Industrial Training Report, Presentation & Viva Voce for students of School

Of Management,
SUBMITTED TO
AP Goyal Shimla University,
(HP)
Submitted in partial fulfillment of the
Requirements for the award of

DEGREE OF MASTER OF BUSINESS ADMINISTRATION

(MBA)

SUBMITTED BY UNDER THE SUPERVISION OF

GHANSHYAM MS. SAI VANDANA
ENROLLMENT NO.16001096 TEACHER OF MBA DEPARTMENT

AP GOYAL SHIMLA UNIVERSITY (HP)

 CERTIFICATE-I

This is to certify that the project entitled ............................................................. has been submitted
to department of Business Management, A P GOYAL SHIMLA UNIVERSITY
BY....................................

In partial fulfilment of the requirements for the degree of Master of Business Administration of
this university. To best of my knowledge no part of this project has been submitted for any degree
or diploma anywhere elsewhere and the help received during this course of investigation and
courses of literature and sources of literature have been duly acknowledged.

Place:

Dated: Project
Advisor
 Certificate II

This is to certify that the project entitled.................................................. Has been, submitted to

Department of Business Management, A P GOYAL SHIMLA UNIVERSITY
BY....................................

In partial fulfilment of the requirements for the degree of Master of Business Administration of
this university. The project has been approved by the Examination Committee after conducting an
oral examination in collaboration with external examiner.

........................ ..................................

(Project advisor) (External Examiner)

.................................
 DECLARATION

I, ___________, Enroll no. ____________, student of MBA of School of Business, AP Goyal

Shimla University, Shimla, hereby declare that the research report on
_________________________ is an original and authenticated work done by me.

I further declare that it has not been submitted elsewhere by any other person in any of the institutes
for the award of any degree or diploma.

Signature

Student Name
 ACKNOWLEDGEMENT

This project has been made possible through the efforts, support and co-operation of various
persons to whom I would like to express my appreciation and gratitude.

First and foremost, it gives me immense pleasure to express my sincere gratitude to Mr. /Mrs. /Ms.
__Vikash Maria_________ whose sincere support has enabled me at each and every step and their
experience has always given me the right direction to achieve my goals.

I will have burden on my heart if I do not express my sincere thanks to staff members of __Sapna
Kumari__________ for his untiring help rendered during the study from time to time. I am also
thankful to him for his valuable advice and sincere guidance during the research report.
 CONTENTS: FOR INTERNSHIP REPORT

CHAPTER 1 INTRODUCTION

1.1 INTRODUCTION TO INDUSTRY

1.2 INTRODUCTION TO COMPANY
1.3 INTRODUCTION TO TOPIC

CHAPTER 2 NEED & OBJECTIVE

2.1 NEED OF STUDY

2.2 OBJECTIVES OF THE STUDY

CHAPTER 3 RESEARCH METHODLOGY

3.1 SAMPLING
3.2 DATA COLLECTION
3.3 LIMITATIONS OF THE STUDY

CHAPTER 4 DATA ANALYSIS AND INTERPRETATION

CHAPTER 5 FINDING
CHAPTER 6 CONCULSIONS AND SUGGESTIONS

6.1 CONCLUSION
6.2 SUGGESTIONS
REFERENCE
ANNEXURE
 1.1 Introduction to Industry

Education is the process of facilitating learning, or the acquisition of knowledge, skills,

values, beliefs, and habits. Educational methods include storytelling, discussion, teaching,
training, and directed research. Education frequently takes place under the guidance of
educators, but learners may also educate themselves. Education can take place in formal or
informal settings and any experience that has a formative effect on the way one thinks, feels,
or acts may be considered educational. The methodology of teaching is called pedagogy.
Education is commonly divided formally into such stages as preschool or kindergarten,
primary school, secondary school and then college, university, or apprenticeship. A right to
education has been recognized by some governments and the United Nations. In most
regions, education is compulsory up to a certain age.

Our goal of bringing people of the world closer together is what motivates both our national
and regional offices on a daily basis. Students are also invited to go outbound to learn and
study in different countries. Educare offers many different types of international school
integration programs to fit your personal needs.

Educare has committed itself to the belief that we can and must provide qualitative programs
to our students, families and schools. We are dedicated to providing training and knowledge
so that everyone involved in the Study program will be able to fully appreciate the value of
the cultural exchange.

About Space Olympiad

E very one admire at space, some people work for it and only few people achieve it. This
space Olympiad aims make the people who admire at the space to achieve it.

The main objective of space Olympiad is to create awareness among youngsters of our
nation about space technology. Our vision is to empower and skill individual so that anyone
can learn, engage and experiment.

About Space Development Nexus - SDNx

Space Development Nexus (SDNx) is a global cooperative that knows no borders to expand
Human existence beyond the Earth. It is a calling to likeminded individuals to get involved
in the peaceful and endless existence of man. SDNx was founded by Sanjay Rather desire
for radical change to humanity.We want students to develop interests and be a part of
space initiative in various ways such as student ambassadors volunteers and team members
working with us towards making our goal successful .For a student it is the first step to
becoming the next Abdul Kalam in the space age.

International Space Olympiad (ISO) is an international level Quiz competition on space

science and technology for students of Grades 5-12 and is organized by Edu Mithra Intellectual
services Pvt. Ltd., every year with a mission to attract and encourage talents in the fields of space
science and technology and enhance the aptitude of children in space science

Competition structure

The International Space Olympiad starts with the school level competitions is followed by and
the Zonal, National and the International Levels. On every level students compete to qualify for
the next level and based on merits of performance, students are shortlisted to participate in the
next level. Each level consists of written and audio visual rounds of quiz and the champions are
selected from the international level of ISO.

International Space Olympiad 2014-15

The first ISO was conducted in 2015. The final international level was organized at Kerala State
Science and Technology Museum and Priyadarshini Planetarium, Trivandrum, Kerala, India on
14 June 2015. Biyon Sony Joseph of Loyola School, Kerala, Varna Jose of St Marys Convent
School, Kerala, Aaron John Sabu of St Thomas Central School, Kerala were awarded the first,
second and third prizes respectively. The event constituted of the audio visual and written rounds
of quiz in the morning session handled by Prof. Anand Narayan, Professor of Indian Institute of
Space Science and Technology, Trivandrum, Kerala, India. The afternoon session was an
interactive and seminar session by Padma Shri M. Chandradathan, the former Director of Vikram
Sarabhai Space Center, Trivandrum, Kerala, India. He also awarded the prize to the winners and
certificate of participation to all the participants.
 1.2 Introduction to Company

EduCARE India- stands for 'Education & Community Applied Research Establishment in
India', a community welfare and development institutional organization set up in 1994, and based
in Mohali, Chandigarh, with B.S. Bhullar, as its Chief Project Director.

Over the years it has been working with educational institutions and various departments of the
universities such as Punjab University, Chandigarh and Central University of Himachal Pradesh
[3]
to conduct seminars, conferences, educational and career fairs, exhibitions and an international
internship and exchange program along with AIESEC.

Area of work

EduCARE India develops new concepts and strategies in the field of community education,
sustainable development and welfare in India.

The focus areas of work includes marginalized community empowerment, women's education
and empowerment, sustainable social microfinance, rural waste management, renewable
energies, organic farming, forestation and wildlife conservation.

Organization

EduCARE India, is an autonomous NGO and a not-for-profit Community Benefit Organization

registered under Indian Societies Registration Act XXI of 1860, with its headquarters in
Chandigarh - Mohali. It also has an associate overseas office in Germany. The current projects
are active in the states of Himachal Pradesh, Punjab and Rajasthan. EduCARE India has also
announced to set up its South India operations in Bangalore in late 2014.

Project Global PEACE

Its Project Global PEACE (Global Perspectives through Education & Cultural Exchange)
engages volunteers from foreign countries for international internship in India through its
international internship programmer in India to promote peace, global citizenship and global
perspectives in Indian students and youth. International internship in India

India' and 'Experience India' are two popular and successful international internship and
volunteering programmes developed and run by EduCARE India since 2005.
 1.3 Introduction to Topic

MT Educare Limited is an education service company providing education support and coaching
services. The Company operates through conducting commercial training, coaching, tutorial
classes and activities incidental and ancillary segment. Its business segments include School
Section, Science Section, Commerce Section/University of Virginia (UVA) and Roommate+. Its
product offerings cater to students, right from standard VII to students appearing for Engineering
and Medical Entrance Exams, exams for Chartered Accountancy course and Master of Business
Administration. The Company, through its Lakshya brand, coaches for the Indian Institutes of
Technology (IIT) preparation. It also operates over 20 Pre-University tie-ups through its Mahesh
PU brand. Roommate+ is an application containing video lectures by faculties available online. It
also operates under brand Mahesh Tutorials brand and has presence in approximately 160
locations across over 10 states and union territories of India.

Essential training made cost-effective and simple

EduCare is a market-leading provider of high-quality, concise and easy-to-use

safeguarding and duty of care e-learning services.

Our leading e-learning service has already helped provide essential duty of care and safeguarding
knowledge to over 4 million people, creating a safer environment for children, young people and
adults at risk. At EduCare we recognise it isnt just about what you learn, its also about how you
learn. We are here to help you get the training you need to know how to react and create a
culture of vigilance within your organisation.

We have created hundreds of simple, clear and concise e-learning courses for a range of
industries from Education and Sports to Health and Dental we can ensure that your staff are
kept up.
About Educare Community Living

Through its residential, training, and support services, ResCare offers RESpect and CARE to
people with physical and mental disabilities. ResCare has residential and nonresidential facilities
in more than 40 states and some international locations. The company operates through four
primary segments: ResCare Home Care Services, ResCare Residential Services, ResCare
Workforce Services, and ResCare Youth Services. The segments provide in-home personal care
and training in social, vocational, and functional skills, as well as counseling and therapy
programs. Additionally, Res-Care runs correctional and care programs for at-risk youth and
assistance for adults. The company is owned by investment firm Onex.

In 2010, Onex issued a share tender offer worth some $545 million to take ResCare private.
Onex already held a 25% stake in the company when it decided to make ResCare a wholly
owned subsidiary.

ResCare's Homecare and Residential segments are two of the largest players in the US special-
needs industry (and the company's biggest business segments). They operate thousands of group
homes for people with intellectual and developmental disabilities, and also provide home care
and pharmacy services to the elderly and developmentally disabled. Historically, community
services bring in 75% of the company's income.

ResCare depends on federal, state, and local government agencies to reimburse it for services
delivered to the disabled through Medicaid programs. Conversely that means that any reductions
in reimbursement rates result in a negative effect on the company's sales. Now that the company
has been taken private, it doesn't have to report where its income comes from, but it's safe to say
that Medicaid and other federal and local government-run programs will continue to be the
company's main source of income for all of ResCare's divisions.

ResCare's Workforce Services provides training and job placement services throughout the
US. It operates roughly 100 career centers in two dozen states to offer vocational assessment,
career counseling, and job search assistance. Its international employment training services
remain a smaller slice of company revenues, but it is seeking to expand that area by building
relationships with local groups in the communities in which they serve.

As an outside, nationally experienced organization, ResCare Workforce Services can serve as a

neutral broker among the various training and service delivery agencies in any given local labor
market. Since it is free from local conflicts of interest, ResCare Workforce Services can work
with all facets of a community's workforce program operations.

The company serves disadvantaged youths at training centers under the federal Job Corps
program through its Youth Services segment. It also helps teens and adults transitioning from
juvenile facilities or welfare into the workforce

ResCare is focused on broadening its range and reach through acquisitions of local and regional
care providers and job training operations. In recent years ResCare has grown by
making acquisitions, primarily in the Community Services segment. One of those
acquisitions was Kelly Home Care Services, a subsidiary of Kelly Services that provides home
care to the elderly and disabled in 18 states.

In 2010 the company reorganized and renamed its operations into its current four operating
segments to focus on its long-term goal of adding services through organic growth and through
acquisitions. It also hopes the change will diversify its revenue stream.
 2.1 NEED OF STUDY

Study skills are not subject specific - they are generic and can be used when studying any area.
You will, of course, need to understand the concepts, theories and ideas surrounding your
specific subject area. To get the most out of your studies, however, you'll want to develop your
study skills. Education is about teaching and learning skills and knowledge. Education also
means helping people to learn how to do things and encouraging them to think about what they
learn. It is also important for educators to teach ways to find and use information.

Quality Early Childhood Education

What you want to see: What you dont want to see:

Educated, attentive, and engaged teachers Inattentive, overwhelmed, or unengaged staff

and staff
Teachers with specific training in early
childhood education.
No more than 26 children in a room.
Unengaged teachers sitting on the side not
participating with children.
Shouting, swearing, or other displays of
hostile discipline.

Teacher-to-child ratios of no less than 1:10 Children crying without being soothed and
for 3 6 year olds. supported.

Teachers who crouch to eye level to speak to Teachers speaking to children only to control
children. or direct behaviour.

Teachers who hold, cuddle, show affection, Teachers who are unresponsive to childrens
and speak directly to children needs or attempts to communicate.

Families and teachers exchanging information Children being asked closed-ended (Yes or
about the childs development and learning No) questions instead of how and why
progress. questions.
A safe, healthy, and child-friendly
environment
A centre well-equipped with sufficient and
appropriate materials and resources.
A centre where materials and activities are
organized logically and placed at eye level for
the children.
Materials and toys accessible to children in an
orderly display.
A centre that encourages safe, outdoor play.
Frequent hand-washing by children and
adults.
Visitors welcomed appropriately
Stimulating activities and appropriately
structured routines
Children receiving a variety of stimuli in their
daily routine using indoor and outdoor spaces
and age-appropriate language, literacy,
numeracy, science, art, music, movement, and
dramatic play experiences.
Children participating with teachers and each
other in individual, small-group, and large-
group activities.
Children who are engaged in their activities.
Children who are allowed to play
independently.
An unsafe, unhealthy, or uninspiring
environment
Small, cramped centre or home without
designated appropriate spaces.
A centre or home that smells or looks unclean,
or has visible safety risks.
Use of television or video to occupy children.
Children easily distracted or frightened by
visiting strangers.
Insufficient, damaged, or inappropriate
materials or resources.
Activities and routines that are chaotic or
inflexible
Children wandering aimlessly, or left
unsupervised, or displaying unchecked
aggression.
Children spending a lot of time waiting for
turns or standing in lines.
Children expected to sit at tables or perform
highly structured tasks (worksheets), or other
forms of age-inappropriate expectations.
Lack of childrens self-directed
creative/imaginative play.
Study skills are the skills you need to enable you to study and learn efficiently they are an
important set of transferable life skills.

Our pages provide generic study skills advice appropriate to learners across all disciplines and
in different life circumstances: full and part-time students, those returning to education later in
life, those engaged in professional development and anybody who wants to learn how to learn
effectively.

Key points about study skills:

You will develop your own personal approach to study and learning in a way that
meets your own individual needs. As you develop your study skills you will discover
what works for you, and what doesnt.
Study skills are not subject specific - they are generic and can be used when studying
any area. You will, of course, need to understand the concepts, theories and ideas
surrounding your specific subject area. To get the most out of your studies, however,
youll want to develop your study skills.
You need to practice and develop your study skills. This will increase your awareness
of how you study and youll become more confident. Once mastered, study skills will be
beneficial throughout your life.
Study skills are not just for students. Study skills are transferable - you will take them
with you beyond your education into new contexts. For example, organizational skills,
time management, prioritizing, learning how to analyses, problem solving, and the self-
discipline that is required to remain motivated. Study skills relate closely to the type of
skills that employers look for. (See Transferable Skills and Employability Skills for
more.)

Transferable skills are skills and abilities that are relevant and helpful across different areas of
life: socially, professionally and at school. They are portable skills.

People usually think about their transferable skills when applying for a job or when thinking
about a career change. Employers often look for people who can demonstrate a good set of
transferable skills.

The good news is that you already have transferable skills youve developed such skills and
abilities throughout your life, at school and perhaps at university, at home and in your social life,
as well as through any experience in the work-place.

It is often important that you can identify and give examples of the transferable skills that you
have developed - this will go a long way to persuading prospective employers that you are right
for the job.
Lack of direct experience is not necessarily a barrier to a new job.

You may think that a lack of relevant, industry-specific experience will stop you from getting a
job but this is not always the case. If you are changing careers, have recently graduated, or are
looking for your first job, youll be pleased to learn that employers are often looking for
potential. It is vital, therefore, that you sell your potential by demonstrating the transferable
skills that you have developed already.

Employers are usually looking for abilities and qualities that they recognise to be present in the
most effective employees. These soft skills, such as being able to communicate effectively in a
variety of situations, showing initiative, creativity and integrity, and having a good work attitude,
are valuable across all industries.

Organizations often use some form of psychometric testing in the interview and/or selection
process such tests are designed to assess a candidates personality type, skills, talent, and
ability and measure their potential rather than pure experience. We provide an interpersonal
skills self-assessment that you can use to help you understand your own strengths and
weaknesses.

All skills and abilities can be transferable depending on where they are being transferred to and
from.

When applying for a job you should remember, however, that the type of transferable skills you
highlight in a letter of application or in your CV or rsum should be related to the position for
which you are applying.

You may think it appropriate to list and give examples of transferable skills that are not included
in the following list there are literally thousands of words and phrases that can describe
transferable skills and we include only some of the most common.

Remember that employers will be looking at your potential. There is always an element of risk
when it comes to employing new people so think carefully about the type of skills you wish to
emphasize and pick examples you can demonstrate to minimize the perceived risk of employing
you.
Team Work

Work effectively in a group or team to achieve goals.

In many jobs you will be expected to work as part of a team. Demonstrating your ability to work
with others will help to reassure employees that you will fit in and offer a valuable
contribution.

Think about examples of when you have worked well with others in formal or informal groups to
achieve results. Can you give examples of how, as part of a group, you worked on decision
making and problem solving? Think about how you overcame issues and mention your
successes. Use examples from previous work experience, from education or from being a
member of a social or sports group.

You may find our page Group Roles useful in helping you identify the type of role you are most
likely to adopt when working in a team.

See also our pages on Problem Solving and Decision Making.

Leadership

Show initiative and leadership abilities

You may not be applying for a role that specifically requires leadership ability but you may well
need to be able to demonstrate your capability to lead in certain situations.

There are many skills you need to be an effective leader so think about examples when you have
helped to motivate, take responsibility for and lead others effectively to accomplish objectives
and goals. You should also consider whether you can delegate effectively and whether you are
happy to ask for help when needed. Do you possess a charismatic personality, and what can you
do to become more charismatic and build rapport with others?

Visit our Leadership Skills section and also our further pages on Delegation, Building Rapport
and Charisma.

Personal Motivation, Organisation and Time Management

Manage and prioritise your workload and time effectively

As well as being able to work effectively in a group situation, you are likely to be required to
work alone and take responsibility for your time and work.

It is important to demonstrate to potential employers that you have effective time management
and personal organisational skills. Mention examples in your covering letter, CV, rsum or
during an interview that demonstrate how you have structured and arranged resources to achieve
objectives. Think about how you use time management skills on a daily basis. Can you
demonstrate effective prioritisation of tasks, how do you avoid distractions and meet
deadlines? It may also be useful to think of times when you have been proactive rather than
reactive to situations and workloads.

See our further pages: Self-Motivation and Time Management.

You may also want to think about how you manage personal stress levels, especially when trying
to meet deadlines or balance numerous tasks. Any job can be stressful and, although a certain
amount of stress can be beneficial, too much can be dangerous to you and costly to the
organisation.

Listening

Are you a good listener?

Employers commonly complain about their staffs inability to listen effectively and Richard
Branson rates effective listening as one of the most important skills we can develop.

In many job roles you will be required to understand and process important or complex
information as not listening effectively can lead to potentially costly mistakes,
misunderstandings and lost opportunities.

Most people think that, compared to others, they are better listeners see our page: Listening
Misconceptions for more information. However, most of us can benefit from learning and
practicing effective listening techniques. Spend some time thinking about and learning how to
listen effectively. See our page Active Listening. Can you give examples of when you have
used listening skills effectively?
Employability Skills - Skills You Need for a Job

For many people today, a career for life is no longer an option. Most people will hold jobs with a
variety of employers and move across different employment sectors through their working life.

We all need to be flexible in our working patterns and be prepared to change jobs and/or sectors
if we believe there are better opportunities elsewhere.

In order to be flexible we need a set of 'transferable skills' skills that are not specific to one
particular career path but are generic across all employment sectors.

The Employability Skills Employers are Looking For

Employers are often looking for skills that go beyond qualifications and experience.

While your education and experience may make you eligible to apply for a job, to be successful
in the role you will need to exhibit a mix of skills: employability skills. This means that the
specialist, technical skills associated with different roles may be less important than the 'soft
skills' that can be transferred between different jobs and different employment sectors.

For employers, getting the right people means identifying people with the right skills and
qualities to fulfil the role and contribute to the organisation's success. Candidates may have the
qualifications and 'hard skills' needed to be able to manage the job role but, without a well-honed
set of 'soft skills', employers are less inclined to hire.

What are Employability Skills?

Employability skills are those skills necessary for getting, keeping and being successful in a job.

They are the skills and attitudes that enable employees to get along with their colleagues, to
make critical decisions, solve problems, develop respect and ultimately become strong
ambassadors for the organisation.

Employability or soft skills are the foundation of your career building blocks and they are
frequently referenced in the media as lacking in school-leavers, graduates and those already in
employment. Organizations spend a lot of time and money training staff, not in job specific areas
but in general and basic skills.

In times of high unemployment, employers have more choice of applicants and will favour those
with well-rounded employability skills.
 2.2 OBJECTIVES OF THE STUDY

What Is Education

Education is a process in which and by which the knowledge, characters and behavior of the
human being are shaped and molded. Education is lead to the enlightenment of mankind. Imam
Ghazali said that education is a process which enable an individual to distinguish between the
true and false, the good and bad, the right conduct and the evil doing. Aristotle said a education
is process of creation of sound mind in a sound body. Pestolozi said education is a natural,
progressive and systematic development of all the forces. It distinguishes human being from
other creations. The process of education is not only self- realization of the individual but it is
also to bring into action the potential in man.

Meaning of Education

The "education" has been derived from Latin words "Educare, Education of Educare." Educator"
and Educare" means to train, to bring and to nourish' while educare' `means to lead out', so we
can say that education is to bring up, to developing and shaping up the individual talent and his
inner potentialities.

Man today is at the peak of civilization. It transformed itself from the stone age and cave man to
the position of governing and observing the phenomena in space, hyperspace, and stares and in
the depth of oceans and the earth. Computer revolutionized the human life and world is now just
like a village which is called globalization. It is universal fact that the present century is well
known for scientific discoveries, research and information technology. So in this developing and
progressive period everything is changing and increasing day by day. So education is lifelong
and dynamic process. It begins at birth and continues throughout life. Education is life and all of
the life is education.

Man is like a rough diamond and requires filling and polishing before all his faculties can
function. Education is polishing and filling of human personality, so that it reaches its fullest
development. It enables one to lead a better physical, intellectual and spiritual life, that is why
Thorndike said that education means growth while growth means many sided development thus
it enables a person live hygienically and to earn honest living.

The aim of the work, i.e. the overall purpose of the study, should be clearly and concisely
defined. Aims: Are broad statements of desired outcomes, or the general intentions of the
research, which 'paint a picture' of your research project. Emphasize what is to be accomplished
(not how it is to be accomplished)
he overall study objective is to formulate a broad planning and development framework setting
out guidelines and standards for more effective and comprehensive planning for pedestrians at
different levels of planning, based on which conceptual Pedestrian Plans would be prepared for
application and assessment of broad impacts and implementation mechanisms of the pedestrian
planning proposals.

The primary objective of this study was to determine and compare the extent of vocational
training, satisfaction in employment/careers, and socio-economic improvement of the project-
assisted institute graduates and non-assisted institute graduates. The second objective was to
determine and compare educational development of the project-assisted and non-assisted
institutes as perceived by teachers, administrators, and current students. A final objective was to
identify employers skill requirements for todays work, their use of current technology, and
their planning for perceived future trends.

Purpose of Education

Following are the purposes of education

1. Intellectual development of cultivation of mental facilities is the important purpose of

education because mind is the basis of reality. This facility stress logical thinking,
rational attitude and analytical activities according to this theory balance personality can
be developed through balance intellectual development.
2. Self realization, self knowing, self understanding and self explorations are another core
purpose of this theory in order to maximize positive respects and minimize negative
aspects of their personality, society and nation.
3. Development both mental and physical health is essential purpose of education.
4. Worship is an important value, which brings man close to God.
5. Character is a value of both individual, collective importance, which is necessary for a
just peaceful society.
6. Beauty, enjoyment, appreciation, promotion, creation of beauty in nature and art is
necessary for successful life.
7. Knowledge and skill is important for maintaining life, economic prosperity, social uplift
and political stability.
8. Value inculcation is another main purpose according to this physical, intellectual moral,
spiritual, economic, social and political value can be developed through education.
Aims and objectives

It is often useful to consider your research questions in terms of aim(s) and objectives.

The aim of the work, i.e. the overall purpose of the study, should be clearly and concisely
defined.

Aims:

Are broad statements of desired outcomes, or the general intentions of the research,
which 'paint a picture' of your research project
Emphasize what is to be accomplished (not how it is to be accomplished)
Address the long-term project outcomes, i.e. they should reflect the aspirations and
expectations of the research topic.

Once aims have been established, the next task is to formulate the objectives. Generally, a
project should have no more than two or three aims statements, while it may include a number of
objectives consistent with them.

Objectives are subsidiary to aims and:

Are the steps you are going to take to answer your research questions or a specific list of
tasks needed to accomplish the goals of the project
Emphasize how aims are to be accomplished
Must be highly focused and feasible
Address the more immediate project outcomes
Make accurate use of concepts
Must be sensible and precisely described
Should read as an 'individual' statement to convey your intentions

Here is an example of a project aim and subsidiary objectives:

Aim

To critically assess the collection and disposal operations for bulky household waste in
order to identify factors, which contribute to performance and technical efficiency.

Objectives

To critically assess bulky waste operations by local authorities, including volumes/types

of materials arising and current disposal/recovery routes.
To classify and evaluate the operation of furniture recovery schemes nationally.
To make recommendations to improve the operational effectiveness of, and to maximise
recovery opportunities of bulky waste collection.
Aims and Objectives should:

Be concise and brief.

Be interrelated; the aim is what you want to achieve, and the objective describes how you
are going to achieve that aim.
Be realistic about what you can accomplish in the duration of the project and the other
commitments you have
Provide you and your supervisor(s) with indicators of how you intend to:
.
o approach the literature and theoretical issues related to your project.
o access your chosen subjects, respondents, units, goods or services.
o develop a sampling frame and strategy or a rationale for their selection.
o Develop a strategy and design for data collection and analysis.
o Deal with ethical and practical problems in your research.

Aims and Objectives should not:

Be too vague, ambitious or broad in scope.

Just repeat each other in different terms.
Just be a list of things related to your research topic.
Contradict your methods - i.e. they should not imply methodological goals or standards
of measurement, proof or generalisability of findings that the methods cannot sustain.

At the conclusion of your project you will need to assess whether or not you have met your
objectives and if not, why not. However, you may not always meet your aims in full, since your
research may reveal that your questions were inappropriate, that there are intervening variables
you could not account for or that the circumstances of the study have changed, etc. Whatever the
case, your conclusion will still have to reflect on how well the research design, which was guided
by your objectives has contributed to addressing your aims.
 3.1 Sampling

3.1Sampling

In statistics, quality assurance, and survey methodology, sampling is concerned with the
selection of a subset of individuals from within a statistical population to estimate characteristics
of the whole population. Two advantages of sampling are that the cost is lower and data
collection is faster than measuring the entire population.

Each observation measures one or more properties (such as weight, location, color) of observable
bodies distinguished as independent objects or individuals. In survey sampling, weights can be
applied to the data to adjust for the sample design, particularly stratified sampling.[1] Results
from probability theory and statistical theory are employed to guide the practice. In business and
medical research, sampling is widely used for gathering information about a population.[2]
Acceptance sampling is used to determine if a production lot of material meets the governing
specifications.

The sampling process comprises several stages:

Defining the population of concern

Specifying a sampling frame, a set of items or events possible to measure
Specifying a sampling method for selecting items or events from the frame
Determining the sample size
Implementing the sampling plan
Sampling and data collecting
 3.2 Data Collection

3.2-- Data collection is the process of gathering and measuring information on variables of
interest, in an established systematic fashion that enables one to answer stated research
questions, test hypotheses, and evaluate outcomes.

Data collection is the process of gathering and measuring information on targeted variables in an
established systematic fashion, which then enables one to answer relevant questions and evaluate
outcomes. Data collection is a component of research in all fields of study including physical and
social sciences, humanities, and business. While methods vary by discipline, the emphasis on
ensuring accurate and honest collection remains the same. The goal for all data collection is to
capture quality evidence that allows analysis to lead to the formulation of convincing and
credible answers to the questions that have been posed.

Importance

Regardless of the field of study or preference for defining data (quantitative or qualitative),
accurate data collection is essential to maintaining the integrity of research. Both the selection of
appropriate data collection instruments (existing, modified, or newly developed) and clearly
delineated instructions for their correct use reduce the likelihood of errors occurring.

A formal data collection process is necessary as it ensures that the data gathered are both defined
and accurate and that subsequent decisions based on arguments embodied in the findings are
valid. The process provides both a baseline from which to measure and in certain cases an
indication of what to improve.

Impact of faulty data

Consequences from improperly collected data include:

Inability to answer research questions accurately;

Inability to repeat and validate the study.

Distorted findings result in wasted resources and can mislead other researchers into pursuing
fruitless avenues of investigation; it may also compromise decisions, for example for public
policy, which may cause disproportionate harm.
 3.3 Limitations of the Study

Limitations are influences that the researcher cannot control. They are the shortcomings,
conditions or influences that cannot be controlled by the researcher that place restrictions on your
methodology and conclusions. Any limitations that might influence the results should be
mentioned.

How to write limitations of study?

Very often we're asked to write about our study limitations, however we must be careful to not
devalue our findings. How do you write about your study limitations?

I think this is quite easy. As a researcher you know what resources you should have to do a more
comprehensive work. If you won't be able to explore the potential areas those are your
limitations with the reasons.

You may think, however, disclosing your limitations perhaps will weaken your whole work. But
I suppose they don't. Rather they open a new window for other researchers to explore those
areas.

Just be honest about your limitations, perhaps resource unavailability or lack of access to a better
instrument.

Listing the limitations is nothing more than good old-fashioned honesty of researchers. It will
also give you suggestions for your next (bigger) study!

Certain limitations are inevitable in a research, this could be time, finance or access to relevant
information. This must be stated in the research .it does not weaken the study but rather shows
the ingenuity of the work.

Sometimes, the limitations are actually books or accessing a good digital library, it mostly
happens in those countries which are under cruel sanctions of other countries.

Every researcher expects limitations in research for limitations are a part of research. It is better
to be upfront about limitations and then provide follow-up statement to describe what the results
were based on and what the next step is. Treat them as opportunities for new challenges. Your
limitations may be others'

Actually, one needs to differentiate between two type of limitations: one before the study was
conducted, the other after the study was completed. Some researchers may be aware of obstacles
or limitations before the study such as not adequate sampling strategy. The researcher may find
that this is not the only limitation of the study. He/she finds that some subjects in the sample
can't read and understand what they read, but it is too late to solve this problem. This is a
limitation after the fact.
 1. The limitations of the study are those characteristics of design or methodology that
impacted or influenced the interpretation of the findings from your research.
2. They are the constraints on generalizability, applications to practice, and/or utility of
findings that are the result of the ways in which you initially chose to design the study
and/or the method used to establish internal and external validity.
3. To write a limitation study, analyze the limitations of the research and list this
information in a limitation section of a research paper.
4. Listing the limitations of research is a way to add credibility, as every form of research is
in some way limited.

When discussing the limitations of your research, be sure to:

Describe each limitation in detailed but concise terms;

Explain why each limitation exists;
Provide the reasons why each limitation could not be overcome using the method(s)
chosen to acquire or gather the data [cite to other studies that had similar problems when
possible];
Assess the impact of each limitation in relation to the overall findings and conclusions of
your study; and,
If appropriate, describe how these limitations could point to the need for further research.
 4.1 Data Analysis And Interpretation

Data analysis, also known as analysis of data or data analytics, is a process of inspecting,
cleansing, transforming, and modeling data with the goal of discovering useful information,
suggesting conclusions, and supporting decision-making. Data analysis has multiple facets and
approaches, encompassing diverse techniques under a variety of names, in different business,
science, and social science domains.

Data mining is a particular data analysis technique that focuses on modeling and knowledge
discovery for predictive rather than purely descriptive purposes, while business intelligence
covers data analysis that relies heavily on aggregation, focusing on business information. In
statistical applications data analysis can be divided into descriptive statistics, exploratory data
analysis (EDA), and confirmatory data analysis (CDA). EDA focuses on discovering new
features in the data and CDA on confirming or falsifying existing hypotheses. Predictive
analytics focuses on application of statistical models for predictive forecasting or classification,
while text analytics applies statistical, linguistic, and structural techniques to extract and classify
information from textual sources, a species of unstructured data. All are varieties of data
analysis.

Data integration is a precursor to data analysis, and data analysis is closely linked to data
visualization and data dissemination. The term data analysis is sometimes used as a synonym for
data modeling.

The process of data analysis

Data science process flowchart from "Doing Data Science", Cathy O'Neil and Rachel Schutt,
2013
Analysis refers to breaking a whole into its separate components for individual examination.
Data analysis is a process for obtaining raw data and converting it into information useful for
decision-making by users. Data is collected and analyzed to answer questions, test hypotheses or
disprove theories.

Statistician John Tukey defined data analysis in 1961 as: "Procedures for analyzing data,
techniques for interpreting the results of such procedures, ways of planning the gathering of data
to make its analysis easier, more precise or more accurate, and all the machinery and results of
(mathematical) statistics which apply to analyzing data."

There are several phases that can be distinguished, described below. The phases are iterative, in
that feedback from later phases may result in additional work in earlier phases.

Data requirements

The data is necessary as inputs to the analysis are specified based upon the requirements of those
directing the analysis or customers who will use the finished product of the analysis. The general
type of entity upon which the data will be collected is referred to as an experimental unit (e.g., a
person or population of people). Specific variables regarding a population (e.g., age and income)
may be specified and obtained. Data may be numerical or categorical (i.e., a text label for
numbers).

Data collection

Data is collected from a variety of sources. The requirements may be communicated by analysts
to custodians of the data, such as information technology personnel within an organization. The
data may also be collected from sensors in the environment, such as traffic cameras, satellites,
recording devices, etc. It may also be obtained through interviews, downloads from online
sources, or reading documentation.
Data processing

The phases of the intelligence cycle used to convert raw information into actionable intelligence
or knowledge are conceptually similar to the phases in data analysis.

Data initially obtained must be processed or organised for analysis. For instance, these may
involve placing data into rows and columns in a table format (i.e., structured data) for further
analysis, such as within a spreadsheet or statistical software.

Data cleaning

Once processed and organised, the data may be incomplete, contain duplicates, or contain errors.
The need for data cleaning will arise from problems in the way that data is entered and stored.
Data cleaning is the process of preventing and correcting these errors. Common tasks include
record matching, identifying inaccuracy of data, overall quality of existing data, deduplication,
and column segmentation. Such data problems can also be identified through a variety of
analytical techniques. For example, with financial information, the totals for particular variables
may be compared against separately published numbers believed to be reliable. Unusual amounts
above or below pre-determined thresholds may also be reviewed. There are several types of data
cleaning that depend on the type of data such as phone numbers, email addresses, employers etc.
Quantitative data methods for outlier detection can be used to get rid of likely incorrectly entered
data. Textual data spell checkers can be used to lessen the amount of mistyped words, but it is
harder to tell if the words themselves are correct.
Exploratory data analysis

Once the data is cleaned, it can be analyzed. Analysts may apply a variety of techniques referred
to as exploratory data analysis to begin understanding the messages contained in the data.[9][10]
The process of exploration may result in additional data cleaning or additional requests for data,
so these activities may be iterative in nature. Descriptive statistics such as the average or median
may be generated to help understand the data. Data visualization may also be used to examine
the data in graphical format, to obtain additional insight regarding the messages within the data.

Modeling and algorithms

Mathematical formulas or models called algorithms may be applied to the data to identify
relationships among the variables, such as correlation or causation. In general terms, models may
be developed to evaluate a particular variable in the data based on other variable(s) in the data,
with some residual error depending on model accuracy (i.e., Data = Model + Error).

Inferential statistics includes techniques to measure relationships between particular variables.

For example, regression analysis may be used to model whether a change in advertising
(independent variable X) explains the variation in sales (dependent variable Y). In mathematical
terms, Y (sales) is a function of X (advertising). It may be described as Y = aX + b + error,
where the model is designed such that a and b minimize the error when the model predicts Y for
a given range of values of X. Analysts may attempt to build models that are descriptive of the
data to simplify analysis and communicate results.

Data product

A data product is a computer application that takes data inputs and generates outputs, feeding
them back into the environment. It may be based on a model or algorithm. An example is an
application that analyzes data about customer purchasing history and recommends other
purchases the customer might enjoy.

Data interpretation refers to the process of critiquing and determining the significance of
important information, such as survey results, experimental findings, observations or narrative
reports. Interpreting data is an important critical thinking skill that helps you comprehend text
books, graphs and tables. Researchers use a similar but more meticulous process to gather,
analyze and interpret data. Experimental scientists base their interpretations largely on objective
data and statistical calculations. Social scientists interpret the results of written reports that are
rich in descriptive detail but may be devoid of mathematical calculations.
Quantitative Interpretation

Scientists interpret the results of rigorous experiments that are performed under specific
conditions. Quantifiable data are entered into spreadsheets and statistical software programs, and
then interpreted by researchers seeking to determine if the results they achieved are statistically
significant or more likely due to chance or error. The results help prove or disprove hypotheses
generated from an existing theory. By using scientific methods, researchers can generalize about
how their results might apply to a larger population. For example, if data show that a small group
of cancer patients in a voluntary drug study went into remission after taking a new drug, other
cancer patients might also benefit from it.

Qualitative Interpretation

Certain academic disciplines, such as sociology, anthropology and womens studies, rely heavily
on the collection and interpretation of qualitative data. Researchers seek new knowledge and
insight into phenomena such as the stages of grief following a loss, for example. Instead of
controlled experiments, data is collected through techniques such as field observations or
personal interviews of research subjects that are recorded and transcribed. Social scientists study
field notes or look for themes in transcriptions to make meaning out of the data.

Data analysis ans interpretation is done during the performance measure phase of the design unit
or model. Performance measure leads to a typical procedure through which observations are
made. Analysis is done on observed data to identify the trend or pattern. This trend or pattern
gives useful information about the design or system. The trend identified will give the
relationship between the dependent variable and the independent variable during the
performance measure. The trend or pattern gives a way to compare variables and also seek the
difference between variables. The analysis phase of the performance measure predicts the
outcome and associates logical relationships.
Predicting the outcome, observing the output response ans associating meaning to that output is
known as interpretation. Interpretation is making the numerical data (numbers) speak. Giving
importance to language spoken by the numbers and providing appropriate and sufficient is useful
during performance measure.
During performance measure if comparison is made, one can identify the similarity, difference or
contrast between the chosen set of variables. Arriving at logical relationship facilitates to find a
reason or come to a valid conclusion. Identifying the cause of the the performance measure
increases the ability of the investigator to interpret the data.
Analysis and Interpretation. The process by which sense and meaning are made of the data
gathered in qualitative research, and by which the emergent knowledge is applied to clients'
problems. This data often takes the form of records of group discussions and interviews, but is
not limited to this
 5.1 FINDING

Educational psychology is the branch of psychology concerned with the scientific study of
human learning. The study of learning processes, from both cognitive and behavioral
perspectives, allows researchers to understand individual differences in intelligence, cognitive
development, affect, motivation, self-regulation, and self-concept, as well as their role in
learning. The field of educational psychology relies heavily on quantitative methods, including
testing and measurement, to enhance educational activities related to instructional design,
classroom management, and assessment, which serve to facilitate learning processes in various
educational settings across the lifespan.

Educational psychology can in part be understood through its relationship with other disciplines.
It is informed primarily by psychology, bearing a relationship to that discipline analogous to the
relationship between medicine and biology. It is also informed by neuroscience. Educational
psychology in turn informs a wide range of specialities within educational studies, including
instructional design, educational technology, curriculum development, organizational learning,
special education, classroom management, and student motivation. Educational psychology both
draws from and contributes to cognitive science and the learning sciences. In universities,
departments of educational psychology are usually housed within faculties of education, possibly
accounting for the lack of representation of educational psychology content in introductory
psychology textbooks.

The field of educational psychology involves the study of memory, conceptual processes, and
individual differences (via cognitive psychology) in conceptualizing new strategies for learning
processes in humans. Educational psychology has been built upon theories of operant
conditioning, functionalism, structuralism, constructivism, humanistic psychology, Gestalt
psychology, and information processing.

Educational psychology has seen rapid growth and development as a profession in the last
twenty years. School psychology began with the concept of intelligence testing leading to
provisions for special education students, who could not follow the regular classroom curriculum
in the early part of the 20th century. However, "school psychology" itself has built a fairly new
profession based upon the practices and theories of several psychologists among many different
fields. Educational psychologists are working side by side with psychiatrists, social workers,
teachers, speech and language therapists, and counselors in attempt to understand the questions
being raised when combining behavioral, cognitive, and social psychology in the classroom
setting.
Early years

Educational psychology is a fairly new and growing field of study. Though it can date back as
early as the days of Plato and Aristotle, it was not identified as a specific practice. It was
unknown that everyday teaching and learning in which individuals had to think about individual
differences, assessment, development, the nature of a subject being taught, problem solving, and
transfer of learning was the beginning to the field of educational psychology. These topics are
important to education and as a result it is important to understanding human cognition, learning,
and social perception.

Educational psychology dates back to the time of Aristotle and Plato. Plato and Aristotle
researched individual differences in the field of education, training of the body and the
cultivation of psycho-motor skills, the formation of good character, the possibilities and limits of
moral education.

Juan Vives (14931540) proposed induction as the method of study and believed in the direct
observation and investigation of the study of nature. His studies focus of humanistic learning,
which opposed scholasticism and was influenced by a variety of sources including philosophy,
psychology, politics, religion, and history.

Johann Herbart (17761841) is considered the father of educational psychology. He

believed that learning was influenced by interest in the subject and the teacher. He thought that
teachers should consider the students' existing mental setswhat they already knowwhen
presenting new information or material. Herbart came up with what are now known as the formal
steps. The 5 steps that teachers should use are:

1. Review material that has already been learned by the student[12]

2. Prepare the student for new material by giving them an overview of what they are
learning next[12]
3. Present the new material.
4. Relate the new material to the old material that has already been learned.
5. Show how the student can apply the new material and show the material they will learn
next.

William James-The period of 18901920 is considered the golden era of educational

psychology where aspirations of the new discipline rested on the application of the scientific
methods of observation and experimentation to educational problems.
Edward Thorndike- (18741949) supported the scientific movement in education. He based
teaching practices on empirical evidence and measurement. Thorndike developed the theory of
instrumental conditioning or the law of effect. The law of effect states that associations are
strengthened when it is followed by something pleasing and associations are weakened when
followed by something not pleasing.

John Dewey- (18591952) had a major influence on the development of progressive

education in the United States. He believed that the classroom should prepare children to be good
citizens and facilitate creative intelligence.

Jean Piaget -(18961980) developed the theory of cognitive development.The theory stated
that intelligence developed in four different stages. The stages are the sensorimotor stage from
birth to 2 years old, the preoperational state from 2 years old to 7 years old, the concrete
operational stage from 7 years old to 10 years old, and formal operational stage from 11 years
old and up. He also believed that learning was constrained to the child's cognitive development.
Piaget influenced educational psychology because he was the first to believe that cognitive
development was important and something that should be paid attention to in education. Most of
the research on Piagetian theory was carried out by American educational psychologists.

Benjamin Bloom- (19131999) spent over 50 years at the University of Chicago, where he
worked in the department of education. He believed that all students can learn. He developed
taxonomy of educational objectives. The objectives were divided into three domains: cognitive,
affective, and psychomotor.

Nathaniel Gage -(1917 -2008) is an important figure in educational psychology as his

research focused on improving teaching and understanding the processes involved in teaching.[7]
He edited the book Handbook of Research on Teaching (1963), which helped develop early
research in teaching and educational psychology.[7] Gage founded the Stanford Center for
Research and Development in Teaching, which contributed research on teaching as well as
influencing the education of important educational psychologists.[7]

Technology is essential to the field of educational psychology, not only for the psychologist
themselves as far as testing, organization, and resources, but also for students. Educational
Psychologists whom reside in the K- 12 setting focus the majority of their time with Special
Education students. It has been found that students with disabilities learning through technology
such as IPad applications and videos are more engaged and motivated to learn in the classroom
setting. Liu et al. explain that learning-based technology allows for students to be more focused,
and learning is more efficient with learning technologies. The authors explain that learning
technology also allows for students with social- emotional disabilities to participate in distance
learning.
Applications-Teaching

Research on classroom management and pedagogy is conducted to guide teaching practice and
form a foundation for teacher education programs. The goals of classroom management are to
create an environment conducive to learning and to develop students' self-management skills.
More specifically, classroom management strives to create positive teacherstudent and peer
relationships, manage student groups to sustain on-task behavior, and use counseling and other
psychological methods to aid students who present persistent psychosocial problems.

Introductory educational psychology is a commonly required area of study in most North

American teacher education programs. When taught in that context, its content varies, but it
typically emphasizes learning theories (especially cognitively oriented ones), issues about
motivation, assessment of students' learning, and classroom management. A developing
Wikibook about educational psychology gives more detail about the educational psychology
topics that are typically presented in preservice teacher education.

Training

In order to become an educational psychologist, students can complete an undergraduate degree

in their choice. They then must go to graduate school to study education psychology, counseling
psychology, and/ or school counseling. Most students today are also receiving their doctorate
degrees in order to hold the "psychologist" title. Educational psychologists work in a variety of
settings. Some work in university settings where they carry out research on the cognitive and
social processes of human development, learning and education. Educational psychologists may
also work as consultants in designing and creating educational materials, classroom programs
and online courses.Educational psychologists who work in k12 school settings (closely related
are school psychologists in the US and Canada) are trained at the master's and doctoral levels. In
addition to conducting assessments, school psychologists provide services such as academic and
behavioral intervention, counseling, teacher consultation, and crisis intervention. However,
school psychologists are generally more individual-oriented towards students.

Many colleges and high schools are starting to teach students how to teach students in the
classroom. In colleges educational psychology is starting to be a general education requirement.

Employment outlook

Employment for psychologists in the United States is expected to grow faster than most
occupations through the year 2014, with anticipated growth of 1826%. One in four
psychologists are employed in educational settings.
 6.1 Conclusion

At the centre of this evaluation is the importance of individual student needs. Effective senior
secondary pathways and curricula are linked to how well schools have responded to the
individual learning and career pathways of their students.

This evaluation identifies the need for schools to be more innovative to meet the needs of all
their students. It signals that the future success for secondary school students is dependent on
schools identifying and responding to the aspirations, strengths, culture and needs of their
students. The most responsive schools put considerable effort into ensuring teachers understood
the goals for each student and designed programmes that encouraged students to increase their
own self awareness and self management to monitor progress towards achieving their goals. The
question that remains is how can such leadership and self managing skills be developed in all
schools, to help students find out about their future opportunities and what they need to do to
achieve them?

The innovation required in secondary schools should be supported by robust self review that can
determine whether new approaches are making the intended improvements for students. Many of
the schools ERO identified as responsive to the individual pathways and strengths of students are
relentless in the development of their curricula, careers and pastoral systems. When new
approaches are developed they are examined in terms of how they support individual students,
and changes are made to ensure that they can respond as necessary.

The pattern of underachievement across the schools in this evaluation reflects the central focus
on designing a school curriculum and having systems that work for each student enrolled at the
school. However, while responsive schools had systems that tended to work for individuals, most
of these schools did not have high numbers of students with challenging social needs. Many of
the schools that had limited responsiveness tended to have significant areas to develop in their
curricula, careers or pastoral care systems. They also had higher proportions of students who
were already well behind when they started in Year 9 and brought with them challenges
associated with their socio-economic status.

An increasing response to the individual pathways of students necessitates the need for greater
coordination between the educational, social and business programmes available for students and
their families. Almost all schools in this evaluation had students who did not achieve national
qualifications. Improvements cannot be achieved by schools working in isolation. Schools need
to have families, iwi, and community businesses, along with other government agencies and
education providers, working together with them to support the diverse interests of each student.

To achieve greater numbers of students succeeding across the education system more
coordinated social support is needed for some students to complement the curriculum
improvements that are required in some secondary schools. Further work is needed to highlight
and introduce good practice related to how schools with high numbers of priority learners, in
particular, can work with families, outside agencies and other educational institutions to meet the
educational and social needs of learners.

Orange Group started as an initiative to transform the old principles of education sector to
a new and better style of generating knowledge.

Our Founder Late Shri Suresh Chander Gupta had a vision to create a better and
educated young India. With his efforts clubbed with the hardwork of his elder son Mr.
Atul Gupta alongwith the innovative methods and techniques of his younger son Mr.
Ankur Gupta we have created a whole new platform for Education.

Orange Planet specializes in implementing new and innovative pedagogical concepts in

schools recognized by State, Central and Foreign Boards.

We started off with Astronomy which has universal reach and applicability.

To do it in an expertise way we are associated with Astronomers, Science contributors,

Scientists and Educationist to scale up the planetarium education in schools across India
and taking a step further we have also introduced Journey to NASA National
Astronomy Olympiad in the school education system.

We have extended our sphere of activities in Middle East region as well.

We feel proud to share that:

Orange Planet is the largest planetarium outreach organization, covering 22 states, more
than 120 districts and at present 10 planetarium across India.

Since our inception in 2012, more than 3 lakh students have participated in our National
Astronomy Olympiad and Planetarium shows we have successfully send 24 students to
NASAs Kennedy Space Center as a free scholarship to all the National Level Winners.
 6.2 Suggestions

10 Ways to Improve the Indian Education System

Introduction: Its absolutely true that the future and overall development of any country
depends upon the fact that how educated its citizens are.

Though, gaining a professional degree is not possible for everyone due to various reasons, but
what actually matters is the basic education. That is, one should know how to read and how to
write.

India has shown significant improvement in education since 1947 until today. However, we
believe that there is always some room for improvement in every field. So let us discuss 10 ways
that can help us improve our education system.

1. Skill Based Learning Schools should be allowed to provide skill based training. It can
be done best by recognizing the areas of interest on any student. If someone is interested in
repairing mobiles, there should be provision for mobile engineering course. If someone loves
trying hands in handicraft items, the training should be provided for the same and so on. Skill
based training will ensure one thing Self-employment!

2. Focus on Rural Education Mahatma Gandhi said, The future of India lies in its
villages. If the villages perish, India will perish too. This alone explains the significance of
focus on rural education. We should have schemes and schools that provide good education to
children living in villages. Also, it should be assured that good and experienced teachers are
there to impart education to children.

3. Free Basic Computer Skills Classes The reason that we suggest this point is very
straightforward. It is the era of Information Technology and hence, education is nearly
incomplete without having basic computer training in it. Be it accounts, engineering, teaching or
just the simple back office jobs, computers are everywhere and so, our pupil should have the
basic knowledge about them.

4. Teachers Training Our country has already got many training programs for teachers.
The need of the hour is to design a curriculum for teachers in such a way that uniformity arises in
teaching standards all over India. Moreover, teachers should be trained in such a way that they
know their rights as well as duties.
5. Subsidies and Grants for Professional Courses We are lucky to have different
scholarships existing in various schemes for the underprivileged as well as for the meritorious
students. We can further improve in this area by having subsidies and grants in various
professional courses. This way, aspiring students will not have to leave their studies in between
due to their personal financial limitations.

6. Educate Parents Educating parents is equally important so that they do not force their
children for career which do not actually interest them. Also, necessary steps should be taken to
augment and improve the communication between teachers and parents.

7. Health education Another area that needs improvement and attention is the health
education. We should try to include Yoga or various other workouts in our education system so
that children get to learn the value of good health and maintain the same.

8. Smart Classes Though many of the Indian schools and institutes are already following
this concept, but we should take a step where all educational institutes can be connected with the
concept of smart classes. With the help of different audio-video devices, multimedia concepts
and other necessary IT elements, we can make our students learn and understand in a much
better and modern way.

9. E-libraries Introducing this concept in our education system will be of great help as
anyone will be able to access the books and required study material from anywhere with ease.
Moreover, the E-libraries can be updated quickly with new material and books.

10. Making Sports Compulsory Last, but not the least, we should try to make sports
compulsory in our education system. This will not only help students to embrace a bright career,
but will also help our country in the long run! Moreover, this option will also generate
employment for so many talented sports persons who, due to some reason, could not further
pursue their career in sports.
 6.3 REFERENCE

Workshops on worldview in schools The Tribune,

Art works displayed on International Peace Day The Tribune
http://www.tribuneindia.com/2013/20131030/himachal.htm#14

Centre for Adult, Continuing Education & Extension, Panjab University, Chandigarh and
EduCARE India... Panjab University, Chandigarh

Developing global perspectives among students The Tribune,

International Internship in India

"Gender Equality Equal Wings" organised by Centre for Adult, Continuing Education &
Extension".

http://cities.expressindia.com/fullstory.php?newsid=246598

http://www.pu.ac.in/section.php?action=news&id=35&code=show[permanent dead link]

http://www.educare.in/international_internship_in_India_program.htm

http://www.experience-india.eu/