2013

EQUITY, ACCESS AND QUALITY IN EDUCATION

Introduction
Elementary education in India is a fundamental right. The Sarva Shiksha Abhiyan (Education for All Movement) is a flagship program of the Government of India, initiated in 2000-01 to universalize elementary education. Interventions under the program aimed at increasing the number of schools, ensuring that schools have drinking water and toilets, providing training to teachers and improving learning outcomes. Under the SSA, special focus on providing access to education to disadvantaged groups, minorities and girls who are often left behind was also emphasized. On 01 April 2010, the Right of Children to Free and Compulsory Education (RTE) Act in India initiated a rights based framework where every child between the age of six and fourteen years has the fundamental right to education. The RTE is a landmark legal provision in the Indian education system.
The Right to Education Act:
Mandates the right of children to free and compulsory education till completion of elementary education in a neighborhood school
 Clarifies that ‘compulsory education’ means obligation of the appropriate government to provide free elementary education and ensure compulsory admission, attendance and completion of elementary education to every child in the six to fourteen age group. ‘Free’ means that no child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education.
 Makes provisions for a non-admitted child to be admitted to an age appropriate class.
Specifies the duties and responsibilities of appropriate Governments, local authority and parents in providing free and compulsory education, and sharing of financial and other responsibilities between the Central and State Governments
Lays down the norms and standards relating inter alia to Pupil Teacher Ratios (PTRs), buildings and infrastructure, school-working days and teacher working hours.
Provides for rational deployment of teachers by ensuring that the specified pupil teacher ratio is maintained for each school, rather than just as an average for the State or District or Block, thus ensuring that there is no urban-rural imbalance in teacher postings. It also provides for prohibition of deployment of teachers for non educational work, other than decennial census, elections to local authority, state legislatures and parliament, and disaster relief.
Provides for appointment of appropriately trained teachers, i.e. teachers with the requisite entry and academic qualifications
Prohibits (a) physical punishment and mental harassment (b) screening procedures for admission of children (c) capitation fee (d) private tuition by teachers and (e) running of schools without recognition.
Provides for development of curriculum in consonance with the values enshrined in the Constitution, and which would ensure the all-round development of the child, building on the child’s knowledge, potentiality and talent and making the child free of fear, trauma and anxiety through a system of child friendly and child centered learning.



ACCESS TO EDUCATION WITH EQUITY

In education, the term access typically refers to the ways in which
educational institutions and policies ensure—or at least strive to ensure—that students have equal and equitable opportunities to take full advantage of their education. Increasing access generally requires schools to provide additional services or remove any actual or potential barriers that might prevent some students from equitable participation in certain courses or academic programs. Factors such as race, religion, gender, sexual orientation, disability, perceived intellectual ability, past academic performance, special-education status, English-language ability, and family income or educational-attainment levels—in addition to factors such as relative community affluence, geographical location, or school facilities—may contribute to certain students having less “access” to educational opportunities than other students
An estimated 8.1 million children between 6-13 years are out of school in India, and millions more do not attend school regularly.
Of these, 4.1 million are boys an 4.11 million are girls
A significant proportion belongs to disadvantaged groups including 5.9 per cent to Scheduled Castes, 5.6 per cent to Scheduled Tribes and 2.6 per cent to Other Backward Classes
An estimated 4.5 per cent are from rural areas and 3.1 per cent from urban areas
Nearly 34 per cent of children with disabilities are out of school.
 The dropout rate is even higher for children from Scheduled Castes at 43 per cent and Scheduled Tribes at 55 per cent. The number of schools in India that have separate toilet facility for girls has increased from 0.4 million (37 per cent) in 2005-06 to 1.24 million (88 per cent) in 2012-13. About 89 million girls in school now have access to toilets but seven million girls still lack access. There is an urgent need to provide access with a focus on equity, with special measures to bring in girls, children from disadvantaged groups and those with disabilities into schools.

QUALITY BASIC EDUCATION

Every girl and boy in India has the fundamental right to enjoy eight years of quality education, one that helps them acquire basic literacy and numeracy, enjoy learning without fear, and feel valued and included irrespective of where they come from. However, the quality of education remains one of the biggest challenges
There is a need to shift from the Right to Education to the Right to Learn: children learn the basics of literacy and numeracy; schools are child friendly for conducive learning, and there are adequate teachers with professional qualifications for teaching.

Learning the basics:
 An estimated 47 per cent of Class V students can read Class II text. National Achievement Surveys5 show that the overall national average scores is 257 (on a scale of 0 to 500) for learning levels in language and 252 (on a scale of 0 to 500) for learning levels in mathematics. This means that many children in school are not learning the basics of literacy and numeracy

Child Friendly Schools and systems:
The RTE Act makes child friendly quality education the fundamental right of every child. A child-friendly school (CFS) ensures every child an environment that is physically safe, emotionally secure and psychologically enabling. A child friendly school with improved quality of education results in children staying in schools and thus accelerated realization of the RTE. The National guiding principles for CFS have been developed and need to be rolled out in the states.

Pupil Teacher ratio:
The RTE Act maintains that Pupil - Teacher ratio should be one teacher for every 30 students at the primary level and one teacher for every 35 children at the upper primary level. Forty one per cent schools at the primary level and 31 per cent schools at upper primary level meet the norm.

Teacher Training:
There are close to 7.7 million teachers in elementary schools in India, out of which nearly 60 per cent, i.e. 4.6 million are in government schools. However, about 20 per cent of government teachers lack adequate professional qualifications, and many more lack the required skills, knowledge and attitudes to ensure effective learning. There are close to 7.7 million teachers in elementary schools in India, out of which nearly 60 per cent, i.e. 4.6 million are in government schools . However, about 20 per cent of government teachers lack adequate professional qualifications, and many more lack the required skills, knowledge and attitudes to ensure effective learning

Web-based learning

It refers to the type of learning that uses the Internet as an instructional delivery tool to carry out variouslearning activities. Web based learning is often called online learning or e- learning because it includes online course content. Discussion forums via email, videoconferencing, and live lectures (video streaming) are all possible through the web. Web based courses may also provide static pages such as printed course materials.
Major benefits of web-based training
Learners can participate (access, modify, and evaluate) anytime, from anywhere
Web-based training provides the ultimate in flexibility--learners can login and take their courses anytime, from anywhere. This means that employees can decide when they are best able to focus on their learning, rather than having to interrupt other important activities. It also means that employees can get the training they need, exactly when they need it.
It provides consistency
One of the major challenges most training and development departments face is how to provide consistent training across the organization. Every trainer presents the material a little differently, and even the same trainer doesn’t do it the same way every time. For some training courses, this may not matter, but for others, like compliance training, it matters a great deal. Because all of the materials are online, web-based training allows trainers to deliver a course the same way every time.
It saves both time and money
Web-based training translates into significant savings of both time and money. Research has shown that web-based courses can be delivered in about half the time as instructor-led courses, and that people retain the information better, so there is less need for retraining in the future. The course resources can also easily be reused, so running more sessions of a course is simple. In addition, while instructor-led training courses are usually capped at 20 or 25 people, web-based courses can be much larger than that. In the case of massive open online courses (MOOCs), the number of learners is potentially infinite.
But there’s even more to it. Traditional training courses take employees away from their jobs for significant amounts of time. Thus, the real cost of traditional training is much more than most people realize. In addition to paying the instructor and the costs of travel and entertainment, there is also a large cost associated with employees not engaging in revenue-producing work. For example, if your sales team is required to undergo one week of training per year, the real cost of that training also includes the sales they would have made during that week. Web-based training integrates learning into employees’ daily activities, rather than taking employees away from those activities.
It gives learners the opportunity to network
Traditional computer-based training is an isolated activity. Even instructor-led training doesn’t provide much opportunity for learners to interact--often there is so much material to get through that there is no class time left for questions, much less discussions.
But web-based training is excellent for networking. Because the learning takes place online, employees from different departments and different geographical locations can all participate at the same time. Via discussion forums, employees often have the opportunity to interact with experts within, and sometimes outside of, the company using employee training software. The knowledge-sharing aspect of web-based training is one of the aspects that makes it truly unique.
It uses real-world problems and examples
Whereas instructor-led training often involves learning from lectures, web-based training usually focuses on practical applications. Rather than just listening to someone talk about a topic, learners have a chance to apply their new knowledge and practice their new skills by working through case studies and other real-world problems and examples. This experience is invaluable when employees encounter similar problems in the course of their work.
Many companies are nervous about moving to a web-based training format because it is unfamiliar. But the Internet is just as powerful a tool for learning as it is for business. If your company isn’t yet using web-based training, you are missing out on the opportunity to both save time and money and provide better training experiences for your employees.
Different forms of e learning
Web-based learning.
This form of training is accessed via web browsers or through the corporate Intranet. The best part of this training is that, learners can access it at their own pace, within the set time. In addition, they do not need to travel to the training centers to attend the training. The compatibility of web browsers with videos, audios, animation, and other media elements, make it a user-friendly medium to deliver the training. On the flip side, to embrace this learning, the learner needs to meet a certain set of system requirements (additional bandwidth and software).
Computer-based training
It is training accessed offline on computers. This type of interactive training worked wonders before the advent of the Internet. It allows learners learn at their pace and the training progress is tracked by the computer, hence assigning grades instantly. In addition, instructors can also track the training progress. It uses various multimedia elements to engage the learner.
CD-ROM based learning
This is an obsolete training model where the training material was recorded onto compact disks and accessed on the system without Internet connection. Today, eLearning has come a long way from CD-ROM to mobile-based learning. However, a few organizations are still using this outdated form of learning to distribute training material.
Webinars
A webinar is a training or a workshop delivered over the web using videoconferencing software. The best part of this form of training is that, you can host a large group, interact and brainstorm, and share applications and documents with the other participants. In simple terms, it mimics the traditional classroom, where you can interact with the instructor and other learners. You can deliver all kinds of trainings through this form of eLearning. A few of them include product sales training and HR training.
Virtual Classroom
It is an online portal through which learners can attend the training right from the comfort of their own place. This is similar to a traditional classroom, but the instructor and learners’ login from different places, virtually. This uses various synchronous technologies such as web conferencing, video conferencing, etc. to enable global learners attend the training, communicate with each other, and view videos at the same time. Learners do not need to travel to attend the session, thus saving their money and time.
Mobile Learning
Mobile learning is a breakthrough in the e-learning world. In this form of learning, the training material is accessed by learners via mobile devices, anywhere anytime with just a few taps. Now, sales reps are able to go through the training material before meeting customers to refresh product knowledge at their pace. Mobile learning also allows employees collaborate, discuss, and learn with their peers and managers across the globe. Collaborative learning
In this type of training, both the instructor and learners interact and share knowledge, either offline or online. In simple terms, it is a blend of synchronous and asynchronous learning. Employees can gain knowledge and acquire new skills by interactions and employees who could not make it to the online session can participate in online forums, live chats, instant messaging, and use message boards.
Video-based Learning
In this mode, training is imparted to end-users via engaging videos. This is ideal to grab the attention of unmotivated learners. Basically, videos with less content and more images glue the audience to their seats throughout the training. This video-based training material can be accessed round the clock from anywhere, thus allowing learners watch the video as many times as they want and learn at their own pace. A plethora of studies has proven that 80% of people grasp things by seeing them. In fact, it gives a feel of someone guiding the learners. This medium is interactive, engaging, and yields positive learning outcomes.
Custom ELearning
In this form of e-learning, you can develop courses to suit your content and business requirements. You do not need any license, access the courses with limited system requirements, and gain personalized learning experiences. In simple words, custom e-learning courses are not generic; rather they deliver what learners expect. This addresses the organization’s goals and delivers content you want your learners to assimilate and retain.
Off the shell elearning
This comprises training material that is already developed and ready to be used by the end-users. The best part of catalog eLearning courses is that, they fulfill the urgent training requirement, deliver content in multiple languages, and are cost-effective to train small departments.
e-Learning is a computer network-facilitated training format independent from spatial and temporal limits. The program utilizing effective and optimal knowledge acquisition and learning methods integrates educational materials, learning resources, tutor-student communication, and computerised interactive software into a unified framework system accessible for learners.
The components of the e-Learning process
e-Learning texts
Traditional paper based educational materials are not ideal for continuous further training since the printing and selling of the given text is time consuming and the respective knowledge can become obsolete by the time it reaches the students. Off-line technology based information carriers have similar limitations as an educational material stored on a CD-ROM cannot be modified after completion. New information can only be conveyed by making a new CD, which is faster than book printing, but its dissemination is expensive and requires considerable time.
The emergence of the Internet and the increasing prevalence of electronic network applications contribute to the fulfilment of the technological and methodological needs of distance education.
Framework systems and instruction software
Electronic learning environments require the application of software and server making the transmission and registration of the given text possible. Let’s explain the respective concepts!
The e-Learning framework system is a computerised software facilitating the performance and organisation of personalized learning efforts via local and global services integrated into a computerised network. Framework systems provide help in the dissemination of the educational materials, the management of the students and the learning process and the fulfilment of support and complementary tasks.
Actors in the e-Learning process
Apart from the most essential component, the learner, comprehensive e-Learning schemes include:
System managers – responsible for the operation and maintenance of the e-Learning infrastructure
Instructional administrators  – responsible for the continuous monitoring of the instruction process, the enrolment of students, the compilation of training programs, and the identification of new training needs 
Instructors – responsible for the handling of problems, questions pertaining to students, the compilation and updating of the content of educational materials.
Text developers – responsible for the conversion of traditional texts into electronic educational materials and the respective maintenance tasks.
The components of e-Learning
One of the most important functions of standardisation is the facilitation of harmonius cooperation of the components of Internet-based instruction schemes. The components are not necessarily provided by one firm, and it is possible that an e-Learning program integrates the products of various firms. In this case the smooth communication and data exchange between the elements are assured by standards. Standards are regulations entailing rationalization, quality assurance, safety, environmental protection, and communication development requirements in the field of industry, technology, science, and public administration.
The most important components or e-Learning schemes are:
Learning Management System. This system provides the instruction surface indispensable for Internet-based education.
Text. CBT instruction unit whose structure and components are regulated by standards. 
Meta data. Data facilitating data base search.
Author software. It is responsible for the production of educational materials, the sequencing of components according to standardized patterns, and the grouping of components optimalising the learning process. Author software can inlude integrated test preparation components.
General components
a) Browser. It allows anytime, anywhere access to the learning material.
b) Connection point. Learning management systems have connection points facilitating data exchange and the data processing with other systems, the web page of a different service provider, and with another data base or ERP system.

USE OF DRUGS AND INTOXICANTS AMONG STUDENTS

INTRODUCTION
Use of drugs and intoxicants among students are important problems that affect school-age youth at earlier ages than in the past. Young people frequently begin to experiment with alcohol, tobacco, and other drugs during the middle school years, with a smaller number starting during elementary school. By the time students are in high school, rates of substance use are remarkably high. According to national survey data, about one in three twelfth graders reports being drunk or binge drinking (i.e., five or more drinks in a row) in the past thirty days; furthermore, almost half of high school students report ever using marijuana and more than one-fourth report using marijuana in the past thirty days. Marijuana is the most commonly used illicit drug.

What is drug abuse?
Clinically known as substance use disorder, drug abuse or addiction is caused by the habitual taking of addictive substances. Drugs include alcohol, marijuana, hallucinogens and opioids. Substance use disorder is a disease, causing people to compulsively use drugs despite


EFFECTS OF DRUG ABUSE AND ADDICTION

Drugs are chemicals that affect the body and brain. Different drugs can have different effects. Some effects of drugs include health consequences that are long-lasting and permanent. They can even continue after a person has stopped taking the substance.

There are a few ways a person can take drugs, including injection, inhalation and ingestion. The effects of the drug on the body can depend on how the drug is delivered. For example, the injection of drugs directly into the bloodstream has an immediate impact, while ingestion has a delayed effect. But all misused drugs affect the brain. They cause large amounts of dopamine, a neurotransmitter that helps regulate our emotions, motivation and feelings of pleasure, to flood the brain and produce a “high.” Eventually, drugs can change how the brain works and interfere with a person’s ability to make choices, leading to intense cravings and compulsive drug use. Over time, this behavior can turn into a substance dependency, or drug addiction.l. They can impact almost every organ in the human body.Drug addiction can lead to a range of both short-term and long-term mental and physical health problems.



*A weakened immune system, increasing the risk of illness and infection
*Heart conditions ranging from abnormal heart rates to heart attacks and collapsed veins and blood vessel infections from injected drugs
*Nausea and abdominal pain, which can also lead to changes in appetite and weight loss
*Increased strain on the liver, which puts the person at risk of significant liver damage or liver failure
*Seizures, stroke, mental confusion and brain damage, lung disease
*Problems with memory, attention and decision-making, which make daily living more difficult
*Global effects of drugs on the body, such as breast development in men and increases in body temperature, which can lead to other health problems
Other life-changing complication
Dependene on drugs can create a number of dangerous and damaging complications, including:
*Accidents. People who are addicted to drugs are more likely to drive or do other dangerous activities while under the influence.
*Suicide. People who are addicted to drugs die by suicide more often than people who aren't addicted.
*Family problems. Behavioral changes may cause marital or family conflict and custody issues.
*Work issues. Drug use can cause declining performance at work, absenteeism and eventual loss of employment.
*Problems at school. Drug use can negatively affect academic performance and motivation to excel in school.
*Legal issues. Legal problems are common for drug users and can stem from buying or possessing illegal drugs, stealing to support the drug addiction, driving while under the influence of drugs or alcohol, or disputes over child custody.
*Financial problems. Spending money to support drug use takes away money from other needs, could lead to debt, and can lead to illegal or unethical behaviors.


Why Do Teens Use Drugs?
There are many different possible causes of teen drug use. Many are reacting to peer pressure and believe that turning to drugs and alcohol is how to become popular in high school. Some use drugs to self-medicate from painful feelings.

Some teens even turn to “study aid” drugs like Adderall or Ritalin, because they believe these substances will boost their academic performance. High school is often the first time that kids encounter illicit substances, and their curiosity often gets the better of them.

1 Peer Pressure
Peer pressure is influence from the people in one’s social group or setting. Not all peer pressure is bad, though. This influence can cause people to act more responsibly or join a sports team, for example. However, usually, when peer pressure is discussed, it is negative and often is tied to bullying.

Teens face an overwhelming amount of peer pressure in high school, from their classmates and friends. Peer pressure during adolescence often involves risky behaviors, such as trying drugs or alcohol. Teenagers may feel as though they need to give in to this pressure to fit in socially.

2 Academic Pressure
High school is an exceptionally busy and stressful period of life, and academic pressure in high school is very high. Students face harder classes and are gearing up to go to college or start a career. The pressure to get good grades, do well on entrance exams and succeed in extracurricular activities comes from both parents and teachers.

Overwhelmed by homework and studying, teens sometimes turn to performance-enhancing drugs to boost their energy and concentration. They might also take drugs to help them sleep better under stress. Taken without a prescription, these drugs can become addictive and can cause dangerous health effects.
3 Boredom
 One of the most common reasons that teenagers begin experimenting with drugs and alcohol.  They see drugs and alcohol as a pass time to be explored. Try to giving students more responsibilities or extra - curricular activities to get involved.
4 A bonding experience
Many teenagers usually around freshman year in high school are shy and have trouble making friends. We turn to drugs and alcohol to help us feel morw confident.
5 Depression
Some teens turn to drugs and alcohol as a form of escapism. When they are sad or depressed they see these substances as a way to self- medicate.
6 Curiosity
Curiosity is a natural of life and teenagers are not immune to the urge. Many teens begin experiencing with drugs and alcohol simply because they are curious and want to know what it feels like.
7 Weight loss
Female teenagers often turn to harder drugs such as cocaine for a quick way to lose weight. During high school especially young girls become more body conscious

8 Stress
During high school many teenagers are overly stressed with a packed schedule of advanced classes and extracurriculat activities. A lack of coping skills can lead them to seek out an artificial method of coping with stress. They then turn to drugs such as marijuana in order to relax.
9 Low self esteem
In teenagers, especially between the ages of fourteen and sixteen low self esteem due to physical appearance or lack of friends can lead to self destructive behaviour. The media bullied and often family put pressure on teenagers to act and look a certain way and they lose confidence in themselves if they do not meet those high standards. Drugs and alcohol seems like an easy way to escape they reality.
10 Enhanced experience
Drugs and alcohol ate often used to enhance certain experiences. Cocaine are commonly used to enhance energy and focus when they feel like they can't do something on their own and need a little help. Marijuana and alcohol are often used to relax and be more comfortable in social situation.
11 Now or Never
Teenagers often feel social imperatile to experiment and experience all that we can while they are still going. They feel like it is a now or never situation. They have to try drugs now before they become adults and have responsibilities. They feel like if they do not try it now they will be missing out.
12 Genetic
If there is a family history of drug addiction or alcoholism, teenagers may be genetically predisposed to experiment with drugs and alcohol and become addicted.

Preventing drug misuse in children and teenagers Take these steps to help prevent drug misuse in your children and teenagers:

*Talk to the children about the risks of drug use and misuse.
* Be a good listener when your children talk about peer pressure, and be supportive of their efforts to resist it.
*Set a good example.  Don't misuse alcohol or addictive drugs. Children of parents who misuse
drugs are at greater risk of drug addiction.
* Help the child to make good choices and good friends.
* provide guidance and clear rules about not using drugs
*Strengthen the bond. Work on your relationship with your children. A strong, stable bond between you and your child will reduce your child's risk of using or misusing drugs
* Learn the facts about the harmful effects of drugs.
* Avoids tv programmes movies and vedio games that glamorize Tobacco, alcohol and drugs.
* Help the child learn the importance of being a responsible individual


Symptoms
Drug addiction symptoms or behaviors include, among others:

*Feeling that you have to use the drug regularly — daily or even several times a day
*Having intense urges for the drug that block out any other thoughts
*Over time, needing more of the drug to get the same effect
*Taking larger amounts of the drug over a longer period of time than you intended
*Making certain that you maintain a supply of the drug
*Spending money on the drug, even though you can't afford it
*Not meeting obligations and work responsibilities, or cutting back on social or recreational activities because of drug use
*Continuing to use the drug, even though you know it's causing problems in your life or causing you physical or psychological harm
*Doing things to get the drug that you normally wouldn't do, such as stealing
*Driving or doing other risky activities when you're under the influence of the drug
*Spending a good deal of time getting the drug, using the drug or recovering from the effects of the drug
Failing in your attempts to stop using the drug

Conclusion
Teenagers might enter high school as children, but they graduate as young adults. This four-year period is transformational — full of growth, hardships and self-discovery. It’s also an experimental time, and for millions of teens, that means trying drugs and alcohol.

The availability of drugs at school is surprisingly high, especially in high school. Sadly, some teens using drugs will suffer serious consequences as a result of their substance use.
Declining grades, lack of interest in school subjects, lack of interest in a future career, absenteeism from school and other activities, and increased potential for dropping out of school completely are all major problems associated with adolescent substance abuse in this nation.
Most people are aware of the many health problems that can be caused by drug use. Though some individuals can get by with occasional substance use, every intoxicant has side effects and most are addictive in some form or another. Many also carry the risk of potentially deadly overdose, the risk of which can be increased by lack of experience and a low tolerance to the drug.

Which side effects, short-term and long-term, will arise during drug use depends largely on the type of drug. Many substances, including prescription medications, carry a minor risk of severe side effects emerging during their first use. These can include allergic reactions or psychological reactions such as panic attacks, hallucinations, and psychosis (loss of connection to reality). Some people are naturally more sensitive to intoxicants and therefore are more likely to experience rare side effects and/or overdose.


1. https://www.samhsa.gov/data/sites/default/files/NSDUH-FFR1-2015/NSDUH-FFR1-2015/NSDUH-FFR1-2015.htm
2. https://WWW.mayoclini.org.

What are the Educational Implications of “Bhagavad Gita”

We may derive the true meaning of education through the virtuous knowledge (Satwika Gyan) as emphasized by Krishna (18:20). Virtuous knowledge is that through which we perceive unity in diversity and sense the Brahma (i.e., God or Parmeshwar) in all the creatures on this earth.

i. To develop virtuous knowledge.

ii. To develop and effect sublimation of personality.

iii. To co-ordinate between the individual and social aim.

iv. To develop the inner consciousness.

v. To develop intellectual and logical ability.

vi. To establish the importance of duty in life.

Now we shall understand how Gita refers to the above ideal education.

I. To develop virtuous knowledge:

Our students, like all of suffer from ignorance of virtuous knowledge. In Gita Krishna remark Arjun’s ignorance and motivates him towards performing his duty. From this position we may take up the idea that the ideal of education should be to remove ignorance and to provide the virtuous knowledge

II. To develop and effect sublimation of personality:

Everyone’s personality is equipped with evil (Asuri) and virtuous (Daivi-godly) traits. In other words, Kauravas (Asuri) and Pandavas (the virtuous) exist in each of us.

Krishna awakens in Arjun the virtuous powers inherent in him and motivates him towards the right path. This is exactly what a Guru should do for his disciple. Thus the ideal of education should be to develop and sublimate the personality of the student.

III. To co-ordinate between the individual and social aim:

In the battle-field Arjun is lost between his individual freedom and the social responsibility. His individual freedom was to fight or not to fight.

The social responsibility warranted his participation in the battle for punishing the evil-doers for establishing peace in the land. Krishna impresses upon him to sacrifice his individual freedom and take up the Gandeev for annihilating the wicked persons and their allies.

Thus we may say that according to Gita ‘one of the chief ideals of education should be to affect a co-ordination between the individual and social aspects of things.

IV. To develop the inner consciousness:

Arjun desires to keep himself away from the ghastly battlefield. Krishna does not want to force him against his will. Instead, he (Krishna) takes recourse to logical reasoning’s and tries to convince Arjun about his sacred self- duty (Swadharma).

Ultimately, on his own, Arjun decides to fight against his opponents. Thus Krishna, his Guru and Friend, succeeds in awakening the inner consciousness (Anthahakaran). This is exactly the ideal that we should follow in the field of education.

V. To develop intellectual and logical ability:

Arjun expresses his doubt regarding the utility of battle. His doubt is at the root of preaching’s of Gita. Krishna employs his intellectual and logical ability for removing Arjun’s doubt.

Thus the main purpose of the philosophy of Gita is to develop the intellectual and logical ability of Arjun (the common man) in order that he may be able to take his own decision in the face of alternatives this should be our ideal of education also.

Vi. To establish the importance of duty:

One can be happy only by establishing a balance between one’s rights and duties. Krishna tells Arjun that nothing is greater than performance of one’s duty (Swadharma-palan). It is very necessary to emphasize this viewpoint before the students of these days. If our students develop this attitude towards life, then this very earth will become a Heaven.