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RESKILLING OF TEACHERSIN THE WAKE OF COVID 19
PANDEMIC WITH THE SPECIFIC REFERENCE

TO
CBSE SCHOOL
A report submitted for partial fulfilment of the requirements of Master in Business

Administration (2019--2021)
SUBMITED BY:
Subhalaxmi Chhatoi
Regd.No-1906284113
MBA (2019-2021)
UNDER THE GUIDANCE OF:
Mrs. Amita Panda

ASST. PROFESSOR (HR)
Astha School of management
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CERTIFICATE OF FACULTY GUIDE
This is to certify that Ms. Subhalaxmi Chhatoi bearing Roll No. –

1906284113has completed the project in “RESKILLING OF
TEACHERS IN THE WAKE OF COVID 19 PANDAMIC WITH
THE SPECIFIC REFERENCE TO CBSE SCHOOL”, as a part of
the course curriculum of Masters in Business Administration (MBA)
under the supervision and guidance of Asst. Prof. Ms. Amita Panda,
for the academic batch 2019 – 2021.
Place: Bhubaneswar Mrs. Amita Panda

Date: Asst. Professor (HR)
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ACKNOWLEDGEMENT
I would like to offer my sincere thanks to Astha School of Management

for giving me an opportunity to do my summer internship project.
It is really a great pleasure to have the opportunity to describe the feelings

of gratitude imprisoned in the core of my heart. I take this opportunity to
express my deep gratitude internal guide Asst. Prof Amita Panda, for
providing the support to do my summer internship project under her guidance
and helpful suggestions during research.
I am grateful to the teachers who answer all my queries and provide me

with their valuable assistance.
Last but not the least I would like to thank Principal Prof. Dr. Sharmila
Subramanian for sharing their valuable time to me during the course of my
project.
Subhalaxmi Chhatoi
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DECLARATION
I Subhalaxmi Chhatoi, a student of ASTHA School of Management (ASM)
hereby declare that this project report entitled “RESKILLING OF
TEACHERS IN THE WAKE OF COVID 19 PANDAMIC WITH
THE SPECIFIC REFERENCE TO CBSE SCHOOL” is submitted
by me for the partial fulfilment of Master in Business Administration (MBA).
This project has been done with a strong commitment backed by sincerity
and dedication. I have gathered all the information to the best of my knowledge.
This project has been possible with strong support of my internal guide Asst.
Prof. Amita Panda and Prof. Dr. Sharmila Subramanian (Principal, ASM)
Hence, I declare my whole hearted thanks to all those who provided great
support for completion of the project.
Subhalaxmi Chhatoi
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CONTENTS
SL NO. TITLE PAGE NO
1 CHAPTER-1
INTRODUCTION 7-11
2 CHAPTER-2
LITERATURE REVIEW 12-18
3. CHAPTER-3
 OBJECTIVD 19-21
 METHODOLOGY
 RESEARCH GAP
4. CHAPTER-4
DATA ANALYSIS 22-69
5. CHAPTER-5
 SUGGESTION 70-71
 LIMITATION
6 CHAPTER-6
 CONCLISION
72-75
 BIBLIOGRAPHY
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ABSTRACT
The world is battling COVID-19 and economies across the globe have declared a lockdown.
In this lockdown it affects the educational institutions. So, the government declared to start
virtual classes. In this virtual education it puts some good and bad impacts on teachers. The
teacher has to be reskilled for this virtual education. The teacher has to be upskilled to take
the online classes. As the traditional education is the customary education the teachers use
different methods like TLMs, activity method/ playway method, projects method, 5E
methods (Engage, Explain, Explore, Elaborate, Evaluation) for the better understanding of
the students.
And in the modern education as it is the new method of education with advent technology
and as it is based on online education or virtual learning it totally relies on the technology,
computer and internet. So, the teacher has to be skilled to take this online classes. The
teachers use different types of videos, PDF and PPTs according to their courses to make the
students understand better.
The teachers have both good and bad impact of these virtual classes. Those teachers who
adapted virtual classroom it will be beneficial for them and those teachers who did not
adapted virtual classes will face a lot of difficulties. So reskilling is necessity for online
teachings.
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CHAPTER – 1
INTRODUCTION
INTRODUCTION
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Education is the process of facilitating learning, or the acquisition of knowledge, skills,
values, beliefs, and habits. Formal education is commonly divided formally into such stages
as preschool or kindergarten, primary school, secondary school and then college, university,
or apprenticeship. And a school is an educational institution designed to provide learning
spaces and learning environments for the teaching of students under the direction of teachers.
Most countries have systems of formal education, which is commonly compulsory. In these
systems, students’ progress through a series of school.
The first education board to be set up in India was the Uttar Pradesh Board of High School
and Intermediate Education in 1921, which was under jurisdiction of Rajputana, Central India
and Gwalior. In 1929, the government of India set up a joint Board named "Board of High
School and Intermediate Education, Rajputana". This included Ajmer, Merwara, Central
India and Gwalior. Later it was confined to Ajmer, Bhopal and Vindhya Pradesh. In 1952, it
became the "Central Board of Secondary Education".
The central Board of Secondary Education (CBSE) was reconstituted in 1st July 1962. The
head office of the Board is situated at New Delhi. It is an autonomous body fully controlled
by the Government of India. Through all these years, CBSE has set a good standard of
education in India. With its influential educational policies, CBSE has reformed the education
system of the country.
CBSE affiliates all Kendriya Vidyalayas, all Jawahar Navodaya Vidyalayas, DAVs, private

schools and most of the schools approved by central government of India.
The Board has decentralized its administration which helped to execute its functions
effectively, and maintain the educational standards across the country. Regional Offices have
been set up in different parts of the country to be more responsive to the affiliated schools.
The headquarters in Delhi constantly monitors the activities of these Regional Offices. There
are approximately 20,299 schools in India and 220 schools in 28 foreign countries affiliated
to the CBSE.
CBSE board has different types of academic level. 5 types of academic levels are there-
 Administrative level- principle and vice- principle.

 Post Graduate Teachers (PGT)
 Trained Graduate Teachers (TGT)
 Primary Teachers (PRT)
 Pre-Primary Teachers (PPT)
All the teacher has to be proficient in English language, as the medium of communication
is English in CBSE. The essential qualification of the teachers is B.Ed. along with other
required degrees. The teachers have certain recruitment qualification, so that the job
specification of the teachers is very clearly mentioned by CBSE school.
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JOB JOB SPECIFICATION
DESCRIPTION
1. Master degree from recognized university with at least
45% marks I aggregate.
2. B.Ed. or equivalent teaching degree
Experience:
(i) Persons holding analogous post or Post of Principal in
Central/ State Govt. / Autonomous Organization of the
Central/State Govt. in the current pay level -12.
Principal OR
(ii) Vice-Principal/Asst. Education Officers in the
Central/State Govt. / Autonomous Organizations of the
Central/ State Govt. in the current Pay level-12 with
combined services of 03 years as PGT and 02 years as Vice –
Principal.
OR
(iii) Persons holding posts of PGTs or Lecturer in Central/
State Govt./ Autonomous Organizations of Central/ State
Govt. in the current Pay level -08 having the academic
qualification as mentioned at above, with at least 08 years’
regular service in the aforesaid grade.
OR
(iv) 15 years combined regular services as TGT in the current
Pay level 07 and PGT in the current Pay level-08 in
Central/State Govt./ Autonomous organizations of the
Central/State Govt. out of which 03 years as PGT
4. Knowledge of basic computer application.
POST GRADUATE TEACHER 1.Two Year Integrated Post Graduate Course from Regional
SUB: ALL SUBJECTS
CLASS: 11 and 12
College of Education of NCERT in the concerned subject
with at least 50% marks in aggregate.
OR
Master Degree from a recognized university with at least 50%
marks in aggregate in required subject.
2. B.Ed. Degree.
3. Proficiency in Teaching in Hindi and English medium
TRINED GRADUATE TEACHER (A) Four years integrated degree course of Regional College
SUB: ALL SUBJECTS
CLASS: 6 – 10
of Education of NCERT with at least 50% marks in the
concerned subject as well as in the aggregate.
Or
Bachelors Honours Degree with at least 50% marks in
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concerned subject/combination of subjects and also in
aggregate. Candidate should have studied requisite subject(s)
for at least 2 years in the 03 years degree course Or
Bachelor’s Degree from a recognized university with at least
50% marks in the concerned subject/combination of subjects
and also in aggregate. The candidate should have studied the
requisite subjects in all three years of degree course.
Concerned Subject/Combination:
(B) Passed the Central Teacher Eligibility Test (CTET)
conducted by CBSE in accordance with the guidelines framed
by the NCTE, for the purpose.
(C) B.Ed. Degree
(D) Competence to teach through English and Hindi /
concerned Regional Language as the case may be.
PRIMARY TEACHER Graduates from any recognized University with at least 50%
SUB: ALL SUBJRCTS
CLASS: 1 - 6
marks in the advertised subjects. And Two years Diploma in
Elementary Education from a NCTE recognized Institute or
its equivalent examination from any Board/Institute and
cleared CTET/OTET or its equivalent examination OR B.Ed.
degree from a NCTE recognized University and cleared
CTET/OTET or its equivalent examination.
PRE- PRIMARY TEACHER Intermediate/Senior Secondary from any recognized Board
SUB: ALL SUBJECTS
CLASS: PRE-NURSERY,
with at least 50% marks.
NURSERY, LKG, UKG And diploma in Nursery Teacher Education/Pre-School
Education/Early Childhood Education Program (D.E.C.Ed.)
of duration of not less than two years from a NCTE
recognized Institute. Preference will be given to the
Graduates having school subjects (Eng., Odia, Hindi, Sans,
Math, Physics, Chemistry, Botany, Zoology, History,
Geography, Political Science& Economics)with B. Ed.
degree.
But now in the COVID 19 scenario, it changed the substantially the education system. Now
the virtual education takes place. By this online mode of education CBSE school faced a lot
of challenges. Like-
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 exams are not taking place
 classes are not running in the school
 children are not coming to school
 classes are going through online mode
 No face to face interaction
Online mode means there are some requirements of teachers, i.e. Training for teachers, right
kind of equipment, give training so that the teachers adapt themselves with the ITC tools. The
teachers should know how to take the classes in the smart phone and laptop. Because of these
challenges the teachers have to change the way they are teaching, they have to change their
skill set and they have to change their knowledge in different areas.
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CHAPTER – 2
LITERATURE REVIEW
LITERATURE REVIEW
 The COVID-19 pandemic has disrupted the education sector providing opportunity
for many online platforms to leverage their expertise. According to the World
Economic Forum report on online learning, the pandemic has propelled online
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learning as indispensable to disseminate knowledge indiscriminate of geographical
boundaries, business organizations and social strata. Where earlier digital learning
tools were considered as supporting education, today they have become imperative,
accelerating their adoption in many institutions globally.
 Shu-Sheng Liaw, in the research study on effectiveness of e-learning investigates the
reason for dissatisfaction of some of the e-learning students. The research surveys 424
university students for their feedback on effectiveness of e-learning for them. The
findings of the report suggest that the intention and study focus are the main factors
that influence the objectives and usefulness of e-learning. Personal efficiency for the
coursework is also a determining factor for the outcomes (Shu-Sheng Liaw, 2008).
The examination of effectiveness of e-learning is useful for not just the students but
also for the trainers as it helps them in refining their methods of teaching. Regular
testing of the outcomes of e-learning and efficiency of knowledge transfer guide the
teachers to employ techniques that can be more effective in transferring the education.
The technocrats are also interested in transforming the e-learning experiencing
through effect ICT applications (CommLab, 2015).
 E-learning has been used extensively not just for academic purposes for students but
also for businesses and corporate employees to impart training on various upcoming
industrial revisions (Judith B. Strother, 2002). E-learning has contributed to so many
different fields such as medicine, health, businesses, industries and pharmacy.
 A research study on pharmacy education by M. Sandra highlights that there is little to
no evidence for the fact that e-learning in pharmacy has significantly enhanced the
knowledge of the practitioners for the long term. The assessment finds that the e-
learning is beneficial but at an individual level and has limitations for value addition
with quality and sustainability (Sandra M. Salter et al., 2014). The study however fails
to provide any records to prove that limitations with evidence in the form of survey or
case study. For health systems also, e-learning has been used explicitly to serve the
purpose of both teachers and learners. A study by Kai Ruggeri and others stress on the
various forms in which e-learning has benefited in tele-health facilities and learning in
the remote places. Digital literacy rate upliftment and need for infrastructure for e-
learning has been cited as effective measures to fulfil the objectives of e-learning
comprehensively. However, the study does not use any quantitative assessment or
analytical tools for proving the findings of the report (Kai Ruggeri et al., 2013).
 A surge of laid-off working professionals and potential students is expected in this
crisis, without access to classroom instructions reaching out for affordable online
alternatives.
 Meanwhile, there is debate on online environment inhibiting tacit learning in absence
of face to face experience. According to Michael B Horn, Co-founder of Clayton
Christensen Institute, a typical institute experience would be of undifferentiated
teaching and limited experiential learning for a participant. On the other hand, in the
online environment, students can be engaged in multiple ways such as chats, polls, or
breakouts and in intense simulation-based learning. The course would be accessible
beyond the geographical boundaries enabling constructive cross-cultural exchange
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increasing the overall breadth of learning. According to Prof. Mohanbir Sawhney at
Kellogg School of Management, even students with language limitations can
participate by communicating via chat and processing information gradually instead
of fast synchronous learning.
 The pandemic having changed the landscape of education as well as business and of
most economies across the globe, does have a silver lining for a developing country
like India. With a substantial drop in students going abroad for higher learning, India
needs to prepare itself for an unprecedented acceleration in demand for online
learning both from college ready youths and also from workers who are either laid off
or re-skilling.
 Further, social distancing has increased reliance on digital technology for shopping,
medicine, work from home and social interactions as well as entertainment. Thus,
students would be more amenable to learn online and would be able to navigate the
technology better with increased usage, enabling learners’ dimension CSFs. This also
impacts instructors’ dimension CSFs in computer-assisted teaching and engaging the
students in a highly interactive online environment.
 Thus, by employing this framework of CSFs, academic institutes can turn the tables
on this pandemic for greater good of the community in generating employment for the
stakeholders and of the students who are willing and able to learn but unable to
access.
 Bringing learners up to speed with the demands of the current industry trends became
the ultimate goal for every educator, and how to achieve this became a burning issue.
Curriculum were adapted and school systems modified to inculcate technology into
daily routines without disrupting the comfort of students at every stage of their
learning journey. Nowadays, with technology becoming easily accessible, students are
more privy to information that is expected of their age. Mobile phones, computers,
social media, etc. – a child’s life without these is a rare scenario to come across.
Technology is no more considered a luxury; it has well entered the territory of
essential necessities. The increasing ease of accessibility of technology also gives
students the ability to learn beyond what is taught in school. Thus, teachers have to
always keep themselves a step ahead of their pupils making it imminent that schools
hire and constantly train teachers to be ahead of the curve, and provide more to
students than just textbook knowledge.
 Many teachers understand the need for this and constantly upskill themselves. But, at
the same time, it is the responsibility of schools and educational institutions to
regularly conduct learning activities for teachers to keep them up to date with various
new age teaching tools, concepts and processes.
 A study conducted in Tehran Alzahra University by R. Safiyeh tried to investigate the

relation between the e-learning and motivation for the students. The study uses
questionnaire-based survey and the university students as respondents, quantitative
methods like person correlation was used to understand the survey findings and form
a relationship between the dependent and independent variables for the research. The
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findings suggest that motivation of the students is affected by e-learning significantly.
But the study has many limitations as it is based on a single university and uses no
interviews; hence, the findings are not supported by corroborative evidence of face to
face interviews or a global audience (Safiyeh R. Harandi, 2015).
 Information and communication technologies (ICT) and access to these is the need of
the hour for the education system today. ICT has become a norm since few decades
that has silently been impacting our daily life and teaching world is no exception to it.
ICT helps teachers modify the study material to bring in more real-world concepts to
the classroom so that students get a more well-round practical education. Classrooms
are no more a one-way education medium. Education has become more interactive
and diverse. With a large number of concepts and formats of imparting education
available, bringing a technological edge to the classroom also helps in making the
learning process more interesting and faster. Thus, ensuring that teachers can continue
to create value and be relevant to their students. Some examples of ICT tools that
teachers should be given access to are virtual classrooms, webinars, web/video
conferencing, using the internet, CDs and videotapes.
 Learning management systems like Google Classroom, Canvas, and Blackboard

Learn has made processes like grading, planning studies and sharing files between
students and teachers easy, quick and paperless. Not only is this method eco-friendly
but it also saves a lot of effort which would have otherwise been consumed in doing
these tasks physically. Teaching educators to use technology in their teaching
processes will help them innovate further in planning their lessons due to the
availability and assistance of sophisticated software and designing tools.
 21st-century learning is all about innovation, problem-solving and critical thinking.

Education is no more restricted to a sage and student method where a teacher would
read from a book and students would listen disinterestedly. In the 21st century,
teachers have to deliver concepts in a way that binds the interest of the student. Thus
for teachers to be able to educate students in the 21st century, they must adopt skills
like practical application, creativity, innovation, interaction, and critical questioning
and analysis. Teachers should be provided training sessions on a continued basis to
adapt them to these concepts and show them innovative ways of applying it.
 Learning & development and continuous training are an integral part of every
profession. Teaching is no different. Introducing teachers to modern technologies and
making sure they utilize it, should be the priority of every educational institution.
Professionally available digital methods should be wired to conduct remote sessions
for teachers on the newest tools available for teaching. They should also be given
sessions on new methods of instruction and understanding the psychology of students.
This will help them understand the thought processes and background of students and
bring about a degree of customization in the classroom.
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 The 21st century is the era of customization. Teachers must be willing to try out new
things in academics to deliver lessons that are aligned to the needs, goals, and
interests of the learners. Teachers have to understand that no two students are alike,
and hence every student has to be taught differently. Innovation and customization
should be encouraged at all levels and should be strictly observed.
 Research scholars, Sekiwu Denis & Naluwemba Frances through their research have
delved into the various aspects that make e-learning as an effective tool for
transferring knowledge. According to the report one of the factors that make e-
learning suitable in the changing environment due to dynamic nature of the
technological upgrades, especially in the developing world, is the low cost and ease of
course adjustment for upgrading the courses quickly. The researches stress that e-
learning opportunities are a gateway of growth and prosperity for the developing
world. The study lacks the point of view of the students and misses the key point of
including the quality of the education provided in a compromise for low cost (Sekiwu
Denis & Naluwemba Frances, 2014).
 English as an international language is used officially for international trade,
businesses, learning and higher education. It is impending on students from non-
English speaking countries to be conversant with English in order to smoothly learn
and do business with their counter parts in other countries. A study based in Kingdom
of Saudi Arabia by Intakhab A. Khan addresses the usefulness of e-learning in
English education for Saudi students. It says that the involvement of the learners is an
important aspect and e-learning through its innovative methods helps students relate
to the techniques with ease. Resource generation, usefulness and effectiveness for
students were some of the factors that were highlighted by the study as a mark of
success of e-learning in English language for students in Saudi Arabia. The study has
limitations of using only a specific country for the research base (Intakhab A. Khan,
2016).
 Y. Levy, investigates a different aspect of e-learning for checking its effectiveness by
considering reviews from the students. The research work takes into account the view
of drop out students and compares them to the successful student. There is found to be
a striking difference in their views as drop out find the e-learning as ineffective and
useless. The study therefore establishes the fact that the intention, performance and
individual approach make e-learning practices suitable for the students. However, the
study does not comment on what additional factors are involved for students to drop
out from the e-learning courses (Yair Levy, 2007).
 Other than these, interactive videos are a major contributing factor that helps the
students in analysis the subjects and evolve a deeper understanding of the study
material. The 3D technology, various software and multi-dimensional approach have
convincingly made e-learning equivalent to the classroom studies, if not better
(Dongsong Zhang et al., 2006).
 A research based on data mining for trends in e-learning establishes the fact that the
researches on e-learning are moving their focus from effectiveness of the e-learning to
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the methods of teaching. Medical education and training has been identifies as the
aggressive users of e-learning and present a wide scope for induction of such practice
in future. The study remarks that the scope, expectations and applicability for
developing and developed courtesies differ significantly (Miklian, 2018). The
government policies have major role to play in growing the effectiveness of the e-
learning for the students and businesses. However, the limitations of the studies
include lack of empirical data to support the views expressed and corroborate the
findings (Jui-long Hung, 2010).
 Lastly, no matter what the generation, it is true that nothing can replace a teacher. No
robot or technology can become big enough to replace the role of an educator.
However, with the application of these methods – teachers can be made to upgrade to
the needs of the new crop of learners thus preventing them from becoming redundant
and their existing skills irrelevant. The need of a student has changed exponentially in
the last few years. The mind-set and attitude of students are no more determined by
their teachers or primary caregivers. Even students as young as 3-5-year-olds have the
capability of choosing their area of interests and sticking by it, thus to garner their
attention – it is pertinent that teachers realign their skills.
 With learning becoming ‘smart’ – teaching has also undergone a drastic change.
Educational institutions have adopted cutting-edge modern technology to expedite
and simplify routine processes for teachers; thus helping them focus their time
towards more productive activities – like effective classroom interaction,
communication with students and more importantly focused and meaningful
knowledge sharing which will make students more capable of taking over the world.
 The abrupt shift to distance learning directly challenged the knowledge, mindsets, and
skills of our teacher workforce this Spring. Formerly ‘nice-to-have’ skills in digital
integration became ‘must-haves,’ traditional classroom management and instructional
design methods no longer applied, and everyone was required to embrace a high level
of comfort with ambiguity as guidelines and expectations shifted on a weekly basis.
And as a new school year approaches and the global pandemic remains; educators are
bracing for these abrupt and temporary changes to take root.
 Regardless of in-person, hybrid, or virtual learning models, teaching and learning will
not look the same this fall. A few knows :Schools must increase virtual readiness
(digital platforms, technical skills, virtual expectations and norms), health and safety
protocols will affect class sizes, procedures, and instructional strategies, Students will
have experienced learning loss and/or trauma that will affect readiness , students and
staff will need to remain at home .
 Given new conditions, our education system faces the monumental task of preparing
teachers for teaching and learning in the year ahead. Our districts are not alone
however and can look to organizations inside and outside of education to inform and
guide initial steps.
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CHAPTER – 3
OBJECTIVES,
METHODOLOGY
AND RESEARCH
GAP
Objectives
The objectives of the studies are as follows:
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 To find out the areas where reskilling is needed for the CBSE teachers.
 To find out how the CBSE schools are coping with reskilling during covid19.
RESEARCH METHODOLOGY
Research Design:
Research design is the frame work of research methods and techniques chosen by researcher.
The study on ‘Reskilling of teachers in the wake of covid19 pandemic’ has been carried out
at different CBSE schools. A certain sample of teachers has been chosen for this process. In
this study a detailed analysis has been done on the responses given by the teachers. The
research has chosen qualitative method.
Data Collection:
The data collected to carry out the study involves two types of data
i. Primary Data:
The data has collected from the teachers through interviews. Open ended questions
are prepared for the interview session with the teachers. The collected data helps most
to completion of the study.
ii. Secondary Data:

This secondary data has collected from various sources, such as articles, newspapers,
different sites. It plays a vital role to completion of the study.
SAMPLE SIZE:
The sample size of the above study is consisting of 10 samples from 5 different CBSE
schools from Cuttack and Bhubaneswar.
The study is purely based on the interview and the secondary sources.
RESEARCH GAP:
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The study found that the awareness about the reskilling is yet to be conceptualized. since
there are not many studies available on reskilling of the teachers.
 The study is very new as because the covid19 spread is very uncertain so not even the
schools but also the world is not aware about it. The impact of Covid19 is more
affected in the education sector for which the teachers are not well trained to take
online classes and provide a better education to the student in CBSE Board, Odisha.
 If the institution will purchase an application which can have high internet speed and
run in low bandwidth then all then all the students as well as the teachers can easily
access the application and can take the online classes.
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CHAPTER-4
DATA ANALYSIS
CASE-1
The case study is on the Director of the Blossom school, Bhubaneswar,
Odisha.
A short narration of her words is given below:

Madam Nadia is the director of the Blossom school and the school is affiliated to CBSE
Board. She has aPost graduate in Educational Psychology from Utkal University, presently a
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research scholar for Ph.D. in Peace Education. She has 36 years of experience and in the
nutshell of her journey she expressed that her journey of 36 years had been full of challenges
and opportunities. She has grown from strength to strength. There has been a lot of learning
in the field of management of school. She has also faced a lot of challenges in her journey.
But mainly she faced the financial challenges, that had always been moving along the path of
growth of her school because from the beginning she had never thought of that as a business,
she always focusses on the qualitative aspect of growth and has gone deeper and deeper in
spite of growing in number. Therefore, her school remained famous of their honesty and
qualitative approach. In the recruitment phase, while recruiting the teachers she and her
school always looked at the quality and dedication of the individual teacher. And the first
priority of her in recruitment is the communication skills, command on the subject and
human aspects of the teacher along with the required qualifications which is a standardized
criterion. After recruiting the teachers, they train them through different workshop,
orientations, training programs and so no. they also provide them the training on the subject
by specialized resource persons. Also, many trainings are done by CBSE as the school is
affiliated to CBSE Board.
This is how the school is functioning before covid.
But after the hitting of the covid19 the scenario has been changed. The total education system
depends on online mode. And the teachers are facing a lot of challenges by this virtual
education like they are facing problems in while using the ITC tools, assignments while
giving to students, exams, assessments, evaluations etc. For teachers work from home is not
very easy because they are used to classroom teaching. They want eye to eye contact, they
want movement in the class and close checking of the individual child. Teaching online
makes the teachers limited as compared to classroom teaching. To face and to overwhelm
these problems the teachers has to be reskilled. To reskill the teachers the school, arrange
some kind of trainings with the help of the IT department they take specialized classes for
them and then they make sure that the teachers learn how to use the technology in imparting
their classes. The teachers must need technical training as they have to use the online
platform of teaching like, zoom app, google meets, sharing a video, making of videos etc.
In her opinion the need of the hour W.R.T a teacher’s skills- The teachers have to
develop the skills of the management and remaining focused on the completion of the task in
a given time as the teachers are getting too limited with the online classes. Certain subjects
cannot be taught online and teachers has used the blackboard. Teachers cannot ask the
students to respond the questions because online time is limited. She thinks that the teacher
must possess the following skills during online teaching i.e.
 Virtual communication skills

 Live class management
 Subject knowledge
 Writing skills
 Ability to design activities and aids like charts, videos etc. for sharing
 Net surfing or browsing skills
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 Technical know-how of virtual classes
 Video making skills
 Working knowledge of MS office
 Email writing and Writing for social media
By analyzing all the challenges of the online teaching method during this pandemic
she suggest that “The teachers should continue making their lesson plans. Should be
well planned and prepare the teaching aids much in advance. Should let the students
get involved by answering the questions to give them a classroom feeling. Should also
introduce some fun activities.”
ANALYSIS:
CHALLENGES FACED BY THE TEACHERS:
Network Issues
Students
are not Interaction
maintaining Challenges Problem
discipline
Teaching online
makes the teacher
too limited.
TECHNIQUES ADOPTED:
Page 24 of 76
The teachers are using the online platform like Zoom
app, Google Meet to take the classes.
The teachers are making different videos and sharing

videos for better comprehensible for students.
The teachers are making PPTs to teach the students.
THE AREAS WHERE RESKILLING IS MUST POSSES:
Virtual
communication
skill
Ability to design
activities and aids
Live class
like charts,
management
videos etc for
sharing
Subject
Video making
knowledge
Working
Net surfing and
knowledge of MS
browsing skills
Office
 Virtual communication skill:
Page 25 of 76
The teacher must have the virtual communication skill because it means a
communication is done without being face-to-face. As the classes are running through
online, then the virtual communication is essential for a teacher because he has to
communicate virtually with the students.
 Live class management:

A teacher must have the skills in live class management as the live inline classes are
synchronous events organized in a live virtual meeting room where students and
teachers meet together to communicate with voice, videos, PPTs. If teachers do not
have the skill then there will be some problems while taking the online classes.
 Subject knowledge:
The teacher must have the knowledge about the subject. In the online classes the teacher
should very clear about the concept because they have to represent it in front of the
student through online. If a teacher has the mastery on that concern topic or subject then,
he can made different videos to make the students better comprehensible.
 Ability to design activities and aids like charts, videos etc for sharing:
The teacher must have the knowledge and ability to design activities, videos sharing as
the classes are going through online. The teacher should take training for this to take the
online classes.
 Net surfing and browsing skills:

This is the essential skill, because by this one could fine information upon a topic. So
the teachers must have the net surfing or browsing skills because they have to search
more and more things related to concern topic for the students.
 Video making:
As the classes are going through online the teachers are making small videos for
better understanding as well as to encourage the kids. So the teacher should have the
video making skill.
 Working knowledge of MS Office:
The teacher must have the skill in MS Office as the classes are running through online
the teachers are making PPTs and materials foe students. They also have to so many
assessments by using this. So, this skill is essential for online classes.
SUGGESTIONS:
 The teachers should continue making their lesson plans.
Page 26 of 76
 The teachers should be well planned and prepare the teaching aids much in
advance.
 The teachers should let the students get involved by answering the questions to
give them a classroom feeling.
 The teachers should also introduce some fun activities.
Page 27 of 76
Case-2
The study is on a post graduate teacher of DAV, Bhubaneswar (PGT):
The sample which I have collected from DAV PS Bhubaneswar is a teacher PGT grade and
taking the classes of XI and XII. She has the qualification of M.SC and B.Ed. She is running
with age of 29. She has an excellent experience of 6 years in academic, and currently in DAV
she has 4 years of experience. Before joining she has not received any kind of teaching
training. But after joining the school, the school provides different types of trainings. And in
this teacher’s training they taught some basic key things regarding to teaching method, i.e.
 Learner cantered approach

 Cordial teaching atmosphere
 Handling adolescent
 Maintain discipline
She has also under goes some frequent refresher programs quarterly, Like- workshops,
blended learning and use of it in the virtual classroom. Both English and Hindi languages are
used in the school to speak. The smart classes facility is available in her school, and to teach
the students she uses the smart classes by showing then modules, videos and different
activities. She also has the Lab facilities in her school and she uses the Lab by teach the
students by showing various experiential things related to theory.
As the covid-19 scenario has changed substantially the education system, the classes are
going through online. She is also taking the classes through online by using the online
platform like- Microsoft team, Google meets. While taking the online classes network issues,
low bandwidth interaction problems are the major difficulties that come across.
In her opinion she thinks that there is a need of training of online classes and there is a
requirement of computer classes for teachers.
To improve the online teaching during this pandemic she suggests that the teacher should be
well equipped with the latest tools and apps that will help the online classes successfully. The
teachers should adopt themselves with the ITC tools and the upcoming uses of internets,
handling computers.
Page 28 of 76
ANALYSIS:
Network
Issues
Challenges
Interaction low
Problem bandwidth
TECHNIQUES ADOPTED:
The teachers are using the online platform like Google Meet and
Microsoft Team to take the classes.
The teachers are making different videos for better

comprehensible for students.
Page 29 of 76
Virtual communication
skill
Ability to design
activities and aids like Live class
charts, videos etc for management
sharing
Video making Subject knowledge
Net surfing and Working knowledge of

browsing skills MS Office


 Ability to design activities and aids like charts, videos etc. for sharing:
online classes.
Page 30 of 76
This is the essential skill, because by this one could fine information upon a topic. So,
 Video making:
As the classes are going through online the teachers are making small videos for better
understanding as well as to encourage the kids. So, the teacher should have the video
making skill.
SUGGESTIONS:
 The teacher should be well equipped with the latest tools and apps that will help the
online classes successfully.
 The teachers should adopt themselves with the ITC tools and the upcoming uses of
internets, handling computers.
 There is a need of online teaching for online classes.
 There is a must requirement of computer education for teachers.
particular topic. And during Covid-19 the students as well as the teachers cannot come to
schools as per the govt. guidelines. So, they are talking the classes through online. The
classes are running through the platform like cisco webex etc. while taking the classes the
major difficulties that coming across are network problem, communication problem and
they cannot make sure that all the students to attend the class.
In her opinion she thinks that there is a need of training for online classes and there is a
requirement of computer education for teachers.
To improve the online teaching during this pandemic she suggests that the technical
support should reach to all the individual teachers in short span of time, as there are many
technical problems in online classes.
Page 31 of 76
CASE-3
The study is on the teacher of BJEM SCHOOL, BBSR:
The sample which I have collected from BJEM Bhubaneswar is a teacher PGT grade and she
is taking the classes of XI and XII. She is running with age of 34. She has the qualification of
M.A. with B.Ed. She has the excellent work experience of more than 10 yearsin academic
and currently in BJEM she has 5+ years of experience. She has not received any kind of
teacher’s training before joining the school, but after joining the school the school provides
them different types of teacher’s training. And in this teacher’s training they have taught
some basic key things regarding to teaching method. i.e.
 Handling adolescent
 Canteen Management
 Emotional Intelligence
 Maintaining Discipline
The teachers also under go some frequent refresher programs quarterly like- workshop to
upgrade the teaching style methods of the teachers, workshop on teachers as a leader,
time management CBSE training programs to improve the new techniques that need for
students. As the school is English medium, they use the English language to speak in the
school. They have smart classes in their school and to teach the students. She uses the
smart classes by playing the videos and encourages them and asks them their opinions.
She also has the lab facilities in her school. As she is an English teacher and the language
lab is to develop communication skills so she uses the lab by giving some topic to the
students and the students give a talk on that topic, role play, one act play, debate, speech
discussion on a particular topic. And during Covid-19 the students as well as the teachers
cannot come to schools as per the govt. guidelines. So, they are talking the classes
through online. The classes are running through the platform like cisco webex etc. while
taking the classes the major difficulties that coming across are network problem,
communication problem and they cannot make sure that all the students to attend the
class.
In her opinion she thinks that there is a need of training for online classes and there is a
To improve the online teaching during this pandemic she suggests that the technical
support should reach to all the individual teachers in short span of time, as there are many
technical problems in online classes.
Page 32 of 76
ANALYSIS:
Network Problem
Challenges
They cannot make sure that all
the students to attend the class. Communication Problem
TECHNIQUES ADOPTED:
The teachers are using the online platform like Cisco

webex to take the classes.

Page 33 of 76
skill
Ability to design
sharing



the classes are going through online. The teacher should take training for this to take
online classes.
Page 34 of 76
 Video making:
making skill.
SUGGESTIONS:
 The technical support should reach to all the individual teachers in short span of time, as
there are many technical problems in online classes.
Page 35 of 76
CASE- 4
The study is on DAV Public School, Cuttack (PGT):
The sample which I have collected from DAV Public School, Cuttack is a teacher of PGT
grade and taking classes of standard XI & XII. She has a qualification of M.Sc. with B.Ed.
She is having a great work experience of more than 6 years in academics and in this current
school she has more than 1.5 years of experience.
Before joining the school, she has not received any kind of training, but after joining the
school provides them many training facilities. In that training session they have learnt some
basic key things regarding teaching methods i.e.
(i) Classroom management

(ii) Art integrated method
(iii) Lesson plan design
(iv) Methods of teaching
The teacher also under goes some frequent refresher programs quarterly like PGT training,
CBSE training and workshops. As the school is English medium, they use English and Hindi
language in classroom. She has smart class in their school to teach students she use the smart
classes by showing them short videos, PPTs for better comprehension and to make learning
easier for the students. They also use traditional method and chalk board method to teach in
class room. She has lab facilities in their school, she is using the lab by showing the
experimental things like experiment in physics and chemistry to clear the concept.
As the Covid-19 scenario has changed substantially the education system, the entire
education system is switched to online platforms. She is talking classes with the help of the
online platforms like Microsoft Teams, Google meet. While taking classes the major
problems that coming across is Network issue and interaction problems.
In her opinion she thinks that there is a need of training for online classes and there is also a
To improve the teaching during this pandemic she suggests that if an organization used a free
app then all students able to use the app and attend the classes without any problem. The
teacher should use different ways and methods to clear the concept.
Page 36 of 76
ANALYSIS:
Network Issues
Challeng
es
Interaction
Problem
TECHNIQUES ADOPTED:
The teachers are using the online platform like Google

Meet and Microsoft Team to take the classes.

Page 37 of 76
skill
Ability to design
sharing



online classes.
Page 38 of 76
 Video making:
making skill.
SUGGESTIONS:
 The teacher should use different ways and methods to clear the concept.
 The organization used a free app then all students able to use the app and attend the
classes without any problem.
Page 39 of 76
CASE- 5
The study is on DAV Public School, Cuttack (TGT):
The sample which I have collected from DAV PS Cuttack is a teacher TGT grade and taking
the classes of standard VI to X. he has the qualification of M.Sc. with B.Ed. He is having
excellent work experience of more than 7 years in academics, and in the current school he has
more than 3 years of work experience.
Before joining he has not received any kind of training, but after joining the school provides
many training facilities. And in this teacher’s training they have taught some basic key thing
regarding to teaching method i.e.
 Class room management

 Different methods of teaching
 Lesson plan
 Use of smart classes
The teacher also under goes some frequent refresher programs quarterly like- CBSE Training,
CBP Training, different Workshop on improvement of teaching. As the school in English
medium they use the English language to speak in the school. He has the smart classes in
their school and to teach the students he use the smart classes by showing them videos for
better understand and to learn easily. They use the traditional method as the chalk board
method to teach the students. The sir also has the lab facilities in his school. He used the lab
to show the outcomes of any experiment and to clear the concept.
In the Covid-19 scenario as the Education system has changes the students as well as the
teachers cannot come to the schools as per the Govt. guideline, so the classes are going
through online platform like Google Meet, Microsoft Team. While talking the classes the
major problems that coming across is network issue, visualization problem, the doubt of the
students can clear properly as they are running with limited time.
In his opinion he thinks that there is a need of training for online classes and requirement of
computer education for teachers.
To improve the online teaching during this pandemic he suggests that the teacher should use
a high bandwidth and they should prepare themselves more than before to take online classes.
Page 40 of 76
ANALYSIS:
Network Issues
Challenges
The doubt of the students
cant clear properly as they Visualization problems
are running with limited time.
TECHNIQUES ADOPTED:
The teachers are using the online platform like Google

Meet and Microsoft Team to take the classes.

Page 41 of 76
skill
Ability to design
sharing



 Ability to design activities and aids like charts, videos etc. for sharing:
online classes.
Page 42 of 76
 Video making:
making skill.
SUGGESTIONS:

 There is must a requirement of computer education for teachers.
 The teacher should use a network of high bandwidth.
 Teachers should prepare themselves more than before.
Page 43 of 76
CASE- 6
The study is on DAV Public School, Cuttack (PRT):
The sample which I have collected from DAV Public School, Cuttack is a teacher of PRT
grade and taking classes of standard I & V. She has a qualification of B.Com. B.Ed. NTT.
She is having a excellent work experience of more than 10 years in academics and in this
current school she has more than 5 years of experience.
(i) Child cantered learning

(ii) Experimental-based learning
(iii) Impart ethic & moral values in kids
(iv) Art integrated Activity learning
The teacher also under goes some frequent refresher programs quarterly like PRT training,
language in classroom. She has smart class in their school to teach students she uses the smart
classes by showing them short videos and imparting lessons through entertainment like
movies, documentary videos etc. for better comprehension and to make learning easier for the
students. They also use traditional method and chalk board method to teach in class room.
She has lab facilities in their school, they use it for concept clear as well as for deep learning
in any chapter.
As the Covid-19 scenario has changed substantially the education system. The schools have
been shut to prevent the spreading of the virus. The entire education system is switched to
online platforms. She is talking classes with the help of the online platforms like Microsoft
Teams and WhatsApp etc. While taking classes the major problems that coming across is
Network issue, they are not maintaining discipline and communication problem.
To improve the teaching during this pandemic she suggests that teacher should know the
proper use of all the tools and techniques in online teaching.
Page 44 of 76
ANALYSIS:
Network Issues
Challenges
Students are not Communication
maintaining discipline Problem
TECHNIQUES ADOPTED:
The teachers are using the online platform like Microsoft

Team and WhatsApp to take the classes.

The teachers are sharing the videos through WhatsApp.
Page 45 of 76
skill
Ability to design
sharing



online classes.
Page 46 of 76
 Video making:
making skill.
SUGGESTIONS:
 The teacher should know the proper use of all the tools and techniques in online
teaching.
Page 47 of 76
CASE- 7
The study is on DAV Public School, Cuttack (PPT):
The sample which I have collected from DAV Public School, Cuttack is a teacher of PPT
grade and taking classes of standard Pre-Primary. She has a qualification of B.A., B.Ed. NTT.
She is having an excellent work experience of more than 5 years in academics and in this
current school she has more than 2 years of experience.
 Play-way Method of learning

 Activity based learning
 Impart ethic & moral values in kids
 Art integrated Activity learning
The teacher also under goes some frequent refresher programs quarterly like PPT training,
language in classroom. She has smart class in their school to teach students she use the smart
classes by showing them short videos and imparting lessons through entertainment like
movies, documentary videos etc. for better comprehension and to make learning easier for the
She has lab facilities in their school, they use it for concept clear as well as for deep learning
in any chapter.
online platforms. She is talking classes with the help of the online platforms like Microsoft
Teams and WhatsApp etc. While taking classes the major problems that coming across is
Network issue and interaction problem.
To improve the teaching during this pandemic she suggests that teacher should well trained to
take online classes. They should have to grab the attention of small kids. The teacher should
adopt themselves to the ICT tools.
Page 48 of 76
ANALYSIS:
Network Issues
Challenges
Interaction
Problem
TECHNIQUES ADOPTED:
The teachers are using the online platform like Microsoft

team and WhatsApp to take the classes.
The teachers are making different videos and funny

activities for better comprehensible for students.
The teachers are sharing the videos through WhatsApp.
The teachers are making PPTs to teach the students
Page 49 of 76
skill
Ability to design
sharing



online classes.
Page 50 of 76
 Video making:
understanding as well as to encourage the kids. So the teacher should have the video
making skill.
SUGGESTIONS:

 The teacher should well trained to take online classes.
 They should have to grab the attention of small kids.
 The teacher should adopt themselves to the ICT tools.
Page 51 of 76
CASE - 8
The study is on St Xavier’s high school, Cuttack (TGT):
The sample which I have collected from St. Xavier’s high school, Cuttack is a teacher who is
coming under the TGT level and taking the classes of standard VI to X. Sir has the
qualification of post graduate in Economics and Hindi with B.Ed. He is having excellent
work experience of more than 12 years in academics, and in the current school he has more
than 7 years of work experience.
Before joining he has not received any kind of training, but after joining, the school provides
many training facilities. And in this teacher’s training they have taught some basic key thing
regarding to teaching method i.e.
 Different methods of teaching

 Creativity
 Lesson plan
 Enthusiasm
The teacher also under goes some frequent refresher programs quarterly like- Workshops to
upgrade the teaching style methods for the teachers, CBSE Training program, CBP Training.
As the school in English medium they use the English language to speak in the school. He
has the smart classes in their school and to teach the students he uses the smart classes by
showing them videos for better understand and to learn easily. They use the traditional
method as the chalk board method to teach the students. The sir also has the lab facilities in
his school. He used the lab to explain the concept of physics and chemistry and for teaching
computer.
In the Covid-19 scenario as the Education system has changes, the students as well as the
teachers cannot come to the schools as per the Govt. guideline, so the classes are going
through online platform like Zoom app. While talking the classes the major problems that
coming across are network problem and doubt clearing of the queries of the students.
In his opinion he thinks that there is a need of training for online classes and requirement of
computer education for teachers.
To improve the online teaching during this pandemic he suggests that the teacher should try
to interact with the students and try to understand them. Teachers should provide many
videos according to their theories.
Page 52 of 76
ANALYSIS:
Network Issues
Challenges
Problems in doubt
clearing the queries of
the students.
TECHNIQUES ADOPTED:

app to take the classes.

Page 53 of 76
skill
Ability to design
sharing



online classes.
Page 54 of 76
 Video making:
making skill.
SUGGESTONS:
 The teacher should try to interact with the students and try to understand them.
 Teachers should provide many videos according to their theories for better
comprehensible.
Page 55 of 76
CASE- 9
The study is on St Xavier’s High School, Cuttack (PRT):
The sample which I have collected from St Xavier’s High School, Cuttack is a teacher of
PRT grade and taking classes of standard I & V. He has a qualification of B.Sc. Dl.Ed. He is
having an excellent work experience of more than 4 years in academics and in this current
school he has more than 2 years of experience.
Before joining the school, he has not received any kind of training, but after joining the

 Use of smart classes
 Child cantered learning
The teacher also under goes some frequent refresher programs quarterly like CBSE training
and workshops. As the school is English medium, they use English and Hindi language in
classroom. He has smart class in their school to teach students he uses the smart classes by
showing them short videos and imparting lessons through entertainment like movies,
documentary videos etc. for better comprehension and to make learning easier for the
students. They also use traditional method and chalk board method to teach in class room. He
has lab facilities in their school, they use it for concept clear as well as for deep learning in
any chapter.
online platforms. He is talking classes with the help of the online platforms like Zoom app
and WhatsApp etc. While taking classes the major problems that coming across is Network
issue, problems in communication.
In her opinion he thinks that there is a need of training for online classes and there is also a
To improve the teaching during this pandemic he suggests that teacher should know the
proper use of all the tools and techniques in online teaching. They should prepare themselves
for online classroom with some activities and they should make the students comfortable.
Page 56 of 76
ANALYSIS:
Network Issues
Challenges
Communication
Problem
TECHNIQUES ADOPTED:

app and WhatsApp to take the classes.

Teachers are sharing the videos through WhatsApp.

Page 57 of 76
skill
Ability to design
sharing


communication is done without being face-to-face. As the classes are running theough

online classes.
Page 58 of 76
 Video making:
making skill.
SUGGESTIONS:
teaching.
 They should prepare themselves for online classroom with some activities.
 The teacher should make the students comfortable.
CASE- 10
The study is on St Xavier’s High School, Cuttack (PPT):
Page 59 of 76
The sample which I have collected from St Xavier’s High School, Cuttack is a teacher of PPT
grade and taking classes of standard I & V. She has a qualification of B.A.Dl.Ed. NTT. She is
having an excellent work experience of more than 4 years in academics and in this current
school she has more than 2 years of experience.
 Child cantered learning

 Play way method
The teacher also under goes some frequent refresher programs quarterly like CBSE training
and workshops. As the school is English medium, they use English and Hindi language in
classroom. She has smart class in their school to teach students she uses the smart classes by
showing them short videos and imparting lessons through entertainment like movies,
documentary videos etc. for better comprehension and to make learning easier for the
She has activity hall in their school, they use it for different activity for clarify the concept of
kids.
online platforms. She is talking classes with the help of the online platforms like Zoom app
and WhatsApp etc. While taking classes the major problems that coming across is Network
issue, interaction problem and as the students are very small so there are some difficulties to
attract the students for the class.
To improve the teaching during this pandemic she suggests that teacher should know the
proper use of all the tools and techniques in online teaching. They should prepare themselves
with some funny videos and some activities.
ANALYSIS:
Page 60 of 76
Network Issues
Challenges
As the students are very small so

there are some difficulties to Interaction Problem
attract the students for the class.
TECHNIQUES ADOPTED:

app and WhatsApp to take the classes.

The teachers are sharing short videos through

WhatsApp.
THE AREAS WSHERE RESKILLING IS MUST POSSES:
Page 61 of 76
Virtual communication skill
Ability to design activities

and aids like charts, Live class management
videos etc for sharing
Net surfing and browsing Working knowledge of MS

skills Office

online, then the virtual communication is essential for a teacher because she has to

she can made different videos to make the students better comprehensible.
online classes.
Page 62 of 76
 Video making:
making skill.
SUGGESTIONS:
teaching.
 The teacher should prepare themselves with some funny videos and some activities.
Page 63 of 76
INFERANCE TABLE
CASE No. Challenges faced by Technologies Suggestions

teachers adopted
 Network Issues  The teachers are  The teachers should
 Interaction Problem using the online continue making their
Case- 1 platform like Zoom lesson plans.
 Teaching online
makes the teacher app, Google Meet to  The teachers should be
too limited. take the classes. well planned and prepare
 Students are not  The teachers are the teaching aids much in
maintaining making different advance.
discipline videos and sharing  The teachers should let
videos for better the students get involved
comprehensible for by answering the
students. questions to give them a
classroom feeling.
 The teachers are
 The teachers should also
making PPTs to
introduce some fun
teach the students.
activities.
 Network Issues  The teachers are  The teacher should be

Case- 2  Interaction Problem using the online well equipped with the
 Visualization platform like latest tools and apps
problems Google Meet and that will help the online
 Students are not Microsoft Team to classes successfully.
maintaining take the classes.
 The teachers should
discipline  The teachers are
adopt themselves with
making different
videos for better the ITC tools and the
comprehensible for upcoming uses of
students. internets, handling
 The teachers are computers.
making PPTs to  There is a need of
teach the students. online teaching for
online classes.
 There is a must
requirement of
computer education for
teachers.
 Network Problem  The teachers are  The technical support

Case- 3  Communication using the online should reach to all the
Problem platform like Cisco individual teachers in
Page 64 of 76
 They cannot make webex to take the short span of time, as
sure that all the classes. there are many technical
students to attend  The teachers are problems in online
the class. making different classes.
videos for better  There is a need of online
comprehensible for teaching for online
students.
classes.
 There is a must
making PPTs to
requirement of computer
teach the students.
education for teachers.
 Network Issues  The teachers are  The teacher should use

Case- 4  Interaction Problem using the online different ways and
platform like methods to clear the
Google Meet and concept.
Microsoft Team to
 The organization used a
take the classes.
free app then all students
able to use the app and
making different
videos for better attend the classes without
comprehensible for any problem.
students.  There is a need of online
 The teachers are teaching for online
making PPTs to classes.
teach the students.  There is a
mustrequirement of
teachers.
 Network Issues  The teachers are

 Visualization using the online  There is a need of online
Case- 5 platform like teaching for online
problems
 The doubt of the Google Meet and classes.
students can clear Microsoft Team to  There is must a
properly as they are take the classes. requirement of computer
running with limited  The teachers are education for teachers.
time.
making different  The teacher should use a
videos for better network of high
comprehensible for bandwidth.
students.  Teachers should prepare
 The teachers are themselves more than
making PPTs to before.
teach the students.
 Network Issues  The teachers are  The teacher should know

Case- 6  Communication using the online the proper use of all the
Page 65 of 76
Problem platform like tools and techniques in
 Students are not Microsoft Team and online teaching.
maintaining WhatsApp to take  There is a need of online
discipline the classes. teaching for online
 The teachers are classes.
making different  There is a must
videos for better requirement of computer
comprehensible for education for teachers.
students.
 Teachers are
sharing the videos
through WhatsApp
making PPTs to
teach the students.
 Network Issues  The teachers are

 Interaction Problem using the online  There is a need of online
Case- 7 platform like teaching for online
Microsoft team and classes.
WhatsApp to take  There is a must
the classes. requirement of computer
 The teachers are education for teachers.
making different  The teacher should well
videos and funny trained to take online
activities for better classes.
comprehensible for
 They should have to grab
students.
the attention of small
kids.
sharing the videos
through WhatsApp.  The teacher should adopt
 The teachers are themselves to the ICT
making PPTs to tools.
teach the students.
 Network Issues  The teachers are  The teacher should try to

Case- 8  Problems in doubt using the online interact with the students
clearing the queries platform like Zoom and try to understand
of the students. app to take the them.
classes.
 Teachers should provide
many videos according to
making different
their theories for better
videos for better
comprehensible for comprehensible.
 The teachers are teaching for online
making PPTs to classes.
teach the students.
Page 66 of 76
 There is a must
requirement of computer
education for teachers.
 Network Issues  The teachers are  The teacher should know

Case- 9  Communication using the online the proper use of all the
Problem platform like Zoom tools and techniques in
app and WhatsApp online teaching.
to take the classes.
 They should prepare
themselves for online
making different
classroom with some
videos for better
comprehensible for activities.
 Teachers are teaching for online
sharing the videos classes.
through WhatsApp.  There is a must
 The teachers are requirement of computer
making PPTs to education for teachers.
teach the students.  The teacher should make
the students comfortable.
 Network Issues  The teachers are  The teacher should

Case- 10  Interaction Problem using the online know the proper use of
 As the students are platform like Zoom all the tools and
very small so there app and WhatsApp techniques in online
are some difficulties to take the classes. teaching.
to attract the  The teachers are
 The teacher should
making different
students for the prepare themselves
videos for better
class. with some funny videos
comprehensible for
students. and some activities.
 The teachers are  There is a need of
sharing short videos online teaching for
through WhatsApp. online classes.
 There is a must
requirement of
teachers.
Page 67 of 76
10 10 10 10 10 10 10 10 10 10
RESPONDENTS
i ll en
t ill ill
s e es ge ng ce ng
sk sk sk dg viti ad riti riti
n em g g la el offi
tio ag s in ow cti lw S lw
i ca kin kn
a kno
ita M ai
an ow a l ig
n t g of
un m Br o
m ci a s j ec Di e Em
m ss de hn de ub dg
om cl a Vi c t o S la
lc e Te ty ow
ua Liv bili kn
irt A g
V rkin
o
W
RESKILLING
(Areas)
ANALYSIS:
From all the analysis the result is according to all these experts reskilling is important.
Reskilling has become highest necessity for the teachers. The individual teacher has to
upgrade their skills to match the current mood. The pandemic has transformed the centuries-
old, chalk board teaching model to technological studies.
The current study has got an opportunity to interview some of the teachers of CBSE board.
In the above cases we found that the teaching method is quite different from before covid to
after covid. Before covid19 the teachers ware using smart classes as well as traditional
classes. In the traditional classes the teacher uses the chalk and board method, activity
method and play way methods to teach the students. In the smart classes the teachers were
using the projectors to take the classes. They prepare PPTs, showing them videos, different
activities to teach the students. And after covid19 the teachers are taking the classes using
various methods and various platforms to teach the students. They are taking the classes
through online by showing the students PPT, videos, and some activities. The teachers are
facing a lot of challenges while taking the online classes. So, the school provides the teachers
some trainings to tackle the challenges. By these training programs the teachers get reskilled.
Page 68 of 76
They should be reskilled in the area of preparing a lesson plan to deliver through online
platform. The teachers should be reskilled in technologies. They should know how to make
PPTs, videos and online funny activities. Information and communications technologies
(ICT) education is must needed for the teachers.
From all the cases there are some common challenges that faced by the teachers, i.e. Network
issues and interaction problem.
Some common technologies that are adapted - Google Meet and Microsoft Team
Some common suggestion that is given to improve the online classes – there is a need of
online training and computer education for all the teachers to take the online classes and the
teachers should adopt themselves with the ICT tools.
Page 69 of 76
Chapter 5
SUGGESTIONS
Page 70 of 76
SUGGESTIONS:
There are some suggestions given below, which the CBSE schools and the teachers should
much adopt to tackle the challenges and to make the online classes surpass before.
 The teachers should adopt themselves with the ICT tools

 Schools should provide high speed connectivity.
 Introduce technologies in the classroom like- screen sharing and white board etc.
 Empower students to be active learner.
 Provide proper training to the teachers to take online classes.
 Make computer knowledge of the teachers as mandatory
 Maximize the online interaction by asking one to one questions / set polls / quiz etc.
 Teachers should make some videos on each module and posted it to the school
website according to the classes and should add a dropbox below the videos. So that
the students can download those videos for studies and if there any queries then the
students can ask their queries in the dropbox.
 It is a time for a teacher to throw the lesion plan out the window and make the best of
a bad situation.
 Record the lecture and give it to the students because many students are struggling
with network problems.
LIMITATION OF THE STUDY:

There are also some limitations of this project, such as-
 The Project time period is very short.

 Aa the project is going through online mode so there is no personal interaction with
the teachers.
 Not able to collect sufficient data from secondary source as the Covid19 is very new
to the world.
Page 71 of 76
CHAPTER-6
CONCLUSION
AND
BIBLIOGRAPHY
Page 72 of 76
CONCLUSION
Reskilling has become the highest necessity of the teachers in this pandemic. In this current
scenario the complete education system has changed drastically with the distinctive rise of e-
learning, whereby teaching is undertaken through digital platforms.
In study reskilling is must needed in some required areas like:
 Virtual communication skills
 Live class management
 Subject knowledge
 writing skills
 Ability to design activities and aids like charts, videos etc. for sharing.
 Net surfing or browsing skills
 Technical know-how of virtual classes
 Video making skills
 Working knowledge of MS office, Email writing and Writing for social media etc.
It reforms the traditional method to modern. The cases demonstrated again and again the
value of learning while taking the online classes, not only keep their skills, knowledge and
competences up-to-date but also, in helping them keep a positive disposition towards
learning. So, access to opportunities for learning and development is important, and to some
extent these opportunities were more likely to be given to individuals showing a strong
commitment towards their work.
Page 73 of 76
BIBLIOGRAFY
References:
1. Arasteh, B., Pirahesh, S., Zakeri, A., & Arasteh, B.(2014). Highly Available
and Dependable E-Learning Services Using Grid System. Procedia Social
and Behavioural Sciences, 143, 471-476.
2. CommLab (2015), How to Measure the Effectiveness of E-learning Programs, Retrieved
from: https://www.commlabindia.com/resources/article/e-learning-programs.php on Oct
2017.
3. DongsongZhang, Lina Zhou, Robert O. Briggs, Jay F. Nunamaker (2006). Instructional
video in e-learning: Assessing the impact of interactive video on learning effectiveness,
Retrieved from: http://www.sciencedirect.com/science/article/pii/S0378720605000170 on
13 Oct 2017
4. Intakhab Alam Khan, 2016. Effectiveness of E-learning for the Teaching of English: A
Study of Comparative Strategies, Retrieved from:
http://www.journals.aiac.org.au/index.php/alls/article/view/2293 on 16 Oct 2017.
5. Judith B. Strother (2002). An Assessment of the Effectiveness of e-learning in Corporate
Training Programs, Retrieved from:
http://www.irrodl.org/index.php/irrodl/article/viewArticle/83/160Tauber?
utm_campaign=elearningindustry.com&utm_source=/dramatically-reduce-corporate-
training-costs&utm_medium=link, Retrieved on 10 Oct 2017.
6. Jui-long Hung, 2010. Trends of e-learning research from 2000 to 2008: Use of text
mining and bibliometrics, Retrieved from:
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01144.x/full on 12 Oct
2017.
7. Kai Ruggeri, Conor Farrington and Carol Brayne (2013). A Global Model for Effective
Use and Evaluation of e-Learning in Health, Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3613167/ on 14 Oct 2017.
8. Miklian, Jason (2018). "Gaming the System? Testing the Ability to Artificially Generate
Academic Citations Through Incentive-Based Promotion." Social Science Research
Network. SSRN Working Paper.
9. Moravec, T., Stepanek, P., & Valenta, P. (2015) . The Influence of Using e-
Learning tools on the results of students at the tests. Procedia Social and
Behavioural Sciences, 176, 81-86.
10. Safiyeh RajaeeHarandi, 2015. Effects of e-learning on Students’ Motivation, Retrieved
from: http://www.sciencedirect.com/science/article/pii/S1877042815031985 on Oct 2017.
11. Sandra M. Salter, Ajay Karia, Frank M. Sanfilippo, and Rhonda M. Clifford (2014).
Effectiveness of E-learning in Pharmacy Education, Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4028592/ on 14 Oct 2017.
12. Sekiwu Denis & Naluwemba Frances (2014). E-learning for University Effectiveness in
the Developing World, retrieved from: https://globaljournals.org/GJHSS_Volume14/10-
E-learning-for-University-Effectiveness.pdf on 14 Oct 2017
13. Shu-Sheng Liaw (2008). Investigating students’ perceived satisfaction, behavioral
intention, and effectiveness of e-learning: A case study of the Blackboard system,
Retrieved from:
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https://www.researchgate.net/publication/222416067_Investigating_students
%27_perceived_satisfaction_behavioral_intention_and_effectiveness_of_e-
learning_A_case_study_of_the_Blackboard_system, on 12 Oct 2017.
14. Teo, T.(2014).Preservice Teacher’s satisfaction with e-Learning. Social
Behavior & Personality, 42 (1), 3-6.
15. Yair Levy (2007). Comparing dropouts and persistence in e-learning courses, retrieved
from: http://www.sciencedirect.com/science/article/pii/S0360131505000096 on 15 Oct
2017.
SEARCH ENGINES:
1. https://www.weforum.org/press/2020/01/the-reskilling-revolution-better-skills-better-
jobs-better-education-for-a-billion-people-by-2030/
2. http://bweducation.businessworld.in/article/Higher-Learning-Upskilling-And-
Reskilling-In-Times-Of-COVID-19-/29-05-2020-193560/
3. https://www.edelements.com/blog/upskilling-and-reskilling-for-the-new-normal-of-
education .
4. http://www.evaldesign.com/uploads/2/3/8/2/23823775/school_education_india__eval
design.pdf
5. https://www.weforum.org/press/2020/01/the-reskilling-revolution-better-skills-better-
jobs-better-education-for-a-billion-people-by-2030/
6. https://ommcomnews.com/odisha-news/covid-19-challenges-for-the-education-sector
7. https://www.jagranjosh.com/articles/how-to-overcome-the-challenges-of-new-
academic-year-1491899116-1
8. https://www.who.int/docs/default-source/coronaviruse/key-messages-and-actions-for-
covid-19-prevention-and-control-in-schools-march-2020.pdf?
sfvrsn=baf81d52_4&gclid=Cj0KCQjwu8r4BRCzARIsAA21i_AdSRDT_e2Wn20n1g
2xuOHuJ9SkXRCyk5OplVaReZdLjiCUN-7C9aYaAiYtEALw_wcB
9. https://www.hindustantimes.com/education/covid-19-odisha-asks-colleges-and-
universities-to-start-online-classes-by-july-13/story-
7X6oHAMaoA0WY51BuJxAxN.html
10. https://ommcomnews.com/odisha-news/covid-19-challenges-for-the-education-sector
11. https://www.ndtv.com/education/covid-19-odisha-introduce-e-learning-mentorship-
programme-for-tribal-studentshttps://www.ndtv.com/education/covid-19-odisha-
introduce-e-learning-mentorship-programme-for-tribal-students
12. https://www.newindianexpress.com/states/odisha/2020/may/16/no-exams-till-class-8-
all-to-be-promoted-odisha-government-2144052.html
13. https://www.newindianexpress.com/states/odisha/2020/apr/08/odisha-class-x-
students-gets-online-education--through-diksha-app-2127258.html
14. https://www.financialexpress.com/education-2/online-learning-and-education-for-all-
during-and-after-covid-19-pandemic/2021940/
15. https://www.who.int/docs/default-source/coronaviruse/key-messages-and-actions-for-
covid-19-prevention-and-control-in-schools-march-2020.pdf?
sfvrsn=baf81d52_4&gclid=CjwKCAjwjqT5BRAPEiwAJlBuBWyDhxZ-
HhEKmecAhPbT09_PMokQrHFuN0NbiWnw7McihXVTCkNhERoCyxAQAvD_Bw
E
Page 75 of 76
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RESKILLING OF TEACHERSIN THE WAKE OF COVID 19

PANDEMIC WITH THE SPECIFIC REFERENCE

A report submitted for partial fulfilment of the requirements of Master in Business

UNDER THE GUIDANCE OF:

Mrs. Amita Panda

This is to certify that Ms. Subhalaxmi Chhatoi bearing Roll No. –

Place: Bhubaneswar Mrs. Amita Panda

I would like to offer my sincere thanks to Astha School of Management

It is really a great pleasure to have the opportunity to describe the feelings

I am grateful to the teachers who answer all my queries and provide me

LITERATURE REVIEW 12-18

DATA ANALYSIS 22-69

CBSE affiliates all Kendriya Vidyalayas, all Jawahar Navodaya Vidyalayas, DAVs, private

 Administrative level- principle and vice- principle.

 A study conducted in Tehran Alzahra University by R. Safiyeh tried to investigate the

 Learning management systems like Google Classroom, Canvas, and Blackboard

 21st-century learning is all about innovation, problem-solving and critical thinking.

The objectives of the studies are as follows:

ii. Secondary Data:

A short narration of her words is given below:

This is how the school is functioning before covid.

 Virtual communication skills

The teachers are making different videos and sharing

The teachers are making PPTs to teach the students.

THE AREAS WHERE RESKILLING IS MUST POSSES:

 Virtual communication skill:

 Live class management:

 Net surfing and browsing skills:

 Working knowledge of MS Office:

 Learner cantered approach

The teachers are making different videos for better

The teachers are making PPTs to teach the students.

Video making Subject knowledge

Net surfing and Working knowledge of

 Virtual communication skill:

 Live class management:

 Working knowledge of MS Office:

The teachers are using the online platform like Cisco

The teachers are making different videos for better

The teachers are making PPTs to teach the students.

Video making Subject knowledge

Net surfing and Working knowledge of

 Virtual communication skill:

 Live class management:

 Working knowledge of MS Office:

(i) Classroom management

The teachers are using the online platform like Google

The teachers are making different videos for better

The teachers are making PPTs to teach the students.

Video making Subject knowledge

Net surfing and Working knowledge of

 Virtual communication skill:

 Live class management:

 Working knowledge of MS Office:

 Class room management

The teachers are using the online platform like Google

The teachers are making different videos for better

The teachers are making PPTs to teach the students.

Video making Subject knowledge

Net surfing and Working knowledge of

 Virtual communication skill:

 Live class management:

 Working knowledge of MS Office: