes a skilful member of the society and instead of becoming
a jobseeker, becomes a job creator. the seeds of this vocational training of students were sown
before independence in 1937 when the Wardha committee on education in India headed by
Dr. Zakir Hussain proposed vocational training for children in various trades, as it was realised
India resides in villages and the Britishers have virtually destroyed the self-reliant villages, in
order to provide jobs to large population it is essential that every student should possess some
vocational skill when he completes the education, this was termed as Nai-Talim, the Zakir
Hussain committee also gave emphasis on free and compulsory education of children in the
age group of 6 to 14 years. regarding this vocational training the teachers were to be trained in
different crafts. The paper deals with the history of teacher education in India and the
developments in the field of vocational training of the students during their schooling. The
secondary sources of data were used for the study, that is Government of India publications
another sources.
Keywords: Civilised, Values, Philosopher’s, Engineers, Vocational.
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
33
Sub-theme 4: Policy, Planning, Research
and Development
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
34
1. Local Leadership and Political Participation: Hope of Women Empowerment
Authors: 1) Dr. Nasra Shabnam, Associate Professor, Department of Adult & continuing
Education & Extension, Jamia Millia Islamia, New Delhi-110025. Email-Id:
nshabnam@jmi.ac.in 2) Urooj Sabir, Ph.D. Research Scholar, Department of Adult &
continuing Education & Extension, Jamia Millia Islamia, New Delhi-110025.
The term 'political participation' is not only related to 'Right to Vote', but simultaneously relates
to participation in: decision-making process, political activism, political consciousness.
Women in India participate in voting, run for public offices and political parties at lower levels
more than men. Women empowerment in urban society is similar to that of other structure, that
is, not many women are involved in it, especially in the decision-making bodies. It is hard for
them to participate in public spheres such as the political, administrative, judiciary and trade
union due to cultural barriers, low educational levels, domestic responsibilities and other
problems. The empowerment of women needs to develop and utilize women’s full potential a
resource for national development in it economic, political and social-cultural matters.
Economic growth does not necessarily lead to human development. Need of the present study
was to know the socio – economic profile of the participants to study the attitude of the people
towards women as a leader to study whether women local leaders are executing their power/
authority and also to study whether women leaders are more sensitized towards needs of
women. The primary aim of the paper is to know and understand the people’s review towards
the female politicians and their demand over male and female politician’s. This paper focuses
on the role of the women in the urban local governance. The first attempt of the paper is to
study the attitude of the people towards the women as a leader, second attempt is to study
whether the women local leaders are executing their power or authority and the last attempt is
to study whether women leaders are more sensitized towards the needs of the women. Paper
also aims to study the demands of the people over the male and female politicians. The data is
collected through the primary source. The researchers developed an interview schedule and
personally visited in the selected area and collected information from the randomly selected
sample. The study results that women leadership is positively affecting the people and also
women play a vital role in fulfilling the needs of the female population and side by side also
manages the male population over the female population.
Keywords: Women Local Leader, Urban Governance, Local Governance
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
35
2. National Education Policy 2020: A Signature of Massive Reformations in Higher
Education Systems
Author: Dr Sophiya Bano PhD (English), MGKVP University Varanasi. E-mail Id:
ajaharmohammad337@gmail.com
National Education Policy 2020 outlines the uncountable reforms in education systems. It
necessarily focuses to implement the quality education to all types of learners. The new
education policy basically replaces the NEP-1986 and transforms into the comprehensive
frameworks in elementary as well as higher education. It has its special concerns on the specific
programs, subjects and disciplines like art, music, yoga, culture, history, medicine, science,
social science, vocational studies, open studies, and Indian languages. It stresses to make it
internationally meaningful engagement to attain the global quality standards. To improve the
higher education systems in India there set up the various commissions before Independence
to till the present. Before the Independence Indian education system unfairly outreaches the
lowest attainment in higher education. There was only focus on the primary level education
that remains various uncertainties in education just as not proper technical or vocational
educations were there. Educational institutions poorly developed from primary to university
level and there was highest inequality in education that differs from region to region, from
urban to rural, from men to women, from primary to higher level, and from general caste to
schedule caste. The poor standard of the disciplines provided by the schools as English was
most emphasizes and mathematics, science, technology and Indian languages less stressed.
After the Independence there constitute the many committees and commissions to articulate
the problems and suggestions. It was felt that university can play a significant role in the
development of any country. So there felt the need to grow in the administration, profession,
politics, economy, technology, science and industry. So there formed the first University
Education Commission 1948-49 which emphasizes on the higher education but keeps an eye
on education too. Its chairman was Dr. S. Radhakrishnan. Its aim was to produce able citizen
to handle the national affairs and administrative responsibility. It recommends for standard
education elements and also suggested to provide suitable education and self-employment
outreach. The second commission is Secondary Education Commission 1952-53 chaired by Dr
Lakshmanswami Mudaliar. The commission emphasizes the second stage schooling and (NCF
2005). A resolution passed in Lok Sabha by Siddheshwer Prasad who was congress MP at that
time claimed to government to not paying proper attention to education. Then government
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
36
agreed to initiate the policies in education and set a seventeen members committee for
educational reformations. After then the most important The Education Commission 1964-66
chaired by Dr DS Kothari came who basically formulates the educational reconstructions from
there. Kothari Commission recommends for 10+2+3 pattern in higher education. From the
suggestions of Kothari Commission there came national policies in educations. The first
education policy is National Policy on Education NPE-1968 first came in the government of
Indira Gandhi who promotes high quality education. The second Policy was National
Education Policy 1986 emerged during the time of Prime Minister Rajiv Gandhi and again it
was updated 1992 during the reign of former Prime Minister PV Narsimha Rao. This policy
focused on modernization in education. After that there came third NEP in 2020 under the rule
of Prime Minister Narendra Modi. The policy has special emphasis on improving facilities in
educational field. Mostly the paper overemphasizes the promoting functions of NEP-2020 on
the literacy within the mass population. The paper also analyses the highlighted attention
towards higher education and its formulation of 5+3+3+4 model. In this regard this policy
properly pays the attention on the promotion of academic freedom and choice to switch in
higher education. It focuses to serve the specific purpose in universalization of education. NEP-
2020 also highlights to score the universal level of schooling to grade 12. It pays attention ton
equitable and inclusive education especially to economically weaker sections and disabled
groups. It also brings the newness in teacher training and exclusive reformation in vocational
and higher education systems. The policy brings the overall growth in primary level to
secondary level including mainstream programs. It essentially recommends for secondary
educational to collaborate with polytechnic, ITs and local industries. So finally, NEP-2020
endorsed to envision of substantial reformations in education systems and invites public
investment in education sectors to reach out the GDP growth rate 6%.
Keywords: Education, Program, Reformation, Policy, Commission, System, Suggestion.
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
37
3. Micro Entrepreneurship in India: A Comparative Study of Rajasthan and
Uttarakhand
Author: Deepali Tomar, PhD. Research scholar, Govt. arts college, University of Kota, Kota,
Rajasthan, Email-Id kittytomar52@gmail.com
MSMEs continue to be the backbone of the economy for countries like India where the problem
of unemployment is steadily escalating and the agriculture land holdings continue to shrink.
With the limited data and information, this paper aims to examine the recent developments in
women participation / entrepreneurs in India. Micro enterprises are also called small
businesses. In the present time world’s, all developed and developing Nations are adopting the
various programs of micro enterprises development for creation of self -employment
opportunities and economic development. During this economic environment, in the mid 1970
Dr. Yunus introduced Holistic development strategy by linkage micro enterprises to micro
finance concept in Bangladesh. After the success of the development strategy in Bangladesh,
world -wide it was considered micro enterprises are the best way to generate employment
opportunities and overall economic growth. This paper focuses on Vision of Atma Nirbhar
Bharat role and significance of micro, small and medium enterprises. The objective of the
paper is; a) to estimate the ratio and share of the labour force in registered and unregistered
MSMES. b) To analyse the growth and progress of MSME in India., c) to identify the socio-
economic problems faced by MSME’s d) credit availability, e) development of women
entrepreneurship under planning. The State of Uttarakhand and Rajasthan in India is looking
at sustainable and inclusive industrial growth as it faces an acute problem of migration from
the hilly terrain to the plains due to lack of employment and business opportunities. The
purpose of this paper is to comprehensively analyse the role of women participation in micro,
small and medium enterprises in Rajasthan and Uttarakhand and to explore the reasons
responsible for hindering their growth. A descriptive study was conducted with the help of
secondary data and is based on extensive review which significantly contributes in directing
the stakeholders to take appropriate measures for speedy development of the region The recent
trends show that when women are better educated and have better paid employment
opportunities, then participation of women might decline in SMES and they may move towards
large scale industries.
Key words: MSME, Unemployment, Business opportunities, Migration, Socio-economic.
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
38
4. Technological Advancements and its Challenges in Teacher Education with Special
Reference to National Education Policy-2020
Author: Dr. Amit Ahuja, Assistant Professor, Guru Gobind Singh Indraprastha University,
Delhi. Email-Id: Dr.amitahuja1975@gmail.com & Richi Pahuja, Research Scholar, Guru
Gobind Singh Indraprastha University, Delhi. Email-Id: Richipahuja02@gmail.com
NEP 2020 was approved by the Union Cabinet of India on July 29, 2020. The main pillars of
this policy are accessibility, affordability, equity, accountability and quality. Utilization of
Technology in schooling will support the pioneering spirit of students and teachers. Integrating
technology in teaching and learning acts as an integral component in education system. It is
notable that the quality and degree of student accomplishment are resolved principally by
instructor capability, responsiveness and instructor inspiration. Expertly, strong teaching is
vital and expanding in our contemporary society because of the steam of dynamic drives of
human development and advancement. Due to these developments and advancement, norms of
learning would be higher in the 21st century than it has been in the twentieth century. As a
result, instructors would have to secure extra information and abilities, both general and
explicit, to become successful in the 21st century school environment. The major task of the
teacher is to see how to utilize technology such as artificial intelligence, constructive approach,
virtual reality, smartboards in classrooms to enhance the learning of the students. So, the major
task of the teacher is to update their knowledge as per the needs of students. This conceptual
research paper is based on technological advancements in teacher education from past to
present and its challenges with special reference to NEP 2020.
Keywords: NEP 2020, Teacher Education, Technology, Challenges
5. Education Loan Schemes and the Challenge of Financing Higher Education in
India: An analysis of Public Policy Participation
Author: Md Asraul Hoque, ICSSR Doctoral Fellow, Department of Development Studies,
School of Social Science and Policy, Central University of South Bihar (Gaya), Bihar.
Email: mdasraul@cusb.ac.in
The student loans program is one of the most controversial phenomena in financing higher
education in India, but its importance as a cost-sharing mechanism Is incontestable. This paper
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
39
describes the challenge of financing higher education in India. It critiques the past public policy
Student Loans Scheme and analyses the present Student Loan public policy government
participants in India. The paper outlines the new policy framework, critically examines some
implementation problems, and provides some practical policy recommendations. The paper
questions the mechanisms put in place to ensure the sustainability of the new policy. It
concludes that a more efficient student loan scheme should balance lenders’ risk and
borrowers’ aversion.
Keywords: Education Loans, Higher education, Public Policy, Student Credit Card
6. Insight into Bullying: Teachers’ Role and their Professional Development in the
Schools of Delhi
Author- Swati Sharma, PhD Scholar, Central Institute of Education, University of Delhi, India,
Email-Id: swatibeled@gmail.com, Dr. Renu Malaviya (Professor) Lady Irwin College,
Department of Education, University of Delhi, India , Email-Id: malaviyadelhi@gmail.com
Bullying is a type of aggression and oppression by a person with more power to less powerful
one. It is inflicted by an individual or group of individuals with a conscious desire to cause harm,
fear and distress be it social, physical and psychological. It is also continuously repeated over the
time on an exposed individual by negative actions. (Olweus, 1993; Olweus, 1997; Roland, 1988;
& Tattum, 1988). In this paper, Bullying will be understood through Developmental Contextual
Perspective. This alternative approach is basically emphasizing on developmental and contextual
analysis of a child who can be a bully, a victim or a bystander. The developmental perspective
considers the developmental factors and challenges in a child’s life to explore their observable
behavior and social capacities to explore the dynamics of power and deviation in his/her life.
Bullying is a serious behavior problem in schools. It is one of the matters of concern for parents,
teachers, administrators, students, counsellors and all involved within the school.
Students spend the major part of their day in schools. There are different places in schools which
has potential to create problem, students’ movement in corridors, stairways, entrances and grounds
are majorly influenced in these areas of the school. Many researchers found that teachers are the
key component to reduce bullying. (Bennett, 2009; Kolbert, & Barker, 2006). Some of the studies
states that teachers’ ability to identify school bully is insufficient and they have lack of confidence
in handling bullying situations. (Espelage, & Swearer, 2003; Olweus., 1993). The training and
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
40
teaching of assertiveness should also be provided to the one’s being victimized, for that
collaborative effort of teachers and students needs to be initiated. Thus, efforts to alleviate bullying
must address the school level factors such as school climate, training and response. At the same
time teachers’ attitude, school environment and behaviour of teachers play an important role to
find out intensity of the bullying problem and manifestation of that problem in a classroom or
school. Teachers play a critical role in identifying the victims, indifferent behaviour of students
whether bully or victim and discloses threats by breaking the culture of silence at school level.
Therefore, teachers need to be educated and develop skills of antibullying and violence preventing
strategies at school level with proficiency, for that time-to-time comprehensive pre service and in
service training in prevention and intervention of bullying is lacking (Bauman & Del Rio, 2006).
This paper will include analysis of teachers’ responses on their present understanding of bullying
and their role in the classroom while dealing with bullying. Present status of teachers’ professional
development will also be explored on the basis of responses obtained through questionnaire and
interview with the teachers teaching secondary classes in the schools of Delhi.
Keywords: Bullying, Developmental Contextual Perspective, teachers, professional development
7. A Pedagogical Framework for promoting Socio Scientific Reasoning in Science
Education
Author: Dr Kalyani Akalamkam, Associate Professor, Dept of Elementary Education, LSR College for
women, University of Delhi, Kalyanikrishna13@yahoo.co.in , kalyania@lsr.du.ac.in.
Socio Scientific issues (SSI) based pedagogy has been recognised as one of the most effective
and meaningful engagement of learners in science education discourse and promote scientific
literacy in an inclusive classroom. SSIs are real life contextual scientific issues which are often
open ended, controversial and involves multiple viewpoints stemming from the social,
political, economic, ethical and environmental perspectives. SSI not only promotes scientific
literacy but also argumentative skills, critical thinking, socio scientific reasoning and other
21st century skills in learners across all stages. SSI promotes scientific literacy through four
major aspects-Nature of Science, Discourse issues, cultural issue and case-based issue. SSI
based teaching and curriculum subscribes to the contemporary view of diversity pedagogy in
science education. However, SSI based approach is not easy as the teacher not only needs to
be aware of issues but also have the ability to bring in the multiple perspectives and enable the
learners to comprehend and appreciate various dimensions. Also, it has been found that many
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
41
times teachers are uncomfortable in dealing with the controversies surrounding the issue and
exhibit anxiety in adopting SSI as a part of their Pedagogy (Topcu et al 2010).
This paper discusses the importance and possibilities of positioning SSI in pre -service science
teacher preparation as engaging pre service teachers in this process can help them acquire both
the content knowledge and the pedagogical skills necessary to approach controversial socio
scientific issues in the science classroom This paper also presents a design-based intervention
in pre service teacher education. In order to promote preservice science teachers’ (PSTs)
SocioScientific reasoning an SSI based module was designed and implemented which included
teacher-led whole classroom discussions, guided and independent group activities. Data were
collected through pre-post interviews, open-ended questions, reflections and focus group
discussions. The analysis reveals that PSTs’ SocioScientific reasoning in terms of complexity,
inquiry, and multiple perspectives developed gradually during the SSI-focused intervention
module. They understood the complexity associated with the SocioScientific issues and could
examine them from different perspectives. The study implicates that discussing and modelling
SSI based pedagogy in the teacher preparation enhances the pre service teachers understanding
about contemporary issues from multiple perspectives and promotes critical thinking and
argumentation skills and better understanding of contextual nature of science.Finally, the paper
proposes a framework for SSI based pedagogy in science classroom. The framework and its
aspects have implications for an inclusive classroom practise, curriculum design and
professional development
8. Status of Tribal Education in light of National Education Policy 2020; in Ranchi
District
Author: 1. Babita Yadav, *Ph.D. Scholar, Department of Education, Central University of
Jharkhand, 2. Dr. Manvi Yadav, Assistant Professor, Department of Education, Central
University of Jharkhand. 3. Dr. V.K. Yadav, Assistant Professor, Department of Education,
Central University of Jharkhand. Email: babita.21310201001@cuj.ac.in,
manvi.yadav@cuj.ac.in, vkyadavedu@gmail.com
Abstract: India has implemented several educational policies and programmes since
independence, yet inequity and exclusion still plague some groups that are underrepresented in
the educational system including tribal students. They lag with the mainstream education and
deprive from access, participation and in their learning outcomes as compared to other groups.
Education is the only component of the overall development of tribal people in India and NEP
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
42
2020 provides a national perspective for tribal people's education. Accountability, equity, and
openness are stressed in NEP programmes like Digital India, Samagra Shiksha, and other
inclusive education initiatives to improve the tribal society. Thus, this paper examines the
standpoint of inclusive and equitable education of Tribal students with reference to NEP 2020.
The importance of local dialects, tribal heritage, and performance of Government schools &
Government aided schools as well as the scope of cooperative federalism in education policy
for tribal education. It focuses on the efficient and specified roadmap that fills potholes so that
students can take full advantage of all available resources to improve their education.
Keywords: Tribal students, NEP 2020, Indigenous Languages.
9. Emotional Inclusion and Mindfulness: A Moral Philosophical Perspective
Author: Dipika Bhatia, Ph.D. Research Scholar, Centre for Philosophy, School of Social
Sciences, Jawaharlal Nehru University.
The aim of this paper is to demonstrate the relevance of emotional inclusion and mindfulness
as an integral component in the domain of moral development and cultivating virtues. It seeks
to establish the basic urgency of reconsidering our emotional engagements and mental well-
being for an inclusive, mindful and rational social existence beyond any intersection and power
normative relations. To bring out an insight, there are three main sections in this paper. The
first section will be entitled as ‘Emotional Inclusion: An Introduction’. It will examine the
concept of emotional inclusion, some of the philosophical underpinnings on account of the
Indian Knowledge system and its relevance in the learning environment. The second section is
entitled as ‘Emotions, Well Being and Mindfulness: Some reflections in the light of NEP 2020’.
It will establish the need of cultivating moral emotions in the light of National Education Policy
2020 which aims to foster a holistic learning for one and all and therefore promoting the need
of well-being and mindfulness in society. In this context it will further reflect on value
education as discussed in Indian Philosophical system. The third section of the paper will be
entitled as ‘Emotional Inclusivity and Mindfulness: Concluding Remarks.’ It will address the
significance of inculcating the skills of emotional inclusion and mindfulness in the critical
thinking process to enable young learners in their social emotional moral development. Thus
the paper hopes to reflect on validating the components of emotional inclusion and mindfulness
as important skills to be inculcated for the moral development of individuals to enable a holistic
world-view and building block for learners.
National Conference on Learning-2022, Theme: National Education Policy-2020: Conceptualizing Inclusive Education
for 21st Century Learners (December 17, 2022)
43
Keywords: emotions, moral emotions, inclusion, emotional inclusivity, Indian philosophy,
mindfulness, learners