It is said that values are not taught but caught; however, unless the students are educated with reference to the value-based content, they will not be able to choose the right from the wrong. With the overflow of information and knowledge explosion, the present generation will find it tough to handle situations and will always be at crossroads.

In order to stress on Indian context, the ancient goals of education have been included in this booklet, as, purusharthas are the base for values in our society. The book is an attempt to bring out the concept of values as a way of life and highlights the strategies for building a sound value system in our children. Click Here for Index

The onus of Quality enhancement is on every individual and is not just the responsibility of few. Assessment and accreditation are definite indicators of quality in development of Higher Education. National Assessment and Accreditation Council (NAAC), Bangalore through its vision statement and varied initiatives is constantly striving to make Quality the defining element of higher education in India.

The book is an outcome of a National seminar organised on 'Benchmarking for Excellence in Higher Education' by HJCE on 29th March, 2014. The seminar provided a platform for knowledgeable sharing and conceptualizing of the thoughts of one and all on benchmarking for excellence in higher education.

In order to record and disseminate the diverse thoughts shared by scholars and stalwarts in the arena of education, the college collated the reviewed papers into a book. The papers so produced in this book are the personal opinions of the authors and they have been printed verbatim in this book. This book serves as a guide to institutions to enable them to put their best foot forward in the process of making excellence a continuous pursuit and a reality. Click Here for Index

Women empowerment depends on a women’s level of education, work participation and exposure to mass media. Investment in women’s education results in improved status through better economic prospects, greater decision-making autonomy, control over resources, exposure to the modem world, effective communication, self-reliance and reduced restrictions on physical mobility. Hence there is no denying the fact that education plays a vital role in ameliorating the status of women.

HJCE organized a Two day UGC sponsored National Seminar in August, 2015 on the theme 'Women Empowerment: A Global Concern and challenges for Stakeholders' in collaboration with United Nations Population Fund (UNFA) for the same.

Experts and research scholars presented their perspectives on varied dimensions of women empowerment. The book is an outcome of the seminar and it is expected to serve as a guide to several personnel like future teachers, teacher educators, heads of institutions & principals to implement the ideas of women empowerment at different local and global levels.

The book provides insights on how women empowerment can help to improve overall development of women by reducing the inequalities and atrocities meted out to them.

The mater produced in this book is the personal opinions of the authors and it has been printed verbatim. Click Here for Index

The book is an outcome of a One Day Pre-conference seminar and three days UGC sponsored National Workshop on the theme “ICT-Transforming Education’ and ‘Promoting Collaborative Learning: Changing Paradigm using e-Resources’ respectively organized in April 2015 by Hansraj Jivandas College of Education.

The focus of the book is on exploring, identifying, and synergizing innovative approaches for harnessing the potential of ICT to increase the reach and quality of education.


The book provides insights on the use of e-Resources for promoting collaborative learning and integrating e-Resources in the teaching learning process. The book also has lesson plans showing the integration of e-Resources in teaching learning for promoting collaborative learning.

The papers and lesson plans so produced in this book are the personal opinions of the authors and are printed verbatim in this book. Click Here for Index

The teacher of 21st century needs to be proactive in developing in the future citizen an attitude of 'Learning to be and Learning to live together'. Researches have shown that Cooperative Learning Strategy(CLS)does provide a forum to teach children how to socialize in appropriate ways along with optimizing their learning. However, some methods of Cooperative Learning as a conceptual model alone can be difficult to understand and complicated to implement. Hence, teachers require systematic training and instruction in the various methods of Cooperative Learning as well as consistent practice and effort to implement CLS successfully. With this premise, the book describes the process of designing Training Package based on CLS. The book provides in depth information about theoretical background and varied methods of CLS, planning and implementation of CLS in different secondary subjects. The book is also visualized to be used as a guide for training teachers and implementing CLS in various educational setups. Researchers, educationists at different levels of education, trainers and educational consultants are the intended target audience for this book.

The book discusses the various aspects of cultural competence and its importance for multicultural education. Education is not just about imparting knowledge, conducting examinations and evaluation, but it is an important investment in the young and the future. What is taught in schools will make sense only when it is considered in the broader context of what society intends to accomplish. Thus, we need to nurture these young ones in the schools not only for the academic achievement but also to become responsible citizens of a secular and egalitarian society.

Teachers are seen as important agents of change and, as a result, effective teacher training programs and multicultural strategies are essential to make it happen. The classrooms of today have heterogeneous population like students doming from different bullies, regions, religion, gender and social status, and they speak different language. Teachers multicultural attitudes, beliefs and actions have a powerful effect on their students. Hence the author has also focused on strategies for enhancing the cultural competence of the teachers.

The cultural competency training will help the teachers to enhance their awareness, knowledge, and skills thereby to facilitate belter instructions in the classroom.

Every subject has its own unique purpose and outcome. Language acquisition and language learning are two different aspects to be considered in language instruction. The book focuses on the purpose of language instruction as well as the various perspectives that provide deeper understanding of language. The take of the Indian government policies on the significance of English in the curriculum and the usefulness of the language to the holistic development of the learner are included in the book.

The book provides insights into the psychological perspectives of language instruction as well as provides the principles on which the teaching and learning of the language ought to take place. It encompasses the various socio-cultural perspectives of language development and language acquisition in a multilingual and multicultural context of India.

The book throws light on the challenges faced by language teachers as well as the need and measures for developing professional competence of English teachers. Language instruction necessitates the use of teaching learning resources. While the teaching aids and resources used in the earlier times are useful even today, the world over has moved on to using technology enhanced resources.

The book highlights the ways to harness all these resources-to provide meaningful, purposeful and contemporary language pedagogies. It also includes the ways in which different forms of social media can be harnessed for language instruction. Library as an ever significant resource for language development also finds its place in the book. The contents of the book make it a very relevant textbook as well as reference book for the syllabus of English Pedagogy.

Teaching of English would need pedagogies and approaches that are different from those of other subjects. The approaches have been developed on the basis of sound psychological theories. The book gives an account of the major psychological theories that contribute to teaching and learning in general as well as their implications to language instruction.

The book has a chapter dedicated to Indian authors. Many Indian authors have contributed to the way we look at Indian writings in English. Their literature is related predominantly to India and its social structure, ideologies, culture and idiosyncrasies.

Language instruction should primarily aim at developing the four skills namely Listening, Speaking, Reading and Writing, The book highlights the significance of developing the four skills in the learners of English language as well as guides teachers in strategies to develop the four skills. Besides, the book also elaborates the strategies to teach appreciation lessons, prose, poetry, vocabulary, grammar and composition. The strategies are explained in a lucid manner to enable effective implementation by the future teachers of the language.

Teaching and Learning is incomplete without assessment. Newer trends of assessment have made their way into education. Assessing the four skills is imperative to plan language remedial programmes. Contemporary strategies of assessment for language acquisition in learners and for assessing grammar and vocabulary are also highlighted in the book. Information and Communication Technology (ICT)has influenced every facet of education. The book brings to light the various ways in which ICT can be used to assess the extent of language acquisition in learners.

Finally, the book details the characteristics of a good, text book that serves as a guide to a language teacher. The contents of the book are presented in a very comprehensible manner and will provide the learner with the essential matter to deal with the syllabus of English pedagogy with ease.

The text presents a compelling argument that Problem Based Learning (PBL) significantly outperforms traditional teaching methods in fostering metacognitive awareness and boosting overall academic achievement. By addressing critical skills such as information management—where learners effectively organize and focus on complex data—and the regulation of cognition, which involves developing self-monitoring and goal-setting abilities, the book highlights the transformative potential of this approach. Furthermore, it emphasizes experiential learning as a vital bridge between educational theory and classroom practice, empowering future teachers to become "reflective practitioners". Ultimately, the work serves as a practical guide for teacher education colleges to institutionalize PBL, facilitating a shift toward a more holistic, self-directed learning environment.

The book provides a practical framework for managers, principals, and teachers, emphasizing the "pious duties" educators have toward students and society. Key Themes: It covers in-service training, professional development, and performance appraisal for teachers, aiming to reduce wastage in time and manpower through efficient leadership and collaborative work cultures. It is primarily designed for student teachers, educational administrators, and scholars interested in the intersection of HR management and the education sector.