New Generation and changing times When we look at India today in its length and breadth we get the

message that it is now a "work in progress" country. We are not sure if we are going towards world leadership of producer of manpower for the world, which understands instructions well and executes as per the expectations of the designer. In any case, we are making good progress as per the financial gurus. We are trying to take decisions that may alter the very shape of the society. We, for example, are investing more on the infrastructure that can produce skilled workers in a large scale and trying to export the services of those workers to the world. Because of this, our investments on innovation are suffering but that is a decision. The current leading generation came out of a society that was changing rather slowly and has a mix of exporting and innovation. So it is not very difficult for that generation to understand, reflect and make judgments. We do have a value system against which we compare the current events and make judgments. The new generation will be a "work in progress" generation. They are passing through the days of adjustment. The changes in the country's economic, social and cultural aspects are not only faster and higher but are fundamental in nature. We are trying to touch the foundations of our society and rebuild new value system. Because we are in a race we only can perceive the financial status as the basis of measurement. From these conditions we have to bring up new generation that should touch the heights of the world. How can we help our kids formulate a value system using which they can make judgments? How can we teach our kids the fundamentals of leadership when it is becoming an endangered quality here? How can we teach our kids about innovation when we are deciding to go slow on investments for innovation? How can we teach our kids that going towards better financial status should be associated with some efforts to make ourselves better citizens? The confusion parents are nursing in the middle of this work in progress has led to many directions in the education sector. Investments in the education sector started growing from the private sector and individual spending on education is growing to meet this increasing private sector investments. In these chaotic conditions many schools of thought are emerging. High voltage discussions are taking place in and out of media about determining new system of education for different levels. Some are critical of the burden school children need to take and others speak about building up the endurance power in kids to handle the information overflow in the country because of many players in press and media and globalisation of our businesses. Some were suggesting a going back into the days of Gurukul where the teacher focuses on overall development of the kid without any artificial measurements like the current examination system. Some others were suggesting about adopting international standards such as IB to make our kids globally challenging. In the middle of all this, the average parent is stranded with the kids and is struggling to find a way. If you go towards Gurukul system and keep your kids in hostels you are not sure about the values taught to the kids. They may be exposed to hypocrisy and aggression and thus learn the same as their basic values. If you are sending kids to IB schools the problem of measurement creeps in. It becomes difficult for the parents to understand the progress their kids are making and make comparisons with the kids of their relatives, friends or colleagues if they are passing through the traditional examination system.

Because the current generation parents came from examination system they can judge the progress in that system very well but if the children go to an IB school or any other international system where the pressure of examinations were taken off from the children, judging the progress is becoming very difficult. The new generations parents thus should follow some basics and allow the confusion to prevail until a holistic solution emerges out of the confusion. Generally confusion arises out of unsuccessful attempts to understand and interpret the situation but it often leads to good solutions eventually. The parents however should make sure that; Their children get a value system using which they can make judgment of the current happenings pragmatically rather than fixing themselves in the trap of comparisons. Their children gets sufficient attention to know, understand and interpret the happenings relating to the knowledge and education sectors. As the kids grow from primary years with some fundamental strengths and move into High School they should be explained about the confusion prevalent in the society about the learning models and allow them to draw good amount of knowledge about some basic issues required for their growth and maturity through additional reading. Expose them to the fundamentals of arts and culture of the country that has very strong value system embedded into it. The new age arts of movies and music videos cannot impact the character of the youngsters and may lead to aggression and frivolousness. Traditional arts have soothing effect because they were formulated during a slow changing society and so appear to be undeterred by the noise of the new confusion. Formulate basic value system for yourself about beliefs and analysis. If you believe God, explain the concept of God not as a basic belief but as a concept required for the human kind. If we cannot create a belief system, probably we are depriving our kids from having a system of stress management. If you do not believe God, give education to the kids about the God concept and your own stand and provide alternate system where they can focus their helplessness and release stress to stay positive and confident. Teach your kids about the sacrifice our soldiers at borders were offering for our own safety. I have noticed many occasions where soldiers were treated with disrespect in our society, which I could never notice in many countries I visited. Teach your kids the fundamental respect towards fellow human being. We notice people misbehaving in parking lots, train stations and any other public place and the evident trait behind such behaviour often appears to be disrespect towards fellow citizen. I have noticed some kids taking negative opinion about a particular religious belief such as Hindu kids disliking Muslim kids and vice versa. In one of the seminars of kids I have noticed kids mentioning about thrashing Pakistan without understanding any of the international politics. These are alarming directions we are giving to our kids. Let us hope that the leadership of the Country also takes the issue of making responsible next generation with enough seriousness and formulate appropriate policies but until then we cannot sit blaming the administrators keeping our kids future and well-being at stake. Lets try providing our own contribution for making better country at least in coming decades.

Teachers changing with the times

Teachers must update their knowledge and become familiar with the use of multimedia as they cannot .ght today's battle with yesterday's weapon. Acharyat padam adhattepadam sat yah sva-medhaya Padam sa-brahmacharibhyah padam kalakramena ca THIS IS a beautiful Sanskrit verse that focuses on the vision of a student's acquisition of knowledge in ancient times and one that is relevant even to this day. The common man's understanding of the verse would go this way: "The brahmachari, or student, gets one quarter of his or her knowledge from the acharya or teacher; another quarter from using one's own intelligence; a third quarter is acquired from interaction with other brahmacharis; and the fourth quarter is acquired as time progresses." It is clear that the teacher has a unique role to play in the life of a learner. And Teacher-education has come a long way from the gurukula system to the present-day IIMs and IITs and University education. S.M.S. Gowda, Vice-Principal, BES College of Education, is of the firm belief that "those who dare to teach must never cease to learn". Prof. Gowda is of the opinion that "teachers are the makers of the nation and as the architects of the country, they must be in tune with the changing trends of the 21st century. Teachers must update their knowledge and become well versed with the use of multimedia. The main objective of teachereducation is to bring about a change in the trainees who can dedicate, commit and equip themselves in the competencies hitherto taught." Accept changes He further states: "Teacher-educators cannot fight today's battle with yesterday's weapon. Hence, they must be prepared to accept the changes that occur and deliver the instruction required in a desirable manner and prepare the future teachers of our country who are the changing agents of society." Many agree that the education scenario in India has reached a low ebb, but the islands of excellence that exist in each system should clearly help in the overcoming of the crisis. M.M. Swamy, Principal of the Gear Innovative B.Ed College, says: "Till now, we were not preparing the teachers for the global context. Now, we have to equip ourselves and the system for the change paradigm." If some believed that the traditionalist approach is the bane of the system, some others want a mix of the ancient Indian tradition and the modern approach." Vijayamurthy, Principal of MES College of Education, says: "There has been a renewal of Indian values in the West, which is in crisis. Indian education can be a panacea for all the ills of society. The demand for Indian teachers worldwide is bound to multiply because of their orientation in a multitude of areas." Prof. Murthy adds that, "our scriptures have helped in clearing the misconceptions and the West is bound to look to Indian education for clearing the confusion." In demand If there is a craze on the part of the parents to see their wards join the international schools and the schools with special positioning, it is because of the demand that exists in society. The NPS (National Public School), the

DPS (Delhi Public School) have added to the dynamics of marketing quality education that every parent is scouting for. Prof. Swamy says: "Initially, the colleges of education would strictly follow the curriculum. However, in recent times, we have to prepare our learners and with the coming of international schools, we have to add value to the student educators (read the teacher) to face the trials and tribulations. Otherwise, our students will be nowhere. There should be a blend of theory and practicals, rather than focus only on theory. New trends and problems should be brought forth before the teachers who will help the student to face the world in a professional manner". If change is the bottomline in today's education scenario, then so be it. Srinivasan, Chairman of the GEAR (Gifted Education and Research) Foundation, is categorical when he says: "One has to identify the needs of the students, and then prepare the teachers accordingly. The system has to provide an opportunity of challenges for the students and help them to generate knowledge on their own." In fact, the B.Ed curriculum may have turned a little obsolete and one has to learn through the facets of theorisation. To which Prof. Srinivasan responds: "Change the curriculum to the requirements of today, such that the world is a beneficiary. If teachers are to be considered an asset, then let us chisel them to the needs of the time. Communication today is the key and the teacher of today has to be trained in this facet with utmost care and concern." Clearly, the 21st century has more to offer rather than just a few nuances that can be considered as unique. Prof. Murthy, who has three decades of experience as a teacher-educator and as an administrator, believes that "the 21st is the century of learners and teachers." "In that context, teacher- education is pertinent. There has been a hue and cry about the fall in education standards. If teacher-education is made vibrant, we can bring about desired changes in every walk of life." Immense help One has to note that teacher-education has reached another level altogether with the coming in of Open and Distance Learning (ODL) programmes that are of immense help to in-service teachers who are not in a position to acquire a qualification at the graduate or post-graduate level. The Indira Gandhi National Open University (IGNOU) has catered to the needs and requirements of such teachers. The ODL has helped them to get quality education and use their experience to proceed to foreign countries on assignments. Varini, a teacher of Social Science and English, who recently went to the Maldives says "teachers who have been educated in the Indian colleges get the best of work environment and also salaries which will help more teachers to take decisions to look to the west." B.P.R. Narasimha Rao, Regional Director, IGNOU, who administers about 500 B.Ed learners who are teachers in the Karnataka-Goa region, believes that IGNOU has provided a professional atmosphere to these teachers who `unlearn' and become more effective. In fact, the Self- Instructional Material (SIM) that IGNOU provides is world class. The school-based activities have made the teachers more efficient." Based on the established trends of IGNOU, the Maulana Azad National Urdu University (MANUU), a Central University, has come out with a portfolio to provide for a joint degree programme, B.Ed in Urdu, which is the need of the hour for a number of Urdu schools which are without qualified manpower. Like the B.Ed programme of IGNOU, the MANUU B.Ed gets value addition. Khazi Ziaullah, Regional Director of MANUU, believes that "the collaboration (between IGNOU and MANUU) will help in the augmentation of qualified manpower."

Deborah of the IGNOU-B.Ed programme says: "Most people write off distance education as something very easy. This is a gross understatement. The IGNOU B.Ed is in a class by itself. The course is rigorous and well organised. The programme gives you a holistic insight into teaching. The workshops are structured and educative. The course material and assignments are thought provoking."One approaches teaching with a totally different perspective." Teachers Responses to the Changing Times in Education Since the advent of No Child Left Behind, mandates from federal and state governments have impacted the way education is practiced. College level courses have not been immune from the expectations and mandates for change. With the advent of SB 2042 programs in California educational institutions had to closely examine and modify, if not completely change, past practices. Other states have responded to No Child Left Behind with their own interpretations of what education should be and teachers, instructors, and students have been impacted. This issue looks at teaching practices at both the college and K-12 levels to see how teachers and instructors are currently teaching social studies in the public schools and in social studies methods courses at colleges and universities in response to the current standards. A concern that threads through the articles is whether social studies is being ignored in public education in the flurry to meet the directives for high test scores in reading and math. This concern has led to questions about what is important to teach in social studies and the most effective methods to use. It is evident that all the authors have a passion for social studies and a strong desire to continue to teach it as an important and integral part of the educational process. Fran Chadwick, an Assistant Professor at California State University San Marcos, has developed her social studies course based on the deep thinking detailed in Grant Wiggins' and Jay McTighe's book, Understanding By Design. Meeting a former student who is currently an elementary teacher, Fran was struck by the prescriptive mandates that she was required to follow. In response, Fran examined her own teaching and revised her social studies methods course based on the theoretical framework of the backward design model developed by Wiggins and McTighe. Her goal was to have her students be able to determine the essential questions and enduring understandings inherent in the standards that they would use to design social studies curriculum. In the process, Fran developed a fresh perspective and new teaching strategies, which strengthened her course and increased the students' critical thinking skills. Laura Wending, an Associate Professor at California State University, San Marcos, considered her social studies methods course from a critical perspective to determine how she could better address the Teacher Performance Assessments designated by the California Commission on Teacher Credentialing as the performances that beginning teachers ought to have accomplished in their college programs. The faculty of each California college/university chooses their own methods of providing the appropriate opportunities to enable students to achieve the TPE's upon graduation. Laura describes how she and the other social studies methods instructors at CSUSM decided to focus on the assessment pertaining to the social environment (TPE 11), in addition to the other TPE's that were previously included in the social studies methods courses. Laura explains the modifications that were designed to enhance the existing program and address the new direction of the course. Al M. Rocca, professor of education at Simpson University and the editor of this journal reveals in his article, "Teacher Performance Assessments and Skills Development in the Social Studies" that the teacher preparation assessments known as TPAs can be an exciting opportunity for new and veteran teachers. The thrust of the new assessments are to ensure that teacher candidates understand how to plan and implement a "differentiated curriculum," an approach that adjusts teaching strategies and resources to best fit the needs of individual students that come into the classroom with a diverse background of academic content understanding, skills development, life-experiences. Readers of this article will learn how to setup an annual skills development program and a class information chart.

Teachers and college level instructors in Florida are also encountering many of the same issues that are challenging California schools and colleges. Diane Yendol-Hoppey and Keith Tilford of the University of Florida explore the difficulties that challenge teachers at the USF professional development school and partnership schools as they try to teach social studies, currently an untested subject in Florida, under unsupportive conditions. Diane and Keith elucidate on the four dilemmas of practice that teachers face when trying to engage in social studies teaching in a high stakes testing environment. They point out that a consistent and cohesive approach to social studies practice is essential and should be reinforced through professional development and a supportive school environment. They note that the role of social studies teacher educators must help schools address the dilemmas of practice because as long as district mandates and state testing do not support social studies instruction it will maintain it's less important status.