Always Learn!

It is a wellknown fact that women in India are the victims of various multi dimensional problems and also the most vulnerable group because of the social structure and at present scenario there is an urgent need for concrete efforts. Indian women has been one of the major impediments in the way of womens empowerments. Illiteracy and semi- Illiteracy keep women in perpetual state of assettleness. Even for effective implementation of innumerable development programmes sponsored by the government and non-government sector the educated women in the work force are a must.

India has a high number of highly disciplined educated and professionally competent pool of women and has a law of universal primary education, if focus is given to higher education especially of women will surely give India a bright future. An educational institution has to face global competitions and inter national collaborations.

Education should look into physical, mental, intellectual, emotional spiritual values for growth and development. Though the primary stakeholders are teachers and students, there is an influence on them from the secondary stakeholders they are parents, society, management, government, employers etc

Three important aspects in the quality enhancement of education for women is

1. Confirm to requirements

2. Requirements keep on increasing

3. Quality enhancement is continuous

The education should focus to raise consciousness, motivate, articulate and make women self-reliant to participate. For effective educational work, the teacher and learner should be involved in policy planning and effective execution of development. Gender blindness of most of the decision-making institutions and professional bodies demand intervention, without adequate teaching material has caused lot of inconveniences to teachers and students.

Teachers accompanying learners in their growth and development:

The art and science of teaching should include a worldview and vision of the ideal human person to be educated. The teacher’s primary role to facilitate the growing relationship of the learner to truth, particularly in the matter of the subject being studied. The teacher creates the conditions, lays the foundations and provides the opportunities for the continual interplay of the students’ experience, reflection and action to occur.

A challenge to a teacher is to formulate questions that will broaden students’ awareness and impel them to consider view –points of others. To make teaching learner centered the learning process must include a pre-learning element, that of context, and a post learning element, that of evaluation. Personal knowledge and care of the student by the teacher is equally important as it is the hallmark of good education. A conducive environment and commitment to values, from the learner’s point of view- readiness to learn and readiness to grow should be taken into consideration.

Learning experience should be the development of the more complex learning skills of understanding, application, analysis, synthesis, and evaluation.

Reflection is the process where by the learner makes he learning experiences her own, gets the meaning of the learning experience for self and for others. A thoughtful reconsideration of some subject matter, experience, idea, purpose reaction, in order to grasp its significance more fully is essential.

If learning were to stop at experience, it would not be integral for it would lack the component of reflection where in the learner are impelled to consider the human meaning and significance of what they study and to integrate that meaning as responsible learners who grow as persons of competence, conscience and compassion.

The term action refers to internal human growth based upon experience that has been reflected upon as well as its manifestation externally. Involving interiorized choices and choices externally manifested. The student’s attitude, priorities, commitments, habits, values, ideals, internal human growth flowing out into action for others is most essential.

Periodic evaluation of a student’s growth in attitudes, priorities and actions consistent with being a person for others is essential.

Thus to conclude the basic elements of cooperative learning are:

·        Positive interdependence

·        Face to face interaction

·        Individual accountability

·        Interpersonal and small group skills

·        Group processing