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This Author published in this journals
All Journal Advanced Journal of STEM Education (AJOSED) Journal of Elementary and Secondary School (JESS)
Ankur Nandi
University of Kalyani
Education Other

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Status of Scheduled Tribe Students in Science, Technology, Engineering and Mathematics (STEM) at the Level of Higher Education in India Ankur Nandi; Tarini Halder; Tapash Das
Advanced Journal of STEM Education Vol. 2 No. 2 (2024): Advanced Journal for STEM Education (AJOSED)
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ajosed.v2i2.2668

Abstract

STEM fields play a pivotal role in driving innovation and economic growth. Ensuring equitable access for all students, including those from disadvantaged backgrounds, is crucial for fostering diversity and inclusivity. This study examines the enrollment status of Scheduled Tribe (ST) students in Science, Technology, and Engineering at higher education levels in India, focusing on their participation in STEM fields. This study explores the barriers that ST students face in accessing and persisting in STEM education and provides suggestions to enhance their participation and success. This study is qualitative and documentary in nature. All-India Survey on Higher Education Reports AISHE reports (2011-12 to 2021-22), Department of Higher Education, Ministry of Education, Govt. of India. The study revealed that in Bachelor of Science (B.Sc.) programs, male ST student enrollment was higher than females from 2011-2012 to 2018-2019, but this trend reversed from 2018-2019 to 2021-2022, with female enrollment surpassing males. Similarly, in Master of Science (M.Sc.) programs, male enrollment was higher until 2013-2014, after which female enrollment exceeded males from 2014-2015 to 2021-2022. However, in the engineering and technology fields (B.E., M.E., B.Tech., M.Tech.), male students consistently maintained higher enrollment rates than female students at both undergraduate and postgraduate levels.
Values Reflected in Pictorial Content of Textbooks at Elementary Level of Education in West Bengal, India Ankur Nandi; Tarini Hader; Tapash Das
Journal of Elementary and Secondary School Vol. 2 No. 2 (2024): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v2i2.2475

Abstract

Textbooks function as catalysts for social change, influencing students’ values, beliefs, and cultural awareness from the primary education level. Textbooks serve as key learning resources for students that significantly influence students’ character development. Values should be incorporated into textbooks. Images in textbooks are powerful tools for shaping the values of students by engaging them visually, providing real-life context, fostering emotional connections, and promoting critical thinking and cultural sensitivity. The creation of textbooks that reflect current values is essential, and achieving this goal requires a comprehensive assessment of textbooks. This study investigates images used in primary education textbooks in West Bengal, India, to examine the representation of values. A total of 39 textbooks were analyzed, with eight key textbooks selected for in-depth analysis: ‘Amar Boi’ for classes I, II, and III, ‘Patabahar’ for classes IV and V, and ‘Atit O Aitihya’ for classes VI, VII, and VIII. These textbooks were chosen based on their widespread use and significance in the curriculum in govt. school in West Bengal. This study adopted qualitative and documentary research approaches through content analysis. The findings demonstrate that social, moral, environmental, spiritual, and historical values are emphasized across textbooks, reflecting the dominant cultural, social, or national values of the region. The findings of this study provide a foundation for policy changes at the state or national level to ensure the development and implementation of guidelines that promote value-balance content in educational materials and are useful for textbook development agencies, textbook writers, and teachers in developing value-alignment curricula and creating more inclusive, culturally sensitive, and ethically grounded visual materials.
Co-Authors Tapash Das Tarini Hader Tarini Halder