National Seminar: Pondicherry
University, Pondicherry
Date: (to be held from 04th June
to 06th June 2004)
Theme: National Seminar on
Educational Management
Resolutions:
XVII Annual
Conference:
Date: 10th March to 12th
January 2004
Theme: Fourth Wave-
Education
Sub-Theme 1: Approaches
to education: Behaviorism, Cognitivism, Constructivism-
(a) Behaviorism (Learning as
response strengthening). Learner passively receive rewards and punishment where
he or she repeatedly cued to give a simple response which is followed by
immediate feedback, (b) Cognitivism (Learning as
knowledge acquisition). Here the information is a commodity that can be transmitted
directly from teacher to the learner (c) Constructivism (Learning is
constructing your own knowledge). Here learner is a sense maker where as
teacher is a cognitive guide. Child taught himself by gathering information and
experiencing the world around him. Such learning exemplifies constructivism.
The purpose of learning is for an individual, construct his or her own meaning,
and not just memorize ‘right’ answers.
Sub-Theme 2- MARS-Methodology: Mass Action Research By School Teachers: Action research helps to solve the immediate problems emerging in the local context. Through MARS, our teachers will solve their problems of teaching, learning, evaluation, administration etc. They will diagnose and solve their own problems. Thus MARS will improve their self-esteem and encourage them to do their work creatively. Teachers can thus create local knowledge and use local wisdom.
Sub-Theme 3- Enriching Curriculum:
Using Local Wisdom: Teaching-learning
processes are influenced by the local environment. Good teachers do relate the
curriculum with the local set-up. Teachers are expected to be flexible in using
local wisdom even while using the prescribed syllabus.
Sub-Theme 4- Enriching Curriculum: Using Local Wisdom: New scenarios of schooling are emerging. All such scenarios may operate concurrently in given country. How do we respond to them while dealing with four waves of education? (a) Pro-schooling: This scenario says that the present system of school education will expand so as to meet the demand for education of increasing population. The major objectives of this scenario are- continuing bureaucratic institutionalized system, fulfilling the hidden social functions and resisting radical changes in the system. (b) Re-schooling: This scenario opposes the rigidity of the above education system by giving importance to education that has strong social links and community leadership. This scenario favors flexible learning organizations focusing on generating new knowledge base and accepting the radical changes. (c) De-schooling: This scenario advocates for non-formal education facilitated by ICTs and network society. As a result the formal system of schooling will melt down.
Resolutions:
1. In order to create a Caring
society, ‘respsonsivism’ and spiritualism should guide
the conceptual framework, structures and functions of education in terms of all
the courses and programs at all levels of education including life long
education.
2. Constructivism should be
encouraged as the primary approach of learning at all stages and forms of
education.
3. Systems Thinking
should be the hall mark of learning, teaching, and researching in the area of
school education, teacher educators, parent’s education and the management of
education.
4. The curriculum should be
energized through the support of Action Research undertaken by teachers and
students at all levels of education.
5. Synergetic
networking for Collaborative Partnership of Educational Institutions,
Government Departments, and Business Organizations should aim at developing
strategies of human development for the Fourth Wave Education.
XVI Annual Conference:
Date: 20th March to 22nd
March 2003
Theme: International Conference of AIAER on Research
Issues in Peace and Development Education
Sub-Theme 1: Research Issues in Education for Peace- (a) Micro level –Personal, (b) Macro level - Society, Nation, Global, Universe.
Sub-Theme 2- Research Issues
in Education for Development- (a)
Personal Development - Cognitive, Affective, Psychomotor, (b) Social
Development - Language, Cultural, Religious, Spiritual, Scientific, Rational,
etc.
Sub-Theme 3- Research in
Education- (a)
Global Issues and Trends - Conceptual, and Methodological (b) General Research
Support
Resolutions:
1. Researches at grassroots as well as formal level would be taken up
in the area of peace and development.
2. Education for peace and development would be propagated through
non-formal courses and programs.
3. In the school and college curriculum education for peace and
development should be included.
4. In the school and college curriculum education for peace and
development should be included.
5. Rational approach to the development of peace would be taken up by
the administrators, teachers, teacher educators, parents and children by
designing systematic and sustained activities of research.
6. Research studies at the levels of masters, doctoral and other
degree/ diplomas/certificates should take care of intrinsic and extrinsic
peace, and socio-economic and cultural development.
7. The local bodies in the state chapter shall play an active role in
implementing peace and development oriented programs.
XV Annual Conference:
Date: 31st May to 2nd
June 2002
Theme: Research Issues in Thinking Skills and
Values:
Sub-theme I: Thinking - (a) Philosophical and Biological Basis of Thinking, (b) Approaches to Introduce Thinking and Constructivism, (c) Thinking and Curriculum: Languages, Sciences, Social Sciences and other Subjects, (d) Thinking and Teacher Education, (e) Thinking and Distance Education, (f) Thinking and Adult Education, (g) Thinking and Educational Management, (h) Thinking and Support System, (i) Thinking Types: like Inductive/Deductive, Critical/Creative, etc, (j) Thinking as an Area of Research,
Resolutions:
1. The Rational approach that takes care of scientific and spiritual aspects of learning should be used for the development of ‘Thinking and Values’.
2. A Rational approach to the development of ‘Thinking and Values’ amongst the administrators, teachers, teacher educators, parents, and children should be designed through systematic and sustained activities of research
3. The curriculum for ‘Thinking and Values’ should be coordinated in school education and teacher education.
4. Appropriate teaching strategies for teaching and training should be developed to foster ‘Thinking and Values’ amongst the children. There is an urgent need of conducting research for developing and validating new teaching strategies.
5. Within the State and the National framework, the local bodies should play an active role for evolving and implementing the programs of ‘Thinking and Values’.
XIV Annual Conference: VML PG College for Women,
Date: 27 May to 29 May 2001
Theme: Issues-Policies-Programs
and Research in Information Technology
Resolutions:
XIII Annual
Conference: SNDT
Women’s University, Mumbai
Date: May 28 to May 30 2000
Theme: Research Issues in
Curriculum
Resolutions:
1. The Association may seek the financial support of NCTE, UGC and other funding agencies to encourage the development of the substantive literature and pedagogical literature about Critical and Creative Thinking Skills. Institutions and members may be supported and encouraged for preparing micro and macro projects with financial support.
2. The Web Page Manager of the Association may improve the quality of the page with a view to facilitate the possibility of undertaking a pilot project with the support of PVDT of SNDT and the info-tech group from the community, especially at Pune along with help from any such agency.
3. UGC, NCTE, and NCERT may be approached to launch a program for developing Minimum Levels of Information Technology (IT) facilities in all the Teacher Training Institutions and the advanced IT programs in 100 such institutions in the next two years.
4. Distance Education, Open Education and Networking Education Methodologies may be utilized for the development of teachers, support staff, educational writers, parents and others on a continuing and a long-term basis. MHRD, UGC and other international bodies may be approached for providing academic, administrative and financial facilities.
5. On the lines of the National Policy of Education (NPE), the States and other bodies, may prepare through a participatory approach state Education Plans, District Education plans and Local Education Plans. Eventually, these plans may be translated into local programs and their criteria of accountability.
6. The Association may undertake a project for the preparation of study material for the National Eligibility Test (NET) /State Level Eligibility Test (SLET) Examination for Education.
7. The Association may publish quality papers to be presented at each Annual Conferences as a prized publication in the form of a Year Book.
8. The Association may notify its members a year in advance about the theme of the forthcoming conference along with proper guidelines and instructions so that they prepare themselves accordingly.
9. The Association will continue to extend conference-invitations and brochures to agencies like NCTE, UGC, NCERT, etc. which may depute and support their own representatives.
XII Annual Conference:
Date: 15 December to 17 December 1999
Theme: Issues in Teacher
Education
Resolutions:
1. Lifelong continuing education of teachers, teacher educators and the researchers is the essential input to improve the quality of education. The delegates of the 12th Annual Conference of AIAER recommend that the distance education and indigenous technologies may be utilized for organization of suitable programs.
2. Action research for improving the quality of education and self-esteem of teachers at school and higher education levels is to be utilized in a mass manner. Mechanism to initiate self-managed and centrally managed action research projects be initiated.
3. Institutions and their heads should initiate local policies and local programs for the improvement of parent education and community education.
4. Young researchers from different disciplines including Education must be inducted for undertaking research and development programs. Local level resources by local people may be initiated.
5. Apex bodies like NCTE should give academic support to researches in teacher education and teaching especially on classroom procedures so as to develop process norms based on empirical evidences.
6. The AIAER may undertake short-term summer programs for the training of researchers including school teachers. The members of AIAER should undertake researches and publish them in good journals.
XI Annual Conference: BEA
Date: May 25 to May 27 1998
Theme: Action Research in Education
Conference:
Date: September 28 to September 29 1998
Theme: Up-dating Teacher Education
X Annual Conference:
Date: May 29 to May 31 1997
Theme: Education and Human Rights
IX Annual Conference: St. Christopher’s College of Education, Madras
Date: June 5 to June 7 1996
Theme: Education for Excellence
VIII Annual
Conference: Dept. of Education,
Date: May 25 to May 27 1995
Theme: Education & Human Resource Development
VII Annual Conference:
Dept. of Foundations Education, Jamia
Millia Islamia,
Date: June 1 to June 3 1994
Theme: Innovations in Education
VI Annual Conference:
Date: May 25 to May 27 1993
Theme:
Educational Management
V Annual Conference: Dept. of Education,
Date: June 14 to June 16 1992
Theme: Quality Improvement in Educational Research
IV Annual Conference:
Date: April 19 to April 20, 1991
Theme: Education for All
III Annual Conference:
Chembur Comprehensive Vocationalisation of Edn. &
Date: December 31 1989 to January 1 1990
Theme: Follow up studies on Teacher Education
II Annual Conference:
Date: January 14 1989
Theme: Training for College Teaching
I Annual Conference:
Date: December 24 1987
Theme: Teacher Education