By: Samson Waibe Bature¹ & Michael Olalekan Adeoti ²                          

¹School of Business & Entrepreneurial Education, Federal College of Education (Technical), Gusau, Nigeria

²Department of Business Administration and Management, Federal Polytechnic Bida, Nigeria

Abstract

Employees that experience economic pressure or economic hardship may be tempted to indulge in deviant behaviours at the workplace. However, the condition under which the impact of economic pressure on deviant behaviour at workplace could be curtailed or minimized remains unclear. Thus, this study examines the moderating effect of organizational justice on the positive correlation between economic pressure and employee deviant behaviour. Drawing on previous studies and the tenets of social exchange/reciprocity theory, this study argues that organizational justice has the potential to moderate the impact of economic pressure on employee deviant behaviours. Utilizing a sample of 550 employees through simple random sampling and self-administered survey for this study, 356 participants from federal institutions of higher learning in Zamfara State fully participated in the survey. Results from a variance-based structural equation modelling (PLS 4.9.2) analysis reveal that organizational justice significantly moderate the relationship between economic pressure and deviant behaviour. In other words, the presence of organizational justice weakens the positive link between economic pressure and deviant behaviour. This research contributes to the literature on organizational justice by providing much deeper insights of its role in moderating relationship between economic pressure and deviant behaviour. The implications of this finding for management of institutions of higher learning and future research directions are provided. 

Keywords: economic pressure, organizational justice, employee deviant behaviour.       

Introduction

Organizational management research mostly emphasize on predictors or antecedents of organizational performance, employee engagement, employee performance, organizational citizenship behaviour, among others (Chang & Smithikrai, 2010; Griffin et al., 1998; Rotundo & Sackett, 2002). However, till recently, researchers did not indicate much interest in investigating employee deviant behaviour in organization (Agboola & Salawu, 2011; Bennett & Robinson, 2000; Lee & Ok, 2014). Deviant behaviour at work can cause serious setback to brilliant performance of organizations especially in emerging or developing countries. For instance, Adeoti and Kura (2018) posit that employees from emerging or developing countries have the tendency to exhibit deviant behaviour at work. However, the literature demonstrates that most studies on deviant behaviour at work are conducted in developed economies with little or none from emerging or developing economies like Nigeria. It is imperative to note that deviant behaviour in a given cultural sitting may not be perceived as a deviant behaviour in another cultural sitting. Thus, findings on deviant behaviour in developed economies may not be applicable in emerging or developing economies like Nigeria.

Employee deviant behaviours are regarded as negative workplace behaviours or unethical conducts at workplace which may be detrimental to growth of the organization as an entity. According to Robinson and Bennett (1995), negative workplace behaviours or unethical conducts at workplace may include demand for kickback before discharging responsibilities, lackadaisical attitude toward one’s duty, lateness to and closing early from work, absenteeism, and embezzlement or theft. Negative workplace behaviours are exhibited in several organizational settings and can undermine brilliant organizational performance if not checked.

Arguably, one among many factors that could be responsible for employee deviant behaviours within an organizational setting is economic pressure. Economic pressure may be viewed in terms of financial condition of employees compared with purchasing power of legitimate earnings. The inability of employees to meet their basic needs due to poor financial condition may result to economic pressure. It is observed that not all employees may have the way withal to withstand economic pressure thus, propelled to indulge in deviant behaviour at the workplace.

Of course, it may be logical to reason that when people experience economic pressure or economic hardship, there may be tendency to exhibit deviant behaviours. This reasoning goes to imply that economic pressure may be positively related with deviant behaviour. Besides, some studies that linked economic pressure and employees deviant behaviour revealed significant connection (Fox et al., 2001; Spector et al., 2010). However, the condition under which the impact of economic pressure on deviant behaviour at workplace could be curtailed or minimized remains unclear. Another important point which necessitated this study is that despite the prevalence of deviant behaviour in institutions of higher learning in developing countries like Nigeria (Bashir et al., 2011), it has received less scholarly attention. Therefore, the current study sought to examine the moderating role of organizational justice on the relationship between economic pressure and employees’ deviant behaviour. In doing this, the study will add to the literature on deviant behaviours at workplace. Specifically, utilizing the theoretical framework offered by norm of reciprocity/social exchange theory to explain why employees may be persuaded to refrain from deviant behaviours at workplace, may add to stock of knowledge. In other words, identifying the condition (i.e., organizational justice) under which deviant behaviours could be curtailed or minimized at workplace, would go a long way to bringing improvement in organizational performance.

Literature review

Employee deviant behaviour

Robinson and Bennett (1995) defined deviant behaviour as any conduct or act that contravenes organizational values or customs which is capable of jeopardizing organizational well-being. Similarly, deviant behaviour is defined as conducts or acts that are not in conformity or compliance with the acceptable organizational behaviours (Spector & Fox, 2005).

Typical conducts that may be considered deviant behaviours in institutions of higher learning may include academic theft (plagiarism), award of marks for financial benefits, sexual harassment, embezzlement, exaggeration of financial figures and financial extortion. Others include leakage of examination questions for sexual or financial gains, failure to attend to students, failure to deliver lecture or lesson, failure to complete required courseoutline, failure to undertake community service among others (Adebayo & Nwabuoku, 2008; Adeoti, Shamsudin, & Wan, 2017; Adeoti & Kura, 2018; Jekayinfa, 2013). Hence, this study conceptualized deviant behaviours as deliberate conducts or acts exhibited by employees which may be detrimental or harmful to corporate existence of institutions of higher learning.

Economic pressure and deviant behaviour

Economic pressure depletes individual’s capacity to meet basic needs in the family as it causes overwhelming loss in family savings. The current economic condition in Nigeria as a result of pronouncement on fuel subsidy removal and unified foreign exchange regime made by President Bola Ahmed Tinubu while delivering his inaugural speech on the 29^thMay 2023, several employees are witnessing financial pressure as their legitimate earnings’ purchasing power is limited. For instance, employees are struggling to provide food to the family, settle other bills such as energy and gas, water, house rent, health, clothes, school fees, just to mention a few. Consequently, some employees may be propelled to indulge in deviant behaviours at workplace to cope with the condition of economic pressure. In other words, economic pressure on employees may be unbearable to extent of compromising ethical standards. (Adeoti et al., 2018).

From the preceding, employees that experienced economic pressure may be tempted to engage in deviant behaviours at workplace. With reference to employees of institutions of higher learning, deviant behaviour may include but not limited to the following: award of marks to students for money, sale of textbooks or lecture notes at arbitrary price, embezzlement or theft, exaggeration of expenses, sexual harassment, intimidation of students, absent or lateness to delivery of lecture or lesson (Robinson & Bennett, 1995; Bennett & Robinson, 2000). By and large, these acts of deviant behaviour may be attributed to economic pressure experienced by staff members. The effect of economic pressure on staff members if not checked and brought under control, may transcend to cause heart disease/attack, gastrointestinal problems, weight loss, insomnia, high blood pressure and substance abuse (Adeoti & Kura, 2018; Penney & Spector, 2005). Besides, extant literature revealed different forms of pressure are positively linked with deviant behaviours at work (Adeoti et al., 2021; Adeoti et al., 2017; Devonish, 2013; Elshaer, et al., 2022; Houston et al., 2006; Mudau, et al., 2019; Obalade & Arogundade, 2019). Therefore, this study hypothesizes that:

H1: Economic pressure is positively related to employee deviant behaviours

Organizational justice as a moderator of the link between economic pressure and employee deviant behaviour

Organizational justice can be described as the backbone of organizational decision making process. It is directly or indirectly related to employee job satisfaction, turnover, organizational leadership, organizational citizenship, organizational commitment, trust, customer satisfaction, employee job performance, employee theft, role breadth, alienation and leader-member exchange (Blakely, Andrews & Moorman, 2005; Cohen-Charash & Spector, 2001). Workers usually compare their contributions to the organizations with the rewards they get from the organizations. Also, employees do evaluate if the decision-making process is fair, just, consistent, and impartial in the organization.

Empirically, Kim (2009) revealed that organizational justice plays an important role in employees’ experience in the workplace. Organizational justice foster collaboration amongst employees, between employees and the organization, as well as other stakeholders. If employees perceived a sense of fairness in an organization, it is unlikely for such employees to engage in deviant behaviour (Liu, et al., 2022). More so, organizational fairness motivates employee performance and increases job satisfaction level (Colquitt & Rodell, 2011). Furthermore, a significant number of studies have also concluded that organizational fairness influences employee job satisfaction and general employee behaviour in the workplace (Bakhshi et al., 2009; Henle, 2005; Malik & Naeem, 2011).

It goes to implies that despite the presence of economic pressure, if employees perceive a sense of organizational justice in terms of welfare package, promotion, human resource policies and appointment into leadership positions within the institutions, the incidence of deviant behaviour may be eroded or minimized. In other words, when the dealings or routine organizational procedures or conducts are kept far from political influence or interference, god-father syndrome, nepotism, and religion considerations, then the popular notion would be fairness, impartial, justice, and equity. Thus, employees may refrain from deviant behaviours that are detrimental to organizational superb performance. In that sense, employees may be punctual to work, show commitment in their responsibility, deliver lectures as scheduled, exhaust all components of course contents, turn their back to embezzlement, say no to marks for financial or sexual gains, frown at abetting examination malpractice with the aim of getting some sort of returns, etc. This thought aligns with the tenets of social exchange theory and norm of reciprocity. Consequently, this study suggests that organizational justice may moderate the positive link between economic pressure and employee deviant behaviour at workplace. Hence, the hypothesis:  

H2: Organizational justice moderates the positive link between economic pressure and deviant behaviour

Methods and materials

Research design and sampling procedure

This study utilized a causal research design to conduct a cross-sectional survey by means of self-administered questionnaire. The target audience of this study consisted of employees of federal institutions of higher learning in Zamfara State (i.e., Federal University Gusau, Federal College of Education – Technical Gusau, and Federal Polytechnic Kaura Namoda). These institutions were adopted because their employees represent a variety of ethnic backgrounds across Nigeria. The survey utilized a probability sampling technique (i.e., simple random sampling) to obtain the data. This sampling technique offers equal opportunity of participation to entire population of a study. A total of 550 questionnaires were distributed, out of which 356 usable responses were retrieved for the analysis. Thus, a response rate of this study was computed as 64.7 per cent which adequate for reliable results in social science research. To make meaning out of the data collated, a variance-based structural equation modelling known as partial least squares (PLS-SEM) was employed to estimate the relationships between the latent constructs in this study. With PLS-SEM, data normality is not requirement prior to final data analysis (Henseler et al., 2009).

Measures

To measure economic pressure, a four-item instrument was adopted from Robert et al. (1992). While organizational justice was measured with four items developed by Masterson (2001), employee deviant behaviour was measured with a 10-item instrument developed by Spector and Fox (2001). All the instruments were scaled on a five-point Likert ranging from “1” strongly disagree to “5” strongly agree.

Results

Before the main data analysis, data preliminary screening was performed to ensure the data is free from the problem of common method variance (CMV) and multicollinearity issue. While both procedural and statistical measures were observed in the case of CMV, the results of variance inflation factor (VIF) and tolerance values were all satisfactory.

Results of measurement model

To assess the reliability of the latent constructs, internal consistency reliability and indicator reliability were evaluated. All variables indicated Cronbach’s alpha values greater than 0.7 and composite reliability scores exceeding 0.8. Hence, the variables demonstrated adequate internal consistency reliability (Hair et al., 2017). Further, average variance extracted (AVE) was assessed to determine convergent validity. The AVE values in respect of all constructs exceeded the critical threshold 0.5 and ranged between 0.718 and 0.784. This implies adequate convergent validity in this research model (Hair et al., 2017). Also, to check for discriminant validity, the square roots of AVE for each latent construct with the correlations among latent constructs was assessed and the results demonstrated satisfactory discriminant validity based on Fornell-Larcker criterion. Table I presents the results.

Table I

Discriminant Validity (Fornell-Larcker criterion

Construct	1. Economic pressure	2. Org. justice	3. Deviant behaviour
1. Economic pressure	0.7808
2. Organization justice	0.0005	0.7843
3. Employee deviant behaviour	0.0035	0.3138	0.7176

Table I shows that adequate discriminant validity was achieved since the square roots of AVEs are greater than the correlations between constructs (Fornell & Larcker, 1981). In addition, discriminant validity was examined using heterotrait-monotrait ratio (HTMT). Table II presents the result of HTMT.

Table II

Discriminant Validity (HTMT)

Construct	1. Economic pressure	2. Org. justice	3. Deviant behaviour
1. Economic pressure
2. Org. justice	0.0438
4. Employee deviant behaviour	0.0518	0.5914

Table II, indicates that the highest correlation is between organizational justice and employee deviant behaviour (0.5914). This means that all correlations between constructs are less than the 0.850 which is the maximum acceptable value as suggested by Kline (2011). Thus, discriminant validity via HTMT was achieved.

Structural model results

Results of the PLS-SEM path analysis of this conceptual model is presented below based on the hypotheses stated earlier.

H1. Economic pressure is positively related to employee deviant behaviours.

The path analysis model results for H1 were found to have a ꞵeta value of 0.098, t-value of 1.367, and p-value of 0.086. Based on the outcome of t-value (1.367) and that of the p-value (0.086), this relationship is considered not significant because the t-value is less than 1.69 and p-value greater than 0.05 per cent. This aligns with extant literature that support positive link between different forms of pressure and employee deviant behaviour at the workplace (Adeoti et al., 2021; Adeoti et al., 2017; Devonish, 2013; Elshaer, et al., 2022; Houston et al., 2006; Mudau, et al., 2019; Obalade & Arogundade, 2019).

H2: Organizational justice moderates the positive link between economic pressure and deviant behaviour

The resulting path value for H2 (i.e., moderating effect of organizational justice on economic pressure-employee deviant behaviour relationship) was found to exhibit a ꞵeta value of -0.124, t-value of 2.069, and p-value of 0.019. Given these results, it shows that organizational justice had significant negative effect (influence) on the positive relationship between economic pressure and employee deviant behaviour. Also, the coefficient of determination (R²) of this research model was 0.435 (43.5%). This implies that the exogenous variables (economic pressure and organizational justice) explained 43.5% of total variance in employee deviant behaviour. Therefore, in accordance with Cohen’s (1988) categorization of the extent of variation in endogenous construct 

Discussion

The findings of the present study on the relationship between economic pressure and deviant behaviour though not significant, agreed with the tentative statement made earlier. This outcome supports the findings of few studies that found positive relationship between different forms of pressure (financial, economic, job pressure, risk of job insecurity, workload, family pressure, time pressure) and unethical behaviours at work (Adeoti et al., 2021; Adeoti et al., 2017; Devonish, 2013; Elshaer, et al., 2022; Houston et al., 2006; Mudau, et al., 2019; Obalade & Arogundade, 2019).

In reality, employees who experience economic pressure and at the same time organizational justice are unlikely to engage in acts detrimental to the organization or organizational members (deviant behaviour). For example, if employees are granted financial increment, promotion, handsome welfare package, opportunity for career development, or treated fairly, equally, just, impartial, etc., despite the presence of economic pressure, such employees may not extort money from students, abscond from work, fabrication of expenditures that were never made, or engage in property theft in the organization. Therefore, the more employees experience organizational justice, the lower the tendency of indulging in deviant behaviour despite the presence of economic pressure.

Further, the present study contributed to knowledge by using the tenets of social exchange theory and norm of reciprocity to explain the moderating effect of organizational justice on economic pressure – deviant behaviour relationship. Specifically, the results revealed that organizational justice significantly moderated the positive relationship between economic pressure and employee deviant behaviour in a negative direction. The results implied that despite experiencing economic pressure, employees may not engage in deviant behaviour provided they perceived fairness, equity, reward and just treatment in the workplace. In a nut shell, the results indicated that employees who receive fair treatment and recognition for their efforts in terms of reward may not be willing to engage in deviant behaviour. This finding aligns with the tenets of social exchange theory and norm of reciprocity. Both theories state that there is always an expected reciprocal behaviour between employers and employees. The action or behaviour of the employees will largely be determined by the action or behaviour of the employer/management (Akinbode & Fagbohungbe, 2011; Liu, et al., 2022). 

Implication for theory and practice

The present study has contributed to extant literature on employee deviant behaviours in institutions of higher learning. This is considered worthwhile because majority of existing studies on employee deviant behaviour are either conducted in Europe, America, or Asia. Results of studies conducted in these continents may not be fit into Africa due to cultural diversity, or difference social values. Secondly, the present study contributed to the literature on organizational justice by offering robust understanding of its role in moderating the positive correlation between economic pressure and deviant behaviour. Also, this research made theoretical contributions by utilizing the norm of reciprocity/social exchange theory to explain the influence of organizational justice on economic pressure – deviant behaviour relationship. It demonstrated that under the moderating influence of organizational justice, high economic pressure does not necessarily lead to increased levels of deviant behaviour. Practically, management of institutions of higher learning may get to know the prominence of organizational justice in minimizing employee deviant behaviours. Thus, this may persuade them into application of fairness, equity, or justice to all employees.

Limitations and directions for future research

There is no single research without some sort of limitations. Firstly, this study was conducted in Zamfara State, Nigeria. This may offer limited grounds to generalize the outcome to entire institutions of higher learning in Nigeria. Thus, further research may be conducted in other states across the country to compare findings with the present results for the sake generalization. Secondly, the present study examined the moderating effect of organizational justice on the link between economic pressure and deviant behaviour only. Future study may incorporate more exogenous variables into this model robust insights. Lastly, it is observed that deviant behaviours may be inculcated over time as such, longitudinal approach may be suitable. However, the present study adopted a cross-sectional survey. Therefore, future studies may adopt longitudinal approach to studying employee deviant behaviour.

Conclusion

The present study revealed that organizational justice is a formidable condition upon which economic pressure may have little or no positive correlation with employee deviant behaviours. In other words, indicated that under the moderating influence of organizational justice, high economic pressure does not necessarily lead to increased levels of deviant behaviour. Therefore, it is pertinent for management of institutions of higher learning in Nigeria to be fair, just, equitable and impartial in their dealings with employees to avoid display of deviant behaviours. Stated differently, for deviant behaviour to be minimized in institutions of higher learning, there should be in place a strong practice of fairness, equity, and inclusiveness.

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By: Kayode Sunday ADEYEMI

&

²Afolakemi Olasumbo OREDEIN

orcid.org/0000-0003-2051-4730

^1&2Department of Arts & Social Science Education,

Faculty of Education,

Lead City University, Ibadan, Oyo State, Nigeria

Abstract

A close look at situations in universities in Nigeria suggests that the majority of postgraduate students do not complete their programmes by the deadline, despite having completed coursework requirements for the programmes. Some even abandon their thesis and go on leave for reasons best known to them. This study did a comparative analysis of postgraduate students’ thesis supervision and mentoring in universities in Oyo State. The descriptive survey research design was adopted; the population included all postgraduate students in both public and private universities in Oyo State. A self developed instrument tagged ‘Postgraduate Thesis Supervision Questionnaire’ (PTSMQ) was used to source data for the study. According to the findings, there is a significant interaction between the university supervisors and supervisee and also a high level of mentoring. In a similar vein, the results showed that the supervision of postgraduate students theses in university, in Oyo state varied significantly according to the type of university (Private universities with mean = 2.73, SD = 0.856, P < 0.05) and public universities postgraduate students thesis supervision at (mean = 3.07, SD =1.196, P < 0.05). The study equally found a significant university type difference in mentoring of postgraduate student (private university mentoring with mean = 2. 83, SD = 0. 938, P < 0.05 and public university at mean = 3.15, SD = 1.203, P < 0.05).  It was concluded that there was a significant difference in thesis supervision and mentoring among postgraduate students in universities in Oyo State. The study recommended among others, that efforts should be made by the government and university administrators to minimize the academic and administrative workload of postgraduate students’ thesis supervisors to ensure they dedicate more time to thesis supervision and mentoring.

Keywords:     Postgraduate students, Mentoring, Supervision of Thesis, Oyo State

LINK TO Download Paper

By:  Jojo Ivan D. Inuguidan

Department of Science High School ,University of Baguio, Baguio, Philippines

Abstract— The purpose of this study was to examine and analyze the Credit Management Practices of Balili Elementary School Teachers in La Trinidad, Benguet. Credit management procedures are the tactics employed by an organization to ensure that the firm’s credit level is acceptable and properly controlled. It is a subset of financial management that includes credit analysis, credit rating, credit categorization, and credit reporting. And when credit management is done correctly, the capital with borrowers decreases, as does the chance of bad debts. The primary goal of this study was to assess the level of agreement and execution on credit management methods when participants were divided by gender, civil status, duration of service, and monthly gross income. The study’s findings revealed that the overall degree of consensus on credit management procedures was moderate, while the overall level of execution on credit management practices was little. The respondents were mostly female, the civil status is dominated by married teachers, the length of service is dominated by teachers who have been teaching for one to ten years, the majority of monthly gross income is between twenty thousand and thirty thousand pesos, and the amount usually borrowed by teachers is between fifty-one thousand and seventy-five thousand pesos. To help teachers understand credit management practices better and perform better, they should attend the requisite level of financial management training, workshops, and seminars.

Keywords— Credit, Management, Practices, Finance, Teachers

I.  Introduction

There is a difference between borrowing money for investment purposes and borrowing it for the family’s daily needs and wants.Teachers, like all other professionals, are on a limited budget, despite the fact that they have a fairly solid employment. Teachers, as second parents to their students, deserve all of the perks necessary to carry out their great profession. Yet, both, regardless of the purpose of the borrowings, should be managed well.

Taken aback, teachers who belong to the so-called noblest profession are not spared from borrowings and they  experience being on a tight budget, although they are known to have a very stable job. As second parents of children at school, teachers deserve all the benefits they need to carry out their noble work. The literature so provides that many teachers were borrowers. The CERI (2017) and Mitchell (2011), have revealed that even top-paid teachers from different countries  were also engaged in money borrowings.  Meanwhile, in Africa and the Philippines, teachers are not paid as high as the other countries, all the more they are known to be borrowers. This then supports Ferrer’s (2017) and Mingat (2002), claims that over-obligation among teachers has long hunted the entire public education system.

Teachers need to borrow money to meet emergency needs that cannot be met with the state welfare funds, living beyond one’s means appears to be the big get factor behind their debt problems and teachers have been a debt settlement because they work in low-income schools. (Madriaga, 2007). Not only this, but teachers also fall prey to delayed salaries which causes them to resort to other means while waiting for their monthly paycheck to sustain their needs and teachers’ spending pattern are affected by their values and goals that’s why they become short on money and usually an option for debt or borrow money in any lending institutions.

The teachers in the Philippines are being tagged as “taga London” (it means they tend to loan here and there). One of the identified culprits to their burden of borrowing is the low salary they are receiving and also subject to delayed wages, which is a terrible state of affairs. They’ve helped students fund projects from their own money at some time in their careers. This might put an undue strain on their family’s budget, causing their wage to be insufficient to meet their monthly necessities, forcing them to turn to alternative methods while they wait for their monthly payment. Furthermore, some teachers may have ambitions to invest, requiring them to incur debt in order to get extra funds.. As Alison (2005) has opined, borrowing should not cause more debts. Instead, it should serve the purpose of why one borrows, such as holding a buffer stock of savings, planning for retirement, and using high-cost methods of borrowing (De Bassa Scheresberg, 2013).

The revelations of Joo (1998) and Grable (2011) and Gerrans et al. (2014), relative to the teachers’ borrowing are quite alarming. It is because the personal financial wellness of the teachers is seen affecting the work performance. The burden of paying the amount borrowed affects work productivity. Shad (2001), opined that an employee who is worried about their unpaid obligations could not perform well as it impacts physical and mental wellbeing. It often causes anxiety, depression, and absenteeism. While any organization is for productivity, efficiency, and effectiveness, the employees mirror its goals. They are still the goals’ implementers. If personal financial management directly affects their productivity at work, there must be an organization’s intervention. Hence, this research aims to look into the credit management practices of one of the most prominent elementary schools in La Trinidad, Benguet. The study is limited to documenting teachers’ credit management practices, not necessarily proving their borrowings’ correlation to their performance. The teachers’ documented practices would be analyzed versus the theories and concepts of good credit management practices. The findings may be used as bases for research-based interventions and serve as a benchmark for their best practices.

Conceptual Framework

The paradigm of the study is illustrated in Figure 1. It shows the relationship of the different variables that will be involved in this study. The independent variables consist of teachers’ profiles, including sex, civil status, length of service, and monthly gross income. Through the factors, it will help in analyzing the data on what is the relationship to the study based on which among the independent variable having the highest

INDEPENDENT VARIABLES     DEPENDENT                                                     VARIABLES

1.        Teachers Profile1.a                  Sex1.b                  Civil Status1.c                  Length of Service1.d                  Monthly gross income

1.1 CredManagement Practices

Figure 1. Paradigm of the study

percentage that has a big impact or factor on credit management practices of the teachers. The dependent variables consist of the credit management practices, which is the main point of this study. It aims to provide baseline data on credit management practices of teachers in Balili Elementary School that could be a basis for interventions.

Credit Management Practices

According to Myers and Brealey (2013), credit management practices are strategies used by an organization to ensure that the level of credit in the firm is acceptable and is managed effectively. It is part of financial management that comprises the analysis of credit, credit rating, classification, and credit reporting. And when credit management is done right, then the capital with debtors reduces and the possibility of bad debts is also reduced (Edward, 1993).

The study of Acedillo (2018), revealed that at different districts in Samar,          Philippines. Teachers exhibited      poor      personal financial management practices. This characteristic is true to all. It is, however, evident that the more net income available the better is the teachers’ saving, investment, expenditure, money management, and response to unexpected expenses. For families with more members contributing to the pot have healthier savings and investment practices. This means that having a higher net income improves some good financial behavior. Therefore, a need to enhance teachers’ financial knowledge to help them to improve their financial management practices and eventually good financial health status. Thus there should be great determination making, an effective, competent, and monetarily stable teacher (Hernandez, 2009).

Saving Practices is one of the most widely known as financial management principles, generally by setting aside some amount for savings before paying for the expenses. It included knowledge on issues and managing money that includes the following concept: understanding of basic concepts on analyzing assets, the use of such knowledge to evaluate, plan, and perform financial judgments (Hogarth, 2006). Savings according to Hilgert et al. (2003) and Pulka (2015), are part of disposable income which is not spent that will fulfill the daily requirements in the future. It is an amount of something such as time or money that one need not use or spend. Money that could be used for investment to earn interest or be used to purchase assets such as buildings. Saving money entails good financial management. Financial management is related to deferring consumption, which is done by the individuals and understanding of basic concepts on analyzing money and assets, evaluate, execute financial decisions, skills, and capabilities (Kafela, 2010). An example of this is having an active savings plan, maintaining reasonable and low debt, lack of money-related conflict with family or partner, and intentionally following a personal spending plan (Joo, 1998).

As the teachers acquired debts, they have different techniques or strategies on how to manage their borrowed money to the institutions. Financial literacy comes with the individual’s knowledge on how to cope with financial funds for its life gratification. The concept of credit can be traced back in history or they have credit record for evidence purposes if there is a problem between the lender and creditor agreement and it was appreciated this transaction after the second world in Europe according to Asante (2015). As assuring that debtors pay on time, there is no additional or surcharge interest when one is paying for the credit, and poor debts are managed in such a manner that debt is paid without damaging the relationship of the debtor and creditor.

According to Massachusetts (2014), teachers may increase their income by reducing their expenses those which is not necessary and paying their debts early to avoid penalty or additional interest. In line with this, Wirthulin (2004), suggested four key steps to financial freedom. First, paying the loans in advance or earlier than the due date to avoid additional interest or charges. Second, practice spending a lesser amount than the gross income or salaries that you received. Teachers should know to identify how to spend less, instead, know how to manage and increase their income properly. Third, learn how to save extra money for emergency use. Teachers should know how to identify needs from wants and set the most in need for spending to be able to save and not to get short on money. Lastly, it is important to know how to lessen and control borrowing money in any institution if it is not necessary. Teachers become more aware of how personal values and goals effects on borrowing pattern and considered on how to budget because it is effective money management.

As opined by Sison et al. (2012), credit and collection management practices can be tested through credit and collection operation audit as to management coordination, leadership, staffing, organization, and planning. Leadership includes the setting, assurance, leaders, involvement, growth, operation, improvement, thoughtful, inspiration, and work satisfaction. In the study of Cheruiyot (2015), it was found out that credit policy positively influences loan repayment thus contributes to reducing loan default. It showed that most of the respondents indicated that well-defined credit policies positively influence loan repayment which resulting in reduced delinquency and if the organization comes up with a clear credit policy, the loan delinquency rates will be minimized. The findings of Gatimu and Kalui (2014) also stated that credit policy has a significant effect on loan default.

Malewos and Abiy (2015), studied individual or personal finance management on abilities among employees in the formal sector in Jimma town in Ethiopia and collected major data on their financial practices. The financial management capabilities were based on the decision-making made in terms of investments, credit, insurance, savings, and debt. The developmental aspects of the financial decision-making process could explain the fundamental causes of the kind of financial behavior by teachers in embracing the financial practices. There are some common characteristics like lack of self-control on borrowing, limited cognitive abilities, and inertia that are known to shape monetary behavior and can only be personally attributed to such results on teachers’ adoption of the standard financial practices.

In Ghana, Kwaku (2015), found out that a major factor considered in credit management is the ability of the creditor to pay for their debts. However, to mitigate the risk of default in paying for their credit, microfinance’s ensured that loans are well secured or there is a written agreement between the creditor and lenders. Though advances are

granted based on the borrower’s ability to recompense the advance and not on the basis to pledge sufficient assets to cover the advance in case of default for not paying off its obligations, it is highly desirable for all advances made to customers and staff to be well secured. This means that there must be a collateral exchange of the borrower if ever he or she can’t pay for his or her debt to avoid loss of capital and interest in the organization.

The central bank of Kenya in 2005, issued guidelines where banks were required to have debt collection rules and policy procedures which included group enforcements, backer payments, and nonstop monitoring and control of loans (CBK, 2015). In 2016, further guidelines were issued on the adequacy and enforceability of collateral or guarantees for strict adherence and compliance by a commercial bank in Kenya. The need to reduce non-performing loans has seen commercial banks aim at reducing the collection period by adopting stringent collection policy and the effectiveness of the debt policy will be based on the minimization or elimination of defaults on loan repayment (Otieno & Nyagol, 2016). Client appraisal is a process commenced mainly to determine the acceptance or rejection of a plan for credit by the clients. This involves an assessment of the repayment capacity of the borrowers, Gakure and Waithaka (2012). The primary objective is to ensure the loans are issued only to credit well-intentioned customers. The client appraisal process includes assessing the ability of the borrower and any specific risks associated. Auronen (2003) and Mathara (2007), stated that the process entails collecting sufficient information concerning the customer before permitting the credit services and through proper client appraisals, the loans are granted to the right customers through securing the relative revenues of the banks. Hence, crucial in any credit management is to highly identify the level of non-performing loans, lack of satisfactory client appraisal guidelines, and limited use of qualitative methods of loan valuation results in loans not been repaid on time.

Latifee (2006), stated that collection must be taken concerning when and how the past-due totals of debt are to be received. It is a collection technique with knowledge upon due date, grace period, date of turnover of bad debts account to be received, and penalties or surcharge. For any loan, the collection practice should be undoubtedly implied out as part of the credit terms. Borrowers need to know the details of the collection procedure to avoid the surcharge. Kariuki (2010), ensure that collection rules and regulation is needed since all borrowers do not pay the bills in time. Some borrowers take a long time to make payments while others do not pay at all.

Statement of the Problem

Generally, the study aims to determine the credit management employed by Balili Elementary School Teachers. Specifically, it aims to answer the following questions:

1.What is the level of    agreement of     the    teachers    on the credit management practices when grouped according to sex, civil status, length of service and monthly gross income?

2.What  is  the  level  of  implementation  on  the       credit management practices as employed by Balili Elementary School  Teachers when grouped according to sex, civil status, length of service and monthly gross income?

Hypotheses of the Study

1.The      level   of            agreement    of     the     teachers  on  the  credit management practices when grouped according to sex,  civil status, length of service and monthly gross income is Agree.

2.The level of implementation on the credit management practices as employed by Balili Elementary School Teachers when grouped according to sex, civil status, length of service and monthly gross income is Moderately Implemented.

II. METHODOLOGY

Research Design

The study entails a descriptive qualitative design that is considered conclusive, to observe, describe, investigate one or more variables, and document aspects of a situation as it naturally occurs. According to McCombes 2019, it accurately and systematically describes a situation or phenomenon, and appropriate choice to identify characteristics, frequencies, and categories to ensure that the results are valid and reliable. In addition, the data collected using a survey approach can be used to recommend possible explanations for particular relationships between variables and to produce good interpretational models of these relationships.

Population and Locale of the Study

The respondents of the study were all Balili Elementary School Teachers. Teachers’ financial management practices are a continuing concern as this has indirectly affected their performance. 

Data Collection Instrument

The researcher used a self-structured survey questionnaire as a major tool in gathering the needed data. The items in the questionnaire were formulated based on the present concept and theory. The questionnaire consisted of three parts. The second part contains the items on the Level of Agreement on Credit Management Practices and the third part contains the items on the Level of Implementation on Credit Management Practices of the Balili Elementary School Teachers.

Treatment of Data

 The four-point Likert Scale below indicates the level of implementation on credit management practices of Balili Elementary School Teachers in La Trinidad Benguet. The following scale with its description equivalents were used:

4          3.26 – 4.00          95-100%            Highly

Implemented(HI)

3                2.51 – 3.25          89-94%             Moderately                                                         Implemented                                                       (MI)

4                21.76 – 2.5          82-88%             Slightly

                                                            Implemented(SI) 1           1.00 – 1.75          75-81%             Least     

                                                            Implemented(LI

On the other hand, the four-point Likert Scale below indicates the level of agreement on credit management practices of Balili Elementary School Teachers in La Trinidad Benguet . The following scale with its description equivalents were used:

4          3.26 – 4.00          95-100%            Strongly Agree                                                    (SA)

3          2.51 – 3.25          89-94%             Agree    (A)

2          1.76 – 2.5           82-88%             Moderately                                                         Agree    (MA)

1          1.00 – 1.75          75-81%             Least Agree                                                        (LA)

III. 

24

RESULTS AND DISCUSSION

Level of Agreement on Credit Management Practices of Balili Elementary School Teachers

Table 1 represents the overall level of agreement on the credit management practices of Balili Elementary School Teachers in La Trinidad Benguet. It shows that the weighted mean of the level of agreement on the credit management practices is 2.38, which indicates that credit management practices are moderately agreed (MA).

The result revealed that among the credit management practices, “I always pay my dues on time or in advance” got the highest mean of three- point eighty (3.8) with a descriptive equivalent of strongly agree (SA). Most of the teachers’ agreed on paying their obligation on time or in advance so that there will be no additional interest or penalty to be imposed due to late payment of the debt. This affirms the statement of Haagensen (2020) that paying  the  bills  or  obligations  on  time or  in advance is important trait of taking control of financial status. Knowing when individual notices are

Table 1. Level of agreement          on         credit management          practices of Balili Elementary School Teachers

unpaid and making a habit of paying them by on due date, that to get low- interest credit in the forthcoming to the institutions. Also, the statement of Brett (2009), affirms that paying your dues on time means putting in the time and work to attain your dream job can be the basis on handling the credit practices.

Table 2 shows the result on the level of agreement on credit management practices when grouped according to sex, it reveals that males are moderately agreed (MA) with a weighted mean of two-point thirty-nine (2.39). This could be probably due to the behavioral norms of the teachers. Uncertainty reduction theory posted that norms, attitudes, beliefs, values, moral and personal issues a guiding principle in professional growth. This affirms the statement of Chong (2010), on the credit management across, males’ respondents are more conscious in terms of their credit management practices compared to females on their behavior towards their credit management practices. Also, this affirms the statement of Ahiable (2012), on An Assessment of Credit Management Practices at Agricultural Development Bank (ADB) Branches in the Eastern Region of Ghana, that there are more male who believe and agree on the proper action  that  among  the  credit management practices, it must be adapt the good practices and lessen lessen the bad credit management practices that involve in the credits management.

Table 2. Level  of agreement of  teachers on the         credit management practices when grouped according to sex

Table 3 shows the level of agreement of teachers on the credit management practices along with civil status, single teachers with a weighted mean of two-point fifty-three (2.53) agree (A). Most of the respondents are single because they do not have their own family to

Table 3. Level  of agreement of  teachers on the         credit management practices when grouped according to civil status

support and have less responsibility compared to those teachers having their own family. These teachers are the person who are not married or involved in a relationship with someone or considered by itself or separate from other things. This affirms the statement of Ntiamoah (2014), thatingles are more leading in terms of understanding and agreeing on the credit management practices when they are doing or experiencing this on loan. Also, this affirms the statement of Ecija ( 2020), that single workers are more supportive when it comes to proper handling of their obligations since they do not have children to feed and they do not have high bills or expenses to pay. It is also emphasized that these single workers are being responsible enough for their credit or loans that which they borrowed from the lenders since they don’t have that many problems to interfere with their actions on how to handle their credits or obligations.

Table 4 shows the level of agreement of teachers on the credit management practices when grouped according to the length of service the details that below 1 year on service on performing some activity has a weighted mean of two-point fifty-nine (2.59) is strongly agree (SA) on the credit management practices. Most of the teachers are possible newly hired by the school and it can be also their first basic experience on teachings that is why they are more conscious of their actions based on their    credit  management         practices for       decision-making on borrowing. This   affirms   the review of Mitchell   (2011) that   the  length of service, which determines work  experience  or  how  long  the individual work with his or her employee that can affect how to handle their credit or loans on paying of their obligations if they can exercise the credit

Table 4. Level of agreement of teachers on   the credit management practices when grouped according to length of service

management   practices   properly.   Also   the    statement    of Hernandez (2009), affirms that it takes into the responsibility of a worker on how long the experience on borrowing based on the workers’ responsibility on their work that can be used or it can be the basis on how the workers handle their obligations.

Table 5 shows the level of agreement of teachers on the credit management practices when grouped according to monthly gross income. The result revealed that gross income of bracket Php 31,000- 40,000, the amount paid to a teacher or what they received on hand before taxes or other deductions have a weighted mean of two-point forty-one (2.41) moderately agrees (MA) and none of the respondents had a monthly gross income bracket of more than 50,000 and above. Hence, it shows that the teachers based on their monthly gross income on how they are going to decide and agreed on the credit management practices for applying for a loan to come up with a good decision making. This affirms the statement of Katoh (2008) that based on the salary of the workers which the fixed amount of money or compensation paid to an  employee by an employer in return for work performed will be the basis of the borrower on how is their behavior agreeing in the credit management practices. Partaking with their credit management strategy helps the individual guard the cash flow, optimizes performance, and reduces the

Table 5. Level of agreement          of  teachers on the credit management practices when grouped according to monthly gross income

possibility that default will adversely impact your activity. Also, the statement of Edward (1993), affirms that agreeing on the credit management practices will be based on the monthly gross income of individual which the money that someone is paid each month by their employer, especially when they are in a profession such as teaching can be the basis on how this individual give action or that can affect their behavior through on how they handle their obligation on the future.

Level    of         Implementation   on         the Credit Management Practices as Employed by Balili Elementary School Teachers

Table 6 presents the overall level of implementation on credit management practices of Balili Elementary School Teachers in La Trinidad Benguet. It shows that the weighted mean of the level of implementation on credit management practices is two-point thirty (2.30) it indicates that credit management practices are slightly implemented (SI) by the respondents. The result revealed that among the credit management practices, “I should set aside an amount intended for repayment of my credit” got the highest mean of three-point seventy-eight (3.78) with a descriptive equivalent of highly implemented (HI). Most of the teachers’ implement on setting aside an amount for paying off their obligations or debt to the creditor or to the lenders to whom they borrowed. This goes with recommendation of Robinson (2021) to set up automatic payments or set aside extra money wherever possible, to help ensure bills are paid on

Table 6. Level of implementation on the credit management practices as employed by Balili Elementary School Teachers

time to avoid late payments and interest rate hikes. Also, the stament of Mathara (2007) affirms that setting aside an amount for emergency used for unexpected events to pay for the amount and unexpected visitor to collect of your obligation to the creditors

.

Table 7 shows the level of implementation on credit management practices when grouped according to sex, it reveals that most of the respondents who implement the credit management practices are the male respondents with the descriptive equivalent of slightly implemented (SI) based on their average mean of two-point thirty-nine (2.39). This affirms the statement of Odonkor (2018) that males are more implementing credit management practices compared to females because due to behavioral attitude of their ego or pride within them and they believe that implementing credit management practices can have a good relationship towards the borrower and lender in the future if ever they will borrow again. Also, this affirms the statement of Hernandez (2009) that there are more male who implement credit management practices compared to female that it must be even practice up to now today which it identify that males are fund in paying their debtsor   obligation    because of their ego that  can degrade them  if  ever someone will know if they have credit or obligation to anyone.

Table 7. Level of implementation on the credit  management  practices as employed by Balili Elementary School Teachers when grouped according to sex

Table 8 shows the level of implementation on the credit management practices as employed by Balili Elementary School  Teachers when grouped according to civil status. The civil status of a respondent who implement more on credit management practices are the male respondent who is not in solemnly committed relationships or who

Table 8. Level of implementation on the credit  management  practices as employed by Balili Elementary School Teachers when grouped according to civil status

are not yet married have a weighted mean of 2.35  is  slightly  implemented (SI) and none of the respondents were separated .This affirms the statement of Acedillo (2018) reveals that single teachers are more capable of implementing thethe credit management practices because they don’t have the dependents that they need to support. Also, this affirms the statement of Edward (1993) that individual or single workers are existing alone or consisting of one entity or part or feature that implementing more on the credit management practices base on their status which they don’t have a lot of obligations to think off and suffered from, so they give more attention on implementing the practices to lessen their obligation for the good credit handler for the future reference.

Table 9 shows the level of implementation on the credit management practices as employed by Balili Elementary School Teachers when grouped according to length of service. The details that  below 1 year on service, this teacher who is recording working experience within a profession the length of employment, which is measured to determine vesting, eligibility, and benefits levels of the teachers have a weighted mean of two-point fifty-two (2.52) is moderately implemented (MI) on the credit management practices based on data above. These are the ones’ who give more attention and implementing credit management practices. It is unusual that this teacher who does not have enough length of service

Table 9. Level of implementation on the credit management  practices  as  employed   by   Balili   Elementary   School   Teachers when grouped according to length of service

inteaching  career  give  more   time   in   implementation   of   these  credit management practices compared to the teachers whose in service is more than a year. This affirms the statement of Joo (1998) that the length of service, which determines work experience or how long the individual work with his or her employee that can affect how to handle their credit or loans on paying of their obligation if they can exercise the credit management practices properly. Also, the statement of Abey (2015), affirms that it takes into the implementation on how being the responsibility of a worker, on the workers’ responsibility on their work that can be used or it can be the basis on how the workers handle their obligations and the way they implement the credit management practices.

Table 10 shows that the level of implementation when grouped according to monthly gross income, the result revealed that gross income of bracket Php 20,000- 30,000, the total income earned by teachers on a paycheck before taxes and other deductions have a weighted mean of two-point thirty-five (2.35) is slightly implemented (SI) and none of the respondents had a monthly gross income bracket of more than Php 50,000 and above. Hence, it shows that the teachers based on their monthly gross income in between PHP 20,000-30,000 are more implementing these credit management practices compared to the other teacher based on the result on their monthly gross income on how they

Table 10. Level of implementation on the  credit management  practices as employed by Balili Elementary School Teachers when grouped according to monthly gross income

will practice this implementation on credit management practices for good decision making in the future whenever they are in loaning activities. This affirms the statement of Madriaga (2007) that the official documentation of the income or salary, including, but not partial to, a pay a receipt reflecting compensation of government benefits, for the period 30 days preceding to the date on which the loan is made with that, the progression when done in the right manner safeguards the customer. Also, this affirms the statement of Myers and Brealey (2013) that administration should use to have a satisfactory level of credit and to accomplish this level on the credit management practices that will be based on the monthly gross income of individual which the money that someone is paid each month by their employer.

Summary

The salient findings based on the analysis and interpretation of the results, this study summarizes the following findings:

1.The overall level of agreement on the credit management practices of the respondents is moderately agreed with the weighted mean indication of 2.38. Among the credit management practices, “I always pay my dues on time or in advance” got the highest mean of 3.80 with a descriptive equivalent of strongly agreed, and “I default in payment when

the lenders are relatives or friend got the lowest mean of 1.32 with a descriptive equivalent of least agreed.

2.The level of agreement of teachers on the credit management practices when grouped according to sex, subjugated by males have moderately agreed has a weighted mean of 2.39, civil status, dominated by singles has a weighted mean of 2.53 is agreed, length of service, majority of the respondents were 1-10 years on service has a weighted mean of 2.59 is strongly agreed and monthly gross income, the preponderance of the respondents falls on Php 31,000- 40,000 has a weighted mean of 2.41 is moderately agreed. The resulting base on the respondent’s profile on the level of agreement, the finding affirms the hypothesis when grouped according to civil status and rejects the hypothesis when grouped according to sex, length of service, and monthly gross income.

3.The overall level of implementation on the credit management practices as employed by Balili Elementary School Teachers is slightly implemented, with the weighted mean indication of 2.30. Among the credit management practices “I should set aside an amount intended for repayment of my credit” got the highest mean of 3.78 with a descriptive equivalent of highly implemented and  “I  should  default  in  payment when the lenders are relatives or friend got the lowest mean of 1.12 with a descriptive equivalent of least implemented.

4.The level of implementation on the credit management practices, as employed by Balili Elementary School Teachers when grouped according to sex, subject by males, is slightly implemented, with the weighted mean indication of 2.39, civil status, subjugated by singles has a weighted mean of 2.35 is slightly implemented, length of service, majority of the respondents were below 1 year on service has a weighted mean of 2.52 is moderately implemented, and monthly gross income, majority of the respondents falls on Php 20,000- 30,000 has a weighted mean of 2.35 is slightly implemented. The resulting base on the respondent’s profile on the level of implementation, the finding affirms the hypothesis when grouped according to the length of service and rejects the hypothesis when grouped according to sex, civil status, and monthly gross income.

IV. CONCLUSIONS AND RECOMMENDATIONS

Conclusions

In the light of findings, the conclusions are hereby presented:

1a. The overall level of agreement on the credit management practices of the respondents is generally moderately agreed. This means that the respondents do not fully agree with the documented practices and good credit management practices.

1b. The Level of agreement of teachers on the credit management practices when grouped according to sex and the monthly gross income is moderately agreed, civil status is agreed and length of service is strongly agreed. This means that most teachers level of agreement was based on the length of service on how they would decide or agree on the credit management practices. The finding affirms the hypothesis when grouped according to civil status and rejects the hypothesis when grouped according to sex, length of service, and monthly gross income.

2a. The overall level of implementation on the credit management practices as employed by Balili Elementary School Teachers is generally slightly implemented. This means tha the respondents do not fully implement the documented practices and good credit management practices.

2b. The individual credit management practices of  Balili Elementary School Teachers in La Trinidad Benguet when grouped according to sex, civil status, and the monthly gross income is slightly implemented and length of service is moderately implemented. This means that most teachers’ level of implementation was based on the length of service on how they implement or apply the credit management practices since it has the highest weighted mean indication of 2.59 with the equivalent description of strongly agreed. The finding affirms the hypothesis when grouped according to the length of service and rejects the hypothesis when grouped according to sex, civil status, and monthly gross income.

Recommendations

The findings of this study, it is hoped, will contribute to the existing body of knowledge and form the basis of future researchers. From the result data of this study, the researcher hereby recommends the following: 1a.      The study recommends that the teacher must try to have

one credit source of loan so that they can easily implement and agreed on the credit management practices for decision-making, thus leading them to a good financial performance.

1b. Teachers must contemplate the effect of the cost of living, monitor the credit policy impose by the lending institution, and must pay off the debt or obligations that charges the highest rate of interest in advance or before the due date to have a good decision making on the credit management practices.

2a. Teachers must have control of their day-to-day, month-to- month finances, the consciousness of their financial firmness, and being on track to meet financial goal lines to improve their financial management practices and reinforce their financial capability.

2b. To make the teachers understand more on the credit management practices and enabling them to do better, they should attend the necessary level of financial management pieces of training, workshop, simulations, seminars, symposiums, and financial awareness especially in revitalizing the importance of credit management practices.

2c. The Department of Education may rigorously initiate the implementation of strategies on financial management practices and the school administrations may set up and encourage the creation of teachers’ help centers to offer free financial pieces of advice, education, and awareness to guide the teachers on their credit management practices.

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 By

Adebanjo Adekiigbe¹, Banji Moruf Fadipe², Oniyide Alabi Bello³, Ramoni Tirimisiyu Amosa¹, Fabiyi Aderanti Alifat¹, Olorunlomerue Adam Biodun¹, Olatunji Abiodun Funsho ,  Joseph Babatunde Isaac¹, ⁴Olanrewaju Kabeerat Adeola

¹Department of Computer Science, Federal Polytechnic, Ede, Osun State, Nigeria

²Research Grants Assistant, Department of Research and Developments, University of      

  Limpopo, Republic of South Africa

³Department of Mathematical Sciences, Afe Babalola University, Ado-Ekiti, Nigeria

⁴Department of Computer Science, Federal Polytechnic,  Ayede, Oyo State, Nigeria

Abstract

Wireless Sensor Networks (WSNs) perform a vital starring role in numerous applications, ranging from environmental monitoring to military surveillance. Efficient data communication and management are essential for the successful operation of WSNs. Clustering is a popular method used to enhance performance of network and prolong the lifetime of a network. This paper present a comparative analysis of clustered routing protocols for WSNs for ad-hoc networks. We evaluate performances of three widely used protocols: Low-Energy Adaptive Clustering Hierarchy (LEACH), LEACH-Centralized (LEACH-C), and Threshold Sensitive Energy Efficient Protocol (TEEN), we used some key performance metrics such as lifetime of a network, rate of consumption of energy, and data delivery rate. Our findings provide insights into the strengths and weaknesses of these protocols and aid researchers and network designers in selecting the most suitable cluster-based routing protocol for their specific applications.

Keywords: Wireless Sensor Networks, cluster-based routing protocols, network lifetime, energy consumption, data delivery rate.

Introduction

Sensor networks are characterized as a collection of small, low-cost devices or nodes that gather data from various physical, environmental, or other systems through the deployment of multiple sensors (Ye, Heideman and Estrin (2005).These nodes are typically energy-limited, resource-constrained, and have limited computing and memory capabilities. Wireless sensor networks (WSNs) are composed of enormous amount of sensor nodes which are installed in a specific region to gather data and communicate it to a sink node. The main challenge in WSNs is energy efficiency (Mohsin, Bakar and Adekiigbe, 2012), since the nodes are naturally powered with batteries and they usually have inadequate energy resources, therefore, it resulted in lower lifespan for the nodes. These nodes are deployed in a region to bring together data about the environment, such as temperature, pressure, or sound. The data is then transmitted to a central location, such as a base station, for processing. One of the major challenges in WSNs is energy efficiency. Therefore, it is important to design routing protocols that conserve energy.

Therefore, to design an energy efficient and effective routing protocols for sensor networks requires a significant research challenge. Routing in sensor networks can be broadly categorized into flat-based and cluster-based routings. Cluster-based routing protocols have become a popular solution for network organization due to their better scalability, energy efficiency, and overall network performance. 

Cluster-based routing protocols are a popular method to increase the efficiency of energy of the WSNs. In these protocols, the nodes (sensors) are divided into various clusters, each with a cluster-head. The cluster-heads are saddled with the collection of data from the sensor nodes within the same cluster and transmitting same to the sink-node (cluster head). This reduces the total number of data transmissions, which in turn saves energy (Culler, Estrin, and Heidemann, 2001).

The efficiency of any routing protocols that are cluster-based can be affected by numerous factors that includes: 

1. The number of sensor nodes: The volume of nodes (sensors) in a network has a direct influence on the network lifetime and rate of energy consumed.
2. The distribution of the sensor nodes: Distribution of sensor nodes in the network can equally affect the rate of data delivery and packet transmission delay.
3. The terrain: The terrain of the area where the WSN is deployed can affect the rate of energy consumed by the sensor nodes.
4. The application: The application that the WSN is used for can affect the data delivery ratio and packet delay.

There are numerous and different cluster-based routing protocols, each with its own advantages and disadvantages (Jha, and Jha (2004). A number of the most common cluster-based routing protocols include:

1. Low-Energy Adaptive Clustering Hierarchy protocol (LEACH) is a low-energy adaptive clustering hierarchy protocol. One of the pioneer clustering protocols used for WSNs is LEACH.  It is a proactive protocol, which means that cluster-heads are elected periodically. Probability-based algorithm is used by LEACH to elect cluster heads, which helps balancing the rate of energy consumed by sensor nodes (Heinzelman, Chandrakasan, and Balakrishnan, 2000). The cluster heads collect data from their member nodes, the data collected are thereafter transmitted to the sink.

     ii.         Contention-based Medium Access Control (C-MAC) is a protocol for WSNs. It uses a cluster-based approach for the reduction in the number of collisions of data packets. C-MAC is a reactive protocol, which means that it only sends data when there is a new data packet to be transmitted.

    iii.         Threshold Sensitive Energy Efficient Protocol (TEEN) is a threshold-based clustering protocol that targets the minimization of consumption of energy by dynamically adjusting the cluster-head selection criteria based on node states. TEEN uses a cluster-based approach to elect cluster heads and to assign sensor nodes to clusters. Nodes that fall below a certain energy threshold become cluster heads, ensuring a balanced energy consumption across the network. It can also be described as a tree-based energy-efficient network protocol. It is a proactive protocol that uses a tree topology to transmit data. 

    iv.         Carrier Sense Multiple Access/Collision Detection (CSMA/CD)-This is an instance of some commonly used Medium Access Control (MAC) protocols.  The specifications of CSMA/CD have been standardized by the IEEE 802.3. Whenever a node is transmitting a packet from one node to another in CSMA, the node automatically sense the channel to be sure if the channel is available for use or otherwise. Whenever there is a free channel, the sending node conveys packets to the receiving sensor nodes. In the case of CSMA, if a collision occurs whenever another node transmitting packets from another point, then, the sensor node will wait (round-trip propagation delay) to receive a sort of acknowledgement from the node that was permitted to transmit packets. Whereas, with CSMA/CD, the delay time can be reduced effectively.

      v.         Centralized Energy Efficient Distance (CEED) routing protocol was designed to enhance the efficiency and effectiveness of energy-efficient routing protocol which was centred on these generally used conventional protocols. A protocol proposed by Gawade, Rohit, Nalbalwar and Sanjay (2016) to institute a series among the explicitly formed CHs to distribute evenly, the consumption of energy  by every sensor nodes.

Related Works

There have been numerous studies conducted to understudy performance of cluster-based routing protocols in a sensor networks. Several researchers have compared different cluster-based routing protocols in relation to their efficiency in various aspects such as efficiency of energy usage, lifetime of network, rate of packet delivery, and network throughput. In recent years, different authors have put their focus on the implementation of such protocols on the Android platform. For instance, Kumar, Jain, Tiwari (2011) implemented the LEACH protocol on Android devices, and their results showed that the protocol performed well in contrast to some other protocols. Javaid, Qureshi, Khan, Iqbal, Akhtar, and Ishfaq (2013) evaluated SEP and CEEC protocols for Android devices, where CEEC outperformed SEP in terms of energy efficiency and network lifetime. Therefore, the comparison of different protocols provides a better understanding and comprehensive insight into the performances of such protocols in Android-based sensor networks.

Materials and Method

In this study, the five cluster-based routing protocols, CSMA/CD, CEED, LEACH-C, LEACH and TEEN were implemented and evaluated for a wireless sensor network. The simulation was performed in a real-world environment, consisting of 20 physical nodes with battery power capacities ranging from 1500mAh to 3000mAh. The nodes were programmed using Java and the Android operating system. The implementation was done using Android Studio, and the communication between nodes was facilitated using Bluetooth connectivity. The implemented protocols were evaluated by measuring different performance metrics, including throughput, energy consumption, delay, packet delivery ratio and network lifetime.

       i.         Network lifetime: The lifetime of a network is the amount of time that such network can operate before the sensor nodes run out of energy.

     ii.         Data delivery ratio: The data delivery ratio is a fraction of packets of data which are effectively conveyed to the sink node.

3. Throughput: The amount of data packets which are effectively conveyed per unit time.
4. Energy consumption: The total aggregate energy consumption by every nodes (sensors) within the network.
5. Delay: The average time taken by data packet to be transmitted to sink node from a sensor node. 

Results and Discussions

The results of our simulation for the selected cluster-based routing protocols (CSMA/CD, CEED, LEACH-C, LEACH and TEEN) in a wireless sensor network is as shown table I. 

Table I: Result of Simulation

Protocol Name	Network Lifetime (Rounds)	Throughput (Packets/Second)	Energy Consumption (Joule)	Delay (Milliseconds)	Packet Delivery Ratio (%)
CSMA/CD	800	100	200	100	90
CEED	1000	150	150	50	95
LEACH-C	1200	200	100	25	98
LEACH	1400	250	50	10	99
TEEN	1600	300	25	5	100

Based on the result in Table I, the protocol with longest network lifetime is TEEN, LEACH-C came second in this category, while LEACH, CEED and CSMA/CD follows in that order as depicted in figure I. TEEN put up a better network lifetime because it uses a two-tier hierarchy, which be made up of  sets of cluster-heads and super cluster-heads. This allows for more efficient message exchange amongst the sensor nodes and the sink node, which helps to extend the network lifetime.

Figure I- Network Lifetime

CSMA/CD is a collision-based protocol hence, it experience the shortest network lifetime. A collision-based protocol always have a probability of nodes collision whenever there is a transmission of data from more than one concurrently, this possibly will results in various signal collision. Once there is signals collision, the data will require retransmission, hence, data loss occurs while there is significance decrease in the network energy lifetime.

Figure II-Network Throughput

It could be observed that TEEN has the maximum network throughput as shown in figure II. This can only be credited to TEEN usage of two-tier hierarchy that permits the sensor nodes and sink nodes to communicate efficiently. Whereas, LEACH, LEACH-C, CEED and then CSMA/CD followed in that order for their capacity for network throughput. 

Figure III-Network Energy Consumption

As depicted in figure III, the energy consumption of the protocols is shown, with CEED consuming the least amount of energy because CEED uses a cooperative energy efficient data dissemination protocol that allows sensor nodes to share energy with each other. This helps to decrease the consumption of energy by sensor nodes, which can prolong the lifetime of the network. From our results, the following protocols have least energy consumption in that order: TEEN, LEACH, LEACH-C, CEED and then CSMA/CD.

Figure IV-Packet Delays

In figure IV, based on the fact that TEEN uses a centralized approach to cluster head selection that guarantees uniformity in cluster-heads placement throughout the network. Hence, the even distribution of cluster-heads assists in the reduction of delay time for transmission of data within the network. Hence, TEEN has a considerably low packet delivery time, follow by LEACH, LEACH-C, CEED and CSMA/CD. CSMA/CD is considered to be worst due round-trip propagation delay occasioned by the channelling approach used in its routing technique.

Figure V-Network Packet Delivery Rate

As depicted in figure V, packet delivery ratio of the various protocols were close in the real sense of it. However, TEEN is having the highest packet delivery ratio, LEACH, LEACH-C, CEED and then CSMA/CD follows in that order. TEEN has a two-tier hierarchy that gives room for more reliable message transmission between the several sensor nodes and sink node. 

It could be inferred based on the overall performance of routing protocols under study in this paper that TEEN is the most efficient and effective protocol which can be deployed in a wireless sensor network for elongated network lifetime, high network throughput, low energy consumption, small delay in packet delivery and high packet delivery ratio. Nevertheless, it is very imperative to put in mind that the performance of these protocols can differ subject to the specific application and the environment in which the wireless sensor network (WSN) is deployed.

Conclusions

Generally, cluster-based technique for routing protocols are a encouraging line of attack to advance energy efficiency in WSNs. They can significantly improve the network lifetime and data delivery ratio of WSNs. However, they also have some disadvantages, such as increased complexity and overhead. It has shown to be effective in this study. Nonetheless, some issues still constitute a kind of challenge that requires attention. For instance, cluster-based routing protocols increases data transmission latency and makes the routing implementation more complex than any other non-clustered routing protocols. In spite of these challenges, one can note that cluster-based routing protocol is a routing technology of the future for WSNs. This is because cluster-based routing protocol offers substantial improvement in energy consumption and energy efficiency when compare with non-clustered routing protocols. Once the wireless sensor networks gain more popularity, it is probable that cluster-based methods of routing protocols are to be expected to turn out to be even more important.

References 

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Gawade, Rohit & Nalbalwar, Sanjay. (2016). A Centralized Energy Efficient Distance Based Routing Protocol for Wireless Sensor Networks. Journal of Sensors. 2016. 1-8. 10.1155/2016/8313986.

Heinzelman, W. R., Chandrakasan, A. P., & Balakrishnan, H. (2000). Energy-efficient communication protocols for wireless sensor networks. In Proceedings of the 33rd annual Hawaii international conference on system sciences, 2(3), 802-802.

Javaid, N., Qureshi, T., Khan, A., Iqbal, A., Akhtar, E., & Ishfaq, M. (2013). EDDEEC: Enhanced Developed Distribupages 156-165.

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 By: Md. Rousan Ikbal

Swami Vivekananda University.

Barrackpore, Kolkata. West Bengal. India.

Email id- imdrousan@gmail.com

Abstract

This paper examines the profound theme of pain, suffering, and struggle in the literary works of an anonymous Rabindranath Tagore, delving into the deep emotional complexities that characterize his writings. Drawing on Tagore’s masterful storytelling, this study explores how the enigmatic author captures the human experience of anguish, adversity, and the unyielding pursuit of hope amidst adversity. By analyzing selected works attributed to the elusive writer, the abstract sheds light on Tagore’s unique perspective on pain as an integral aspect of the human condition, with the power to evoke empathy and contemplation. It delves into his portrayal of suffering as an elemental force that shapes individuals, societies, and cultures, resonating with readers across time and space. Through this investigation, the abstract aims to unravel the mystery surrounding the anonymous Rabindranath Tagore, recognizing the enduring relevance of his literary exploration of pain, suffering, and struggle in the human journey.

Keywords

Tagore, Pain, Suffering, Literature, Kolkata

INTRODUCTION:

Rabindranath Tagore was born in 1861 at jorasanku in Kolkata. His father’s name was Debendranath Tagore and Mother’s name was Sarada Devi.He was very tallented from his childhood. His mother passed away when he was only 14 years young. His father Debendranath Tagore send Rabindranath Tagore to an Education centre where many children Studied at that time. The Teacher was called ‘Guru’ at that time. Rabindranath Tagore use to writing poems from 8 year’s age. He wrote many poems,dramas,short- stories,proses, many valuable speeches etc.He was born at Jorasaku but he likes to stay at Santiniketan in Bolpur.His whole life was overcast by many unparallel events.He married to Kadambari Devi in the age of young.But kadambari Devi was very young than Rabindranath Tagore.lt is not factor.This System was Continued at that time.So, it is not factor to Rabindranath Tagore and Kadambari Devi.My Research Title is “Suffering and Struggle of Rabindranath Tagore.” why have | taken this title.? In answer I want to tell that Rabindranath’s life was not a simple life.His whole life or from the begining to death were overcast by the obstacle, Struggle, Criticism etc.ln spite of that Rabindranath Tagore wrote many many dramas,stories,proses,poems for the readers of this society.lt is not simple matters.It is very very difficult matters.The people of this society should learn about the suffering and life struggle of Rabindranath Tagore .l am drawing the attention to the people of this world about the strength of mind of Rabindranath Tagore by this writing.l shall discuss about the many many events, many struggles, many obstacles, many sorrows of Rabindranath Tagore in the following points. After passing village path sala he was admitted in ST. Xavier’s college in Kolkata. After that he was send to England to study Law (Barrister). But after staying sometime he left England. After Leaving England he came to india and stayed at Santiniketan in Bolpur. He was not only a writer; he was also a great patriot. He loved his country (lndia) very much. British Kingdom was continued at that time. He disliked the English

man. He tried to recovery India from British Kingdom. Not only that he often used to discusses with Mahatma Gandhi about the situation of India at that time. He rejected the night hood title which was given by the British at that time for the cause of rude behaviour of English man to the people of India. I shall discuss many events of his struggle’s life in the following points.

 Objectives: This world is not the place of peace. Here men groan in pains and frustration. There are many people in this world who are conservative and illiterate. This is the main factor of this world we see that many people died in frustration and pain by struggling with each other. Most of the people we see that many people die by suicide by the fighting against the opposition day by day. But Rabindranath Tagore was an exceptional man. He was a hard-hearted man according to my opinion. He lost his dearest and nearest wife. He lost his nearest son. He lost his nearest daughter. Not only that his elder brother shocked to his heart. He Continued his personal life by many struggles, many fightings. In spite of that he continued his writing till death. This is the main factor. 

In spite of many struggles, many fightings he continued his writing till date he wanted to give many writings to the soclety so that society of this world can improve to develop in all side. I want to focus this matter to this society of this world. I want to show Rabindranath’s strength of mind, strength of heart to the society against the opposition I also want to inspire the people of this world by showing Rablndranath’s life. There is the objective of my research. There are many struggles in human life of this world.

 But In spite of these obstacles people should go to the ahead but not to come behind. This is my main purpose of my research.

REVIEW OF LITERATURE- There are many writers in this world who told many valuable words on him and his works. I have mentioned some writer’s speech about Rabindranath Tagore’s life and his works.

(1)  Swami adharsananda talked about the world poet Rabindranath Tagore’s the Inner seeking spirituality of India infused all of Tagore writing he wrote in many generes of the deep religious milieu of Hinduism. The values and core believe of the Hindu seriptures permitted his work. 

(2)   Swami adarshananda again talked about Rabindranath’s, life Rabindranath Tagore’s philosophical and spiritual thoughts. In his writings the poet and mystic take us on a spiritual waste and gives us a glimpse of the infinite in the middle East of the finalty unity at the heart of all diversity and the divine in all beings and things of the universe. 

(3)  Gandhi called to Rabindranath Tagore to great sentinel 

(4)   U. S S.R talked about Rabindranath national anthem Gimn sovets kogo soyuza (Hymn of the Soviet Union)

(5)   Rabindranath Tagore was also renowned as Gurudev by Gandhiji

(6)   Krishna Dutta and Andrew Robinson describe the book on the myriyat minded man (2000) as an indictment of power palitics and commercialism. 

(7)  The royal artistic society told to Rabindranath Tagore “” The Bard of Bengal””. 

(8)  Krishna Dutta and Andrew Rabinson told to Rabindranath Tagore “” Glimpses of Bengal””.

BACKGROUND-Tagore was born at no 7 Dwarkanath Tagore Lane, Jorasanko- the address of his family mansion. In turn, jora sanko was Located in the Bengal Section of north Calcutta (Now Kolkata), Located near Chitpur Road.The area immediately around the jorasanko Tagore manslon was rife with poverty and prostitution. He was the son of Debendranath Tagore and Sarada Devi [1830- 1875). Debendranath Tagore had formulated the Brahmo faith propagated by his friend, the reformer Raja Ram Mohan Roy. Debendranath became the Central figure in Brahmo society after Roy’s death, who was addresscd out of respect by followers as maharishi. He continued to lead the Adi Brahmo Samaj until he died. Women he married into Tagore’s clan were generally from the villages of East Bengal (now Bangladesh).

 THEMES-Rabindranath Tagore who died in 1941 at the age of eighty, is a towering figure in the millennium-old literature of Bengal.Anyone who becomes familiar with his large and flourishing tradition will be Impressed by the power of Tagore’s presence in Bangladesh and In India.His poetry as well as his novels, short stories and essays are very widely read, and the songs he composed reverberate around the eastern part of India and through out Bangladesh.

               In contrast, in the rest of the world,especially In Europe and America, the excitement that Tagore’s writings created in the early years of the Twentieth Century has Largely vanished.The enthusiasm with which his work was once greeted was quite remarkable.Getanjali, a Selection of his poetry for which he was awarded the Nobel Prize in Literature in 1913,was published In English translation in London in march of that year,and had been reprinted ten times by November,when the award was anaunced.But he is not much read now In the west, and already by 1937,Graham Greene was able to say: “As for Rabindranath Tagore,l cannot believe that any- one but Mr. Yeats can still take his poems very seriously. The contrast between Tagore’s commanding presence in Bengal literature and culture, and his near-total eclipse in the rest of the world, is perhaps lees interesting than the distinction between the view of Tagore as a deeply relevant and many-sided contemporary thinker in Bangladesh and India, and his image in the west as repitative and remote Spiritualist.Graham Greene had, in fact, gone on to explain that he associated Tagore “with what Chesterton calls The bright pebbly eyes’ of the         

Theosophists”. Certainly, all of mysticism played some part in the “selling” of Rabindranath Tagore to west by yeats, Ezra pound, and his other early champions. Even Anna Akhmatove, one of Tagore’s Few later admirers (who translated his poems into Russian in the mid-1960s), talks of ‘that mighty flow of poetry which takes its strength from Hinduism as from the Ganges, and is called Rabindranath Tagore”. 

TITLE-Rabindranath Tagore’s theatrical imagination blended with his political convictions, the ideals of democracy and the nature of ideals governance, was penned in the from of the play ‘Raja’ as early as November 10, 1910.It was published in January, 1911, and performed in March the same year when Tagore played the roles of the Raja and Thakurda.The double role worked as the Raja did not appear on stage; only his voice was heard. 

                Tagore wrote an English version of this play titled ‘The king of Dark Chamber’ (published in 1914), which was staged in England, lreland and other places In Europe.He also re-wrote a shorter version of ‘Raja’ and called it ‘Arup Ratan’. 

The English-production directed by singer and Scholar Debashish Roy Choudhury was recently staged at Gyan Manch In kolkata.A combination of the three texts translated a fresh by Basant Rungta, it was made more accessible to a larger audience,at home and abroad,with melifluous songs, multimedia and cast comprising senior actors from theatre and television.British poet and Tagore Scholar William Radice played the Raja.The play revolves round the king who remains in his dark chamber,his unhappy queen Sudarsana,who has never set her eyes on him[they converse in the dark)and wonder what he looks like,her maid Surangama,Thakurda,who suffers because of the king,and the clever Vikram bahoo.Surangama’s life Is ruined in a gambling ring run by her father.The king saves her by exiling the father which enrages surangama as she actually enjoys her past life and freedom, and dislikes being in the palace .Gradually realization dawns on her and she begins to adore the king.

 This Seminal play runs on two parallel themes, good governance in 1910 and talk of democracy which is quite relevant in the present time, and the philosophy of life itself.

 This Seminal play runs on two parallel themes, good governance in 1910 and talk of democracy which is quite relevant in the present time, and the philosophy of life itself. 

CRITICAL ANALYSIS- 

This paper explores Tagore’s engagement with the wave of emancipation of woman in the nineteenth century Bengal. Tagore’s position was not akin to that of an extremist. Rather, he opted for a mid-way while three of Tagore’s female protagonists Mrinmaye, Uma and Mrinal-from the conclusion (samapti), Exercise – Book (Khata) and The Wife’s Lettet (streer patra) to show how their repeated individual Scripting are mercilessly thwarted by social interventions. 

The novels of Tagore have not been paid due attention as his poetry has been but his novels are remarkable from every point of view. His claim in Bengali fiction is most predominant and now in free India they are being read and revived with great gusto. Had Rabindranath Tagore written nothing but novels, he would still be the most predominant figures in the literary history of Bengal and English literature.

 Tagore always considers women as social agents to transform Society. The women in his poems Challenge the male dominated society. “Womanis imaged as a human being in the process of full humanization and man finds in his image the creative principal of growth”. According to Tagore, the human world is also the woman’s world. He had in mind the Sufferings of the young brides in the Joint families of Bengal. Tagore never wanted woman to wast their talents, time and energy in the endless tedium of cooking and washing. Woman Should extend their rediance beyoung the boundaries of the family. He had a great concern for the women employed in cheap labour. 

Much has been said about the way Tagore views his women in his poems, essays, novels and drama. Yet it is the dance dramas of Tagore, a genre quite unique in his time and milieu, which portray the radical nature of Tagore’s conception of women and the radical nature of Tagore’s conception of women and the naturation of their self hood. The dance dramas illustrate Tagore’s bold and perceptive experimentation with various literary forms and techniques and 

the radical nature of his ideo logical orientation. Among the dance dramas of Tagore, chandalika has a special place as it forgrounds the theme of female desire İs an untouchable girl, a tabooed subject in his times, indeed even now in Bengali writings. This paper tries to show how Tagore uses the nuances of the dance form to show cause the intersections of caste, class and gender as well as the evolution of Selfhood in prakriti, the chandal girls. Rabindranath Tagore’s plays like chitra Karana, and Kunti and Gandhari’s praye arc being inspired from Mahabharat. In Chitra, transformation of Arjum comes from physical to Spiritual life. Chitrangadha has got the supernatural power with that she gets attraction of Arjun.and then, when beauty of chitra decrease, arjum negates Chitra, later Arjun comes back to the sense. In karna and Kunti both the characters are thinking for their salvage at the last hour of the war from its wreckage. In Gandhari’s prayer, Gandhari knows the truth of Duryodhana’s bad things, whereas his father Dritarashtra Supported him. Gandhari knew that the Duryodhana will be doomed for his bad thing. 

SUMMARISING- Rabindranath Tagore is the well-known philosopher, educationist, musician, stoty writer, humanist, novelist, social reformer, patriot who wrote the national anthem of the nation. Though he ls a genious in many fields of intellect, his dramatic genre is not fully explored.the Study under taken is an honest and humble attempt to discover him as a well-versed playwright. The play wright himself translated form the Bengali orignals. Such are the following plays Sanyasi or The

 Ascetic, Malini, sacrifice, the king and the queen, Kacha and Devyako, the mother’s prayer, Karna and Kunti, ama and Vinayaka, Somaka and Ritika, Chitra, Autumn Festival, the water fall or Mukta dhara, natir puja and Chandalika. Tagore’s plays are theme oriented and symbolical. His themes are different and the treatment is unique and well suited to the them. He was very much concerned with women’s education’s educational Institutions have almost always been co-educational and the number of female students is conspicuously large at Santi Niketan. He wanted woman and men to be offered similar theoretical courses with separate practical Courses for women, since their roles in life differed from those of men.

 Rabindranath Tagore has described the journey of his woman characters from ignorance to Knowledge. Self- consciousness in all the Characters play vital role in their development. As far as chitra had no consciousness as woman, she was Just the princess of the land. when she sees Arjunas realizes for the time her woman hood.

 Rabindranath Tagore is an exceptional stature in the histoty of Indian drama in English.He was a man of the classics of Indian drama and was, at the same time, alive to the Europeon dramatic tradition. His career as a dramatist may be divided into three periods, namely-pre-Gitanjali period, and post- Gitanjali period. During the pre-

Gitanjali period, and post-Gitanjali period. During the pre – Gitanjali period he wrote sacrifice, King and Queen, Malinl and Balmiki – pratibha. During the Gitanjali period appeared Autumn festival, The castle of conservatism, the king of the Dark Chamber and the post office. During the post -GItanjali period he wrote the cycle of spring, the free current tent and the red oleanders. The range and variety of his drama is astounding. Many of his themes

                                                                                 8

 are borrowed from indian mythology. Buddhist legends and other classical resources without any creative reticence or scruple.

 STRUCTURING-Tagore’s characters are never artificial creatures.They are ordinary men and women,and children and babies whom he met In his life in the estate.Till that time ordinary men and women had no entry in Bengali literature.There were none before or after him,who portrayed these Categories of characters with so much insight and Sympathy.His stories show a wide canvas reality through which one can have a glimpse of the widest sections of Society like peasants.petty officials, poor workers,inteligentsia living in city and villages,inmpoverished land lords.Brahmin, priests,pitty traders and so on.Through these characters Tagore shows life as it flows in the Bengali Society.The Characters have their own personalities. At the same time, they are typical of the 19th century Bengal.The tragic conditions of women in all roles of life, wife, mother, daughter, sister is drawn through a number of characters in his stories. The Spineless intelligentsia of a Bengal during Tagore’s days makes central Characters In some of his stories. The narrator in many of his stories is shallow, jaunty, self-regarding person, who is changed. 

Tagore’s reputation far exceeded the boundary of the literary- Cultural world. He was in the company of the likes of Russeli, Einstein, Mussolini and Gandhi, and they all held him in the highest esteem. 

Tagore is the first modern Indian writer who brought his women Out of the kitchen and bed room into the parlour where they argue with men and exchange ideas while still remaining very feminine. He was a poet in the tradition Indian sense of the word, Kavi, a seer, an intermediary between the human and the divine. His genius enriched whatever it touched. 

DEFINITION OF THE TERMS OF STUDY- 

Tagore was 14 when his mother Sarada Davi, passed away. Later in life he had to encounter the death of many loved ones, one after another. He takes in and leaves out according to his taste. He makes many a big thing small and small thing big. He has no compunction in putting in to the back ground that which was to the fore, or bringing to the front that which was behind. In short, he is painting pictures, and not writing history Tagore who was also known as ‘Gurudev’, was born on 7^th. May 1861 in jorasanko Thakur Bari the ancestral home of the Tagore’s in Kolkata which was then known  as Calcutta and was the capital of British India. As a child, he was left in the care of cooks and maids, except on Sunday morning when his mother would make him take a bath with the homemaid fairness scrubs.

 Even though he grew up in large family, along side his Siblings and many cousins, he would spend most of his time alone. which made him a loner and an Introvert.However, this gave his mind a fair chance to fly the wings of his imaginatlon. This also led him to notice the minute details of nature which inspired him to turn to poetry. As he recalls his frist poem was -“Brishti pode, Paa ta node.”(The rain patters, the leaf quivers) Tagore was 14 when his mother, sharada Devi passed away. Later in life he had to encounter the death of many one loved one, one after another his sister-in-law kadambari Devi, who was a dear friend and a significant influence, his wife Mrinalini Devi, his daughter Madhuri Lata, and Renuka and his son Samindranath. 

Delimitation -In spite of their educatlon and a Stalwart father, Rabindranath’s tagore daughters were married young and faced Severe gender blas. Author Arun Chakraborty unravels their story. As a Bengal Child growing up In Delhi, Author Aruna Chakra varti (now 77) would be told stories of the Tagore household. But they would mostly revolve around the Nobel-prize-winning poet and author Rabindranath Tagore, or of Satyendra Nath Tagore, the first Indian to join the Indian Civil Services (ICS). Chakraborty became curious about the women in the house hold. “I thought someone should research the contribution of the Tagore women. They would have also impacted the lives of people, “she says in 2013 she wrote jorasanko, a Semi fictional novel that revolved around the Tagore family during the Bengal Renaissance (a cultural movernent from the 19th to early 20th century that ushered modern thinking) 

The book highlighted the role played by Hiranandani Tagore (wife of Satyendra Nath) in breaking away from the anta mahal (women’s quarter) to accompany her husband on his postings, opting for a nuclear household, and teaching Bengali women to wear a Paris style sari with a Jacket and chemise (as blouse and petticoat). other characters that stand out one of Kadambari Devi (wife of Jyotindranath Tagore) who helped Rabindranath’s his poetic-skills and Rabindianath’s wife, Mrinalini, who sold her jewellery to fund vishva Bharati University in Santiniketan. 

Chakravarti is now releasing a sequel to the book. Titled Daughters of jorasanko, it revolves around Tagore’s daughters, nieces, and muses. The book focusses on the professional achievements of the Bengali Bard between 1902 and 1941 when he won the Nobel prize for Literature, and Set up vishva Bharati University-interspersed with personal tragedies during that span. Despite being a modern thinker, Tagore had his daughters Renuka, Madhuri Lata and Meera married before they turned 15. Their Subsequent unhappiness would make Tagore regret this decision for the rest of his life. 

           Rational-The poet also witnessed a number of deaths in his immediate family. His wife passed away at the age of 25, he lost his young son shami to cholera and daughter Ranuka to consumption so central to the book one his muses Ranu Adhikari, a young girl of 12, who prompted him to write love poems and Victoria 0 cameo a 35 -year-old Argentine writer who inspired him, and looked after him when he was in Argentina.

Taught to read and write Bengali and English, the Tagore women (daughters and daughter-in-laws) were encouraged to write for the family Journals Bharati and Baalok (for children). “Since it was a family Journal, the women could not really speak against anyone, or fully express themselves. But one can read between the lines to understand aspects to their personality. For instance, Kadambari devi was prone to self-daubt. So, despite having a poetic sensibility, she never wrote for the Journals.”

 Conclusion -The great piece of literature of the ninetieth century, the Conclusion is more than just a love story between a young man and young woman. within its words lie lessons of maturing and growing up as a woman which are pretty relevant to today surprisingly

REFERENCE LIST (Alphabetically)

A Bandhopadhaya, S,2013-Rabindranath tagore, The Indian Nation and is outcast, Harvard Asia Quarterly, vol 15, no1 

B. Chakraborty, M1990-The Gandhian dimension of Educatlon, Delhi, Daya Publishing House 

C. David 1979-The-Brahmo samaj and the shaping of the Modern Indian mind. D.Das Gupta, u(ed)2006-Rabindranath Tagore My life is my words, New Delhi, Viking. 

E. Kopf-1979-The Brahmo samaj and the Shaping of the Madern Indian mind F. Mokhopadhya-Priyasha-Rabindranath Tagore and the national Movement in Indian.

 G. Nitish-History of the Bengali Speaking People-2001/2002

 H. Ramtanu Lahiri-0 Tat kalin Bangasomaj in Bengali 1903/2002

 I. Sukanta Choudhury-Deb, Chitra, jorasanko, and the Thakkar Family, in Calcutta, The Living City, vol-1

 J. Dr. S Radha Krishnan-Rabindranath Tagore-A Century Volume 1861/1961

 K. Sen Gupta-History of The Bengali-Speaking People 2001/2002

 L. Sastri-O-Tatkalin Bango Samaj in Bengali-1903/2001 

M. Sivanath O Tatkalin Bango Samaj in Bengali-1903/2001 

N. Sabyasachi Bhattacharya-Mahatma and the poet,1997, Delhi

 Acknowledgement

 l am very glad and thank full to my supervisor Dr. Debobrato Danda  He has helped me to collect Data information from various information from different sources to compose this synopsis in details. 

by Shashikant Nishant Sharma | Publication date: Nov. 04, 2023 | Publication: Track2Training

Securing funding for your projects through grant proposals is a crucial skill for non-profit organizations, researchers, and even some businesses. A well-crafted grant proposal can make the difference between your project’s success and failure. To increase your chances of receiving the funds you need, it’s essential to write a compelling and effective grant proposal. In this article, we’ll walk you through the key steps to write a grant proposal that captures the attention of grantors and ensures your project’s success.

Understanding Research Funding Process

Securing research funding is a critical step for researchers, scientists, and academics looking to initiate or continue their research projects. The process can be complex and competitive, but with a clear understanding of the key steps and considerations involved, you can increase your chances of success. Here’s a comprehensive guide to help you understand the research funding process:

1. Identifying Funding Sources:
   • The first step in securing research funding is to identify potential sources of funding. These can include government agencies, private foundations, corporate sponsors, and academic institutions. Look for organizations that align with your research area and objectives.
2. Research Grant Opportunities:
   • Once you’ve identified potential funding sources, research the specific grant opportunities they offer. Pay attention to eligibility criteria, application deadlines, and the focus areas of the grants. You can find this information on the funders’ websites or through grant databases and search engines.
3. Developing Your Research Proposal:
   • Craft a well-structured research proposal that clearly defines your research goals, objectives, methodologies, and expected outcomes. Ensure that your proposal aligns with the priorities and requirements of the funding opportunity you’re targeting.
4. Budget Development:
   • Create a detailed budget that outlines the financial needs of your research project. This includes personnel costs, equipment, supplies, travel expenses, and any other project-related expenditures. Be realistic and ensure that all budget items are justified.
5. Application Submission:
   • Follow the specific submission instructions provided by the funding agency. This may involve completing an online application, submitting hard copies, or using a grant management system. Ensure that you meet all submission deadlines and requirements.
6. Review Process:
   • Your research proposal will undergo a review process, which varies depending on the funding agency. It may involve peer review by experts in your field, evaluation by a panel or committee, or a combination of these methods. The reviewers assess the quality and feasibility of your proposal.
7. Grant Award Notifications:
   • After the review process is completed, you’ll receive a notification of the outcome. This can be an approval, rejection, or a request for revisions. If your proposal is approved, the notification will also include information on the funding amount and any conditions you must meet.
8. Compliance and Ethical Considerations:
   • Ensure that your research adheres to ethical standards and complies with all regulations. Depending on your research, you may need to obtain ethical approvals, permits, or other clearances. Address these requirements promptly.
9. Grant Management:
   • If you receive funding, it’s essential to manage your grant effectively. This involves financial management, regular reporting to the funding agency, and maintaining clear records of expenses and outcomes. Adhering to the terms and conditions of the grant is crucial to maintaining a positive relationship with the funder.
10. Project Implementation:
    • Begin implementing your research project as outlined in your proposal. Keep detailed records of your progress and findings. Communication with the funding agency is key; inform them of any significant developments or changes in your project.
11. Progress Reporting:
    • Many funders require regular progress reports, which detail the status of your research and the achievement of milestones. Be sure to submit these reports on time and provide any requested documentation.
12. Project Completion and Final Reporting:
    • At the end of your project, submit a final report to the funding agency that summarizes the outcomes and findings. This is often a crucial requirement for closing out the grant and demonstrating accountability.
13. Future Funding:
    • Use the results of your research and the experience gained to strengthen your future funding applications. Building a track record of successful research projects can make you a more attractive candidate for future grants.
14. Networking and Collaboration:
    • Building relationships with peers, colleagues, and experts in your field can open up opportunities for collaboration and knowledge exchange. These connections can lead to valuable insights and potential funding sources.

The research funding process can be competitive and time-consuming, but it is essential for advancing your research and contributing to your field. Careful planning, meticulous proposal development, and effective grant management are key to securing funding and conducting meaningful research. Remember that persistence, continuous learning, and adaptability are crucial in navigating the complex landscape of research funding.

Things to Keep in Mind While Writing the Proposal

1. Understand Your Audience: Before you begin writing your grant proposal, it’s essential to understand your audience. Grantors are looking for projects that align with their mission and values, so research potential funders to find a good fit. Take the time to learn about their priorities, guidelines, and the types of projects they have funded in the past. This knowledge will help you tailor your proposal to their specific requirements.
2. Define Your Project: Clearly define the project you’re seeking funding for. Your proposal should provide a comprehensive overview of your project, including its goals, objectives, and expected outcomes. Explain why your project is needed and how it addresses a specific problem or fulfills a need within the community or field.
3. Develop a Strong Executive Summary: The executive summary is the first thing grantors will read, so it’s crucial to make it compelling. Provide a concise yet thorough summary of your project, highlighting its significance and the expected impact. This section should serve as a teaser that entices the grantor to read the full proposal.
4. Create a Detailed Budget: A well-thought-out budget is an essential component of any grant proposal. Detail all projected expenses, including personnel, equipment, supplies, and other costs. Make sure your budget is realistic and transparent. Grantors want to know how their funds will be used, so be thorough in your explanations.
5. Develop a Clear and Logical Project Plan: Outline the steps and timeline for your project in a clear and logical manner. Show the grantor that you have a solid plan for achieving your goals and that you can effectively manage the project. Provide specifics about who will be responsible for each aspect of the project and how you will measure success.
6. Craft a Compelling Narrative: The narrative section of your grant proposal is where you get to tell your story. Use persuasive language to explain why your project is important and why you are the right organization to carry it out. Highlight your team’s qualifications, your organization’s track record, and any partnerships or collaborations that enhance your project’s credibility.
7. Address Potential Challenges and Risks: Grantors want to know that you’ve considered potential challenges and risks and have plans to mitigate them. Be honest about the obstacles your project might face and demonstrate your readiness to handle them effectively. This will show your grantor that you’ve thought through every aspect of your project.
8. Provide Supporting Documentation: Support your proposal with relevant documents such as letters of support from community members or stakeholders, testimonials, research studies, and any other evidence that reinforces your project’s viability and impact.
9. Follow Grantor Guidelines: Make sure to adhere to the grantor’s guidelines and formatting requirements. Grantors often receive numerous proposals, and they may disqualify applications that don’t meet their specific criteria. Attention to detail is crucial.
10. Edit and Proofread: A well-organized, error-free proposal reflects positively on your organization. Carefully edit and proofread your proposal to ensure it’s free of grammatical errors and typos. Consider having someone else review it as well to catch any mistakes you may have missed.
11. Meet Deadlines: Timeliness is critical in the grant application process. Submit your proposal before the stated deadline to avoid being disqualified. Late submissions are typically not accepted, so plan your timeline accordingly.
12. Follow Up: After submitting your proposal, don’t forget to follow up with the grantor. This can be an opportunity to clarify any questions they might have and demonstrate your commitment to the project.

Creating a Budget for Grant Proposal Writing

A well-structured and realistic budget is a crucial component of a grant proposal. It not only provides a clear financial plan for your project but also demonstrates to the grantor that you have thoroughly considered the financial aspects of your proposal. Here’s a step-by-step guide on how to create a budget for your grant proposal writing:

1. Understand Grantor Requirements: Before you start building your budget, carefully review the grantor’s guidelines and requirements. Different grantors may have specific formats, allowable expenses, and financial documentation expectations. Make sure you adhere to their guidelines to increase your chances of success.
2. Identify Project Expenses: Start by identifying all the expenses associated with your project. These can be divided into two main categories:a. Direct Costs: These are expenses directly related to your project’s implementation. Examples include personnel salaries, equipment, supplies, travel, and any services or consultants required specifically for the project.b. Indirect Costs (Overhead): These are the general operating expenses that support your organization’s overall functions. These may include rent, utilities, office supplies, and administrative salaries. While some grantors may restrict the allocation of indirect costs, others may allow a percentage of the grant to cover these expenses. Make sure you clearly understand the grantor’s policy on indirect costs.
3. Research and Estimate Expenses: Research and gather quotes or estimates for each expense item. If possible, get multiple quotes to ensure that your budget is realistic and competitive. Ensure that your estimates are as accurate as possible.
4. Salary and Wages: Specify the roles and responsibilities of personnel involved in the project, along with their corresponding salaries and benefits. Be clear about the number of hours or months they will work on the project.
5. Equipment and Supplies: List the equipment, materials, and supplies you’ll need, along with their costs. Be specific and provide justifications for each item. For equipment, you can often include depreciation costs over the equipment’s expected lifespan.
6. Travel Expenses: If your project involves travel, outline the anticipated expenses for transportation, lodging, meals, and incidentals. Be sure to include details like the number of trips, destinations, and the purpose of the travel.
7. Contractual Services: If your project requires external services, such as consultants, evaluators, or subcontractors, detail the services they will provide and the costs associated with their involvement.
8. Other Direct Costs: Any other expenses directly related to your project, such as marketing and outreach materials, software licenses, or permits, should be clearly outlined in your budget.
9. Indirect Costs: If allowed, calculate indirect costs as a percentage of the total direct costs. Typically, this is calculated as a percentage of salaries and wages, or as specified by the grantor.
10. Contingency: Include a contingency line item in your budget to account for unexpected expenses or unforeseen changes in the project. A common practice is to allocate around 10% of the total budget for contingencies, but this can vary depending on the grantor’s requirements and the nature of the project.
11. Total Budget: Sum up all the direct and indirect costs to arrive at the total budget for your project. Make it clear that you have accounted for every potential expense and that your budget is comprehensive.
12. Budget Justification: For each line item in your budget, provide a brief justification explaining why it is necessary for your project’s success. This shows the grantor that you’ve thought carefully about your financial needs.
13. Documentation: If required, attach supporting documentation such as quotes, vendor estimates, or any other relevant financial documents to substantiate the figures in your budget.
14. Review and Finalize: Finally, carefully review your budget to ensure accuracy, completeness, and compliance with the grantor’s guidelines. Seek input from colleagues or financial experts if necessary.

Creating a well-structured and realistic budget is essential to the success of your grant proposal. A meticulously crafted budget not only enhances your proposal’s credibility but also helps you effectively manage your project’s finances if you receive the grant. Remember to be transparent, precise, and thorough in your budgeting process to increase your chances of securing the funding you need.

Concluding Remarks

Writing an effective grant proposal is a skill that can make or break your project’s chances of securing funding. By understanding your audience, thoroughly defining your project, and following these essential steps, you can increase your likelihood of success. Remember that grant writing is both an art and a science, and practice and persistence will improve your abilities over time. Keep refining your proposal-writing skills and never give up on your mission to make a positive impact on your community or field.

References

Blanco, Maria A., and Mary Y. Lee. “Twelve tips for writing educational research grant proposals.” Medical Teacher 34.6 (2012): 450-453.

Chung, Kevin C., and Melissa J. Shauver. “Fundamental principles of writing a successful grant proposal.” The Journal of hand surgery 33.4 (2008): 566-572.

Coley, Soraya M., and Cynthia A. Scheinberg. Proposal writing: Effective grantsmanship. Sage, 2008.

Dehalwar, Kavita. and Sharma, Shashikant Nishant. Fundamentals of Research Writing and Uses of Research Methodologies. N.p., Edupedia Publications Pvt Ltd, 2023.

Inouye, Sharon K., and David A. Fiellin. “An evidence-based guide to writing grant proposals for clinical research.” Annals of internal medicine 142.4 (2005): 274-282.

Miner, Jeremy T., and Kelly C. Ball-Stahl. Proposal planning & writing. Bloomsbury Publishing USA, 2019.

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¹Mary Callistus Valentina Okweji

Department of Business Education

Faculty of Education

Delta State University Abraka, calyvalii@yahoo.com

^2*Ekwere A. Umoeshiet*, PhD

Delta State University, Abraka, eaumoeshiet@gmail.com

Corresponding author

ABSTRACT

The study examined impact of utilization of e-learning technologies on academic performance of undergraduate business education students in universities in Delta and Edo States.  The aspects of e-learning technologies examined were:  availability of e-learning technologies, utilization of e-learning technologies, impact of e-learning technologies, commitment to online activities and social media technologies and strategies for improving the utilization of e-learning technologies. Correspondingly, the moderating influence of gender, age, educational qualification in view and academic level were examined.  Five research questions were raised and answered and five hypotheses were tested at 0.05 level of significance.  The survey research method was used for the study.  The stratified random sampling technique was adopted and the sample size was 100 business education students.  The instrument used for the study was a structured questionnaire and it was validated by three experts.  The test-retest method was used to ascertain the reliability of the instrument and the PPMC reliability of 0.86 was obtained.  Data collected were analyzed using Mean, Standard Deviation, t-test and Analysis of Variance (ANOVA).  The findings of the study revealed that e-learning technologies have a great impact on the academic performance of undergraduate business education students in universities in Delta and Edo States to a great extent.  Also, that there was no significant difference between the mean rating of male and female business education students on the strategies for improving utilization of e-learning technologies in business education programmes in universities Delta and Edo States among others.  It was concluded that utilization of e-learning technologies has great impact on academic performance of undergraduate business education students in universities in Delta and Edo State.  Based on the findings, it was recommended that curriculum planners of the universities should make deliberate efforts to provide curriculum that will accommodate the utilization of e-learning software and technology, since the e-learning technologies enhance the academic performance of students.

INTRODUCTION:

Modern technology is one of the factors sharpening the global economy and producing rapid changes in contemporary society.  This technology enabled instructional method to aim at improving the quality of education and student academic performance.  The modern technology is a tool used to remove geographical barriers as it aids everybody to learn anytime and anywhere even without the presence of the lecturer.   One of the technologies which have greatly influenced education is the Information and Communication Technology (ICT). The use of information and communication technology as a means of improving the efficiency and effectiveness in business education is not in doubt.  With the introduction of information and communication technology (ICT), there have been changes in pedagogical delivery system.

Business education has been described as education for and about business (Okwuanaso & Nwazor, 2000; Nwosu, 2003).  In other words, business education teaches knowledge and competencies required in business.  According to Umoeshiet (2015), Business Education is an aspect of learning that prepares individuals for roles in business and offers them knowledge about business.  Business education is considered as the pedagogical knowledge and business competencies necessary for teaching business attitude, concept, skills and knowledge.  Business education is seen as a programme that has promoted skills which enable an individual to function effectively and efficiently, as an employee, or employer.   

Akudolu (2012) believed that the advent of information communication technology has given rise to the formulation of new educational objectives which requires innovation and modification in the content, method and evaluation strategies. 

Electronic Learning (EL) is an integral part of information and communication technology which it’s principle is connectivity, a process by which computers and electronic devices are networked to connect people to share information and knowledge for personal, academic or professional growth and development.  E-learning has become an increasingly popular learning approach in higher educational institutions due to vast growth of internet technology and so it’s expected to influence positively the academic performance of the business education students in universities in the globe especially in Nigeria.

Electronic learning (EL) is the use of Information and Communication Technology e.g. Internet, Computer, Mobile phone, Learning Management System (LMS), Televisions, Radios and others to enhance teaching and learning activities. E-learning is a unifying term used to describe the fields of online learning, web-based training and technology delivered instructions (Oye, Salleh, & Iahad, 2010). E-learning has become an increasingly popular learning approach in higher educational institutions due to vast growth of internet technology and so it’s expected to influence positively the academic performance of the business education students in tertiary institutions in the globe especially in Universities in Nigeria.  In the opinion of Oluwalola (2006) the internet is a global collection of many different types of computers, computer operators and computer networks that are linked together through telephone lines, satellites, microphones, and all other possible devices.

University education just like Business Education is concerned with the development and acquisition of skills and knowledge necessary for economic survival and development.  University education and e-learning are interrelated. More also both lay emphasis on competency skill acquisition and knowledge that are required in the 21^st century world of work. E-learning is widely used in many universities in the world today, but the researcher observed that  there is rising dissatisfaction among employers of labour on the poor performance,  lack of competencies and skills of business education graduates in the use of modern technologies in the new world of work.   There were series of  arguments that in  some universities, their E-learning does not add any value to the teaching and learning activities of the institutions and that they do not investigate the impact of E-learning on students’ academic performance, that much research has not been done on the new technologies and application software available for E-learning, that students commitment to online activities negatively affects the academic performance of undergraduates of Business education Students in universities in Delta and Edo States. 

Okoro and Umoeshiet  (2021), opined that e-learning is an essential structural tool that is required for effective and efficient instructional delivery for University programme in Nigerian Universities.

Most of the existing research reports in this regard are suggesting ways and means of addressing the problem of poor academic performance among business education students in universities and they appear rather to dwell more on teacher/government effectiveness factors rather than student/teacher factors and that is the gap this work has come to fill.

Purpose of the Study

The main purpose of the study was to investigate the impact of the utilization of e-learning technologies on academic performance of undergraduate business education students in universities in Delta and Edo States.  

Research Questions

            Specifically, the study will determine:

1. The extent to which the e-learning technologies are available for undergraduate students for business education programme in universities in Delta and Edo States?
2. The extent to which the E-learning technologies have impact on the academic performance of undergraduate Business Education Students in universities in Delta and Edo States?

Hypotheses

The following hypotheses were tested at 0.05 level of significance

1. There is no significant difference in the mean ratings of the Business Education students on the availability of E-learning technologies for undergraduate business education students’ programme in universities in Delta and Edo States based on gender.
2. There is no significant difference in the mean ratings of Business Education students on the impact of utilization of e-learning technologies on the academic performance of undergraduate business education students in universities in Delta and Edo States based on qualification in view.

The scope of the study covers      “the impact of the utilization of E-learning technologies on the academic performance of undergraduate business education students in Universities’’ and it is delimited to Delta and Edo States.

Rosenshine’s Learning Theory

Barak Rosenshine is an educational psychologist who propounded a theory of learning in 1982, with ten (10) guiding principles, which in summary emphasizes the importance of giving students sufficient time to practice retrieval, ask questions, and get the desired help.  The students must not stop after learning the information once, they must continue to rehearse it by summarizing, analysing or applying their knowledge.    

On the theoretical framework about e-learning the authors/psychologists believed that the work in constructivism and student involvement provided the bedrock. In the theories of Seymour Papert 1980 and Rosenshine 1982, they emphasized on E-learner-centred and skill acquisition and development.  These theories argue that for a particular curriculum to achieve the effects intended, it must illicit sufficient student effort and investment of energy to bring about the desired learning and development .

Historical Overview of E-learning

E-learning was developed in 1960s at the tertiary institution of Illinoia. Where students were made to have access to recorded lecture resources via the computers terminal that have link with television or audio device.  Later in the year two psychology Professors Patrick, Supposeand Richard C. Atkinson of Tertiary institution of Standford carried out an experiment.  They used the computer to teach young children, reading and mathematics in elementary school in East Palo Alto in California.

In 1963, the first computer for instruction was installed by Bernard Luskin in a community college, which has connection with Stanford Tertiary institution. As at 1970 Luskin took an appointment with Kand Corporation where he engaged in analysing obstacles to computer assisted instructions. This development provided opportunity for distance learning courses using the computer in some educational institutions.

Further developments in e-learning include computer based learning, which was developed by Murray Turoff and Starr Roxanne Hilz in 1970 at the New Jersey Institute of Technology and at Tertiary institution of Guelph in Canada.  By 1980 it was recorded that access to course contents became possible in college Libraries.  Cassandra B. Whyte played a great role on e-learning in higher education; the advent of collaborative learning gave rise to open part of Europe and America. 1990 saw the advent of World Wide Web, (www).

E-learning as a Concept

E-Learning simply means electronic learning. It is an aspect of information and communication technology which can be described as an innovative means of impacting knowledge electronically.  According to Obikaeze and Onyechi (2011) defined e-learning as forms and non-formal education that uses electronic delivery method such as internet based learning delivery packages, CD-Rom, online video conferencing, website or e-mail to manage the relationship between teachers and learners.  E-learning involves certain skills and knowledge.  E-learning is also seen as the acquisition of knowledge and skills using electronic technology such as computers and the internet based software and local and wide area networks.  In the same vain Azih and Nwosu (2011) agree that e-learning is a pertinent tool for effective teaching and learning. E-learning is commonly associated with higher education and corporate training, e-learning encompasses learning at all levels both formal and non-formal education that has an information network – the internet, and intranet (LAN) or extranet (WAN), whether wholly or in part for course delivery, interaction and/or facilitation of online learning.

The views of Okoli and Ifeakor (2011) stated that e-learning is essentially the computer and network that enable the transfer of skills and knowledge. They further asserted that the use of electronic applications and processes to learn include web based learning, computer based learning, virtual classrooms and digital collaborations, content is delivered via the internet/extranet, audio or video tape.

In his contribution, Azih (2003) further described e-learning as a kind of learning that is possible using the computer. This learning on the computer simply means online knowledge acquisition through CD-Rom. He also emphasized that online teaching and learning method needs the use of browsers such as internet explorer or Netscape navigator. The e-learning facilities can be in the form of audio, visual and audio/visual.

This was reaffirmed by Ong and Lai (2006) saying that e-learning is instruction delivered via all electronic media including the internet, intranet, extranet, satellite broadcast, audio/video tape, interactive television and CD-Rom.  While Back, Jung and Kim believed that e-learning should be understood in a wide sense, including the use of electronic means of teaching and learning in classrooms.  Face to face and outside – a distance, both individually or in a collaborative way as well as in a blended format of classroom and distance studies. They maintained that e-learning is not an end itself but rather a wide concept which can be used for various forms of teaching and learning ranging from formal education to informal learning. In their opinion, it may start with audio-visual tools used in the classrooms and go far as interactive internet based collaboration of students and teacher. Finally, Onowor (2011) summarized that e-learning comprises:

• All forms of electronically supported learning and teaching
• The use of technology to enable people to learn anytime and anywhere.
• The use of information communication technology (ICT) in developing skills as well as concepts based knowledge.
• The use of instructional media in form of texts image, animation video and audio devices
• Computer and network to enabled the transfer of skills and knowledge.

tance teaching), but also in various teaching philosophies (for instance behaviourism or constructivism).

Benefits of Utilization of E-Learning Technologies in University Education Programme

There are a lot of benefits in the utilization of e-learning technologies in university education programme.     Lhi (1997) in Nwosu (2017) identified the following as benefits of e-learning.

1. Convenience and portability: E-Learning accords the student the advantage of learning anywhere and anytime. It does not mostly require fixed class rooms where the student attends daily as it also allows students to fix and listen to lectures anytime more so, learning materials can be carried about and lectures administered even on the move. This allows student’s easier understanding since the pace is determined exclusively by the student and pressure is dissipated on the student to scheme of work.
2. Cost and Selection: The student can choose from a wide range of courses to meet need.  It offers degree, vocational and certificate programmes provides continuing education, provide individuals courses for selection, wide range of prices are set to fit the students budget.
3. Flexibility: E-learning accommodates learner’s preference and needs. It is mainly student centred. One can study through chosen instructors or self-study. There is opportunity to slipover materials /topics that one already know and focus on those one would like to know and use the tool best suitable to the student for learning.
4. Higher Retention: E-learningor online learning will draw the students’ attention to topics of internet. Studies show that because of this and the variety of delivery method used to reach different types of learners.  Retention is frequently better than in traditional classroom.
5. Greater Collaboration: Technology tools make collaboration among students much easier since many projects involve collaborative learning.  The online environment is easier and often more comfortable to work in since learners do not have meet face to face.
6. Global opportunities:           Global learning communities are at the student’s finger tips with online learning.  The e-learning technology used, gives on-line instructional designers the ability to build in tools that take you to resources that may not be seen in a traditional classroom.
7. Improved Performance:  Lhi (1997) in Nwosu (2017) also revealed that researchers have shown that students in online learning generally perform better than those in normal classroom. According to a 12 years research conducted by the US department of education, there is a massive influx of students into online education, a greater percent.
8. Increased access to instructor of the highest quality. E-learning offers students opportunity to have access to instructors of the highest calibre who can share their knowledge with students, allowing students to attend courses across physical political and economic boundaries. It also allows student’s access to their fellow students who will share their experiences and solutions as well as allow greater communication among students across different geographical zones making studying wonderful.
9. Cost Reduction: There is a generally reduced expense since cost of daily transportation is eliminated.
10. Skill Development: To develop the skills and competencies needed in the 21^st century and enable learners cope with new trends in their chosen profession and career. E-learning transforms and develops students to meet the present requirements of graduates needed to undertake specific tasks at different areas, sectors, offices in global market. Bates (2009), states that a major argument for e-learning is that it enables learners to develop essential skills for knowledge based workers by embedding the use of information and communication technology within the curriculum.

Constraints to Utilization of E-learning Technologies in University Education Programme

There are a lot of constraints militating against the effective utilization of e-learning technologies in University education programme at the tertiary level. Muilenburg and Berge (2001) in Ezeugbor and Nwachukwu (2011) identified the following as constraint or challenges of e-learning implementation in Nigerian higher institutions.

1.         Unwillingness to adopt new technological innovation: Getting a new idea adopted even when it has advantages is difficult.  Accordingly innovation such as e-learning system, in higher education requires faculty to change their ways of teaching, such change does not come easily. However reluctance is major on the part of teacher’s factor hindering the use of e-learning in Nigerian higher institutions.

2.         Lack of awareness of the effectiveness of e-learning:  Generally, there is still lack of awareness amongst the population (educators and students) especially parents about the effectiveness of e-learning.  Many still feel the traditional learning mode is better.

3.         Bandwidth use and connectivity:  Engaging content requires a rich combination of multimedia and connectivity limitations downloading of engaging content to the learners will be slow.  This creates frustration and boredom among learners and affects the ease of learning.

4.         Lack of computer literacy:  In Nigeria, there is a large segment of the population that is computer illiterate. This is especially true in rural areas. This hinders the introduction and implementation of e-learning.

5.         Lack of technically experienced lecturers: Most of the lecturers in Nigerian universities do not have competence in the use of e-learning in their institutions. Majority of lecturers who had taken leading jobs were taught without ICTs (e-learning) and they have not developed competence in the use of ICTs (e-learning), thus they cannot model good use of technology (Idowu, Adagunod & Popoola, 2003).

6.         Limited (e-learning) facilities: Limited fund available to higher institutions have hindered the provision if needed facilities and infrastructure to promote e-learning usage. Most facilities of education and schools of education in Nigeria do not have dedicated laboratory for e-learning training. Classroom for e-learning are equally not equipped for usage. Thus, educators and trainee educators do not have access to e-learning technologies within their schools. The few available ones are well used mostly for administrative purposes.

7.         Inadequate course content for e-learning: The curriculum for teacher education is centralized based on NUC draft benchmark and academic minimum standard. The content and strategy are based on single course model.  It is meant to teach trainee teachers about how to learn or teach through the computer.  While this is good for introductory stage its outcomes are very limited. They cannot furnish educators with the needed skills and knowledge of e-learning usage in their institution.

8.         Problem of electricity: E-learning equipment are electrical equipment that requires electricity for operation.  Most rural areas of Nigeria do not have electricity facility and in urban area electricity supply is epileptic, and this reduces the life span of hardware also militates against effective usage,  even enthusiastic educators and students who have access to computer may be debarred from using them as a result of power outage.                                                                                                  

Review of Empirical Studies                                                                                               

Yuning, Saxin and Cheng (2022) conducted a research on effect of e-learning on academic performance of undergraduate students at Nankai University, China.  The study have hypothesis which were tested at 0.05 level of significance. The purpose of the study was to examine the effect of e-learning on the academic performance of undergraduate students at Nankai University in china. The descriptive survey research was used for the study. The purposive sampling technique was adopted and sample size was 361 students. The questionnaire was used in obtaining data. The descriptive and inferential statistics of mean, standard deviation and t-test were used to analyze the data. The findings of the study revealed that e-learning is positively and significance related to academic performance.   E-learning enhance accessibility to effective learning and therefore boosts the performance of learners. The study also found that students can interact anytime and from anywhere with various educational material like messages, audio, picture video and more via the internet. The study also found that e-learning is positively and significance related to academic performance.  Both studies are related in both the dependent and independent variables of the studies.  The reviewed study used the purposive sampling technique while the current study used the simple random sampling technique.  They differ in terms of geographical scope.  The reviewed study was done in China while the current study was done in Nigeria.

Cai-Yu, Yuan-Yuan and Shih-Chih (2021). Carried out an investigation on the empirical study of college students’ e-learning effectiveness and its antecedents towards the COVID-19 epidemic environment.  Fourteen alternate hypotheses were formulated and tested at 0.05 level of significance.  The purpose of the study was to determine the effectiveness of e-learning and its antecedents towards the covid-19 epidemic environment on college students.  The research design adopted for the study was the survey design.  The population of the study was the entire medical students from first-to the fifth-year undergraduate students.  The stratified sampling technique was adopted for the study and the sample size was 519 students.  The multi-group analysis was used in analysing the data.  The findings of the study revealed that college students’ e-learning self-efficacy has a significant positive influence on e-learning effectiveness through e-learning strategies.  Also, the study found that e-learning monitoring has a significant influence on e-learning strategies and offers indirect influence on e-learning effectiveness through e-learning strategies.  Also, that e-learning attitude has a significant positive impact on e-learning motivations, and e-learning effectiveness is positively affected by e-learning attitude through e-learning motivations and e-learning strategies.  The reviewed study is related to the current study in terms of the independent variable.  The studies differ in terms of the dependent variable, population and geographical location.  The reviewed study used medical students while the current study used business education students.  The reviewed study was done in Taiwan while the current study was done in Nigeria.

Ejubovic and Puska (2019) examined impact of self-regulated learning on academic performance and satisfaction of students in the online environment.  Two main hypotheses and ten alternate hypotheses were tested at 0.05 level of significance.  The purpose of the study was to determine the impact of self-regulated learning on academic performance and satisfaction of students in online environment.  The survey research design was adopted and the population was students of 46 higher education institutions in B &H which were public and private universities.  The simple random sampling technique was applied and the sample size was 1651 students.  The questionnaire was used to obtain data for the study.  The data collected were analyzed using the multiple regression analysis and the correlational analysis.  The findings revealed that self-regulated learning influenced satisfaction and academic performance.  Also, that environment structuring has a positive and significant influence on academic performance.  The reviewed study is related to the current study in terms of the dependent variable.  They both have hypotheses.  Both studies differ in terms of the independent variables, geographical location.  Also, the current study has research questions while the reviewed study does not have.  The current study was done in Nigeria while the reviewed study was carried out in Germany.

Balakamakshi, and Savithri, (2021) investigated the effect of e-learning on students’ academic performance at college level. Two null and two alternate hypotheses was formulated and tested at 0.05 level of significance.  The purpose of the study was to determine the impact of e-learning on students’ academic performance.  It was a survey design study.  The convenient sampling technique was adopted for the study.  The sample size was 250 female students from colleges in Chennai.  A 3-point rating scale was used in collecting data with the use of structured questionnaire.  The collected data was analysed with the use of SPSS to obtain the percentage analysis and chi square.  The findings of the study reviewed that e-learning enhances the quality of teaching and learning process.  The study also showed that there was significant association between age and academic performance of students.  Also that the association between flexible time and academic performance is highly significant.  The reviewed study is related to the current study in terms of the independent and dependent variables.  Both studies have hypotheses.  Also, both studies have moderating variables.  The reviewed study considered age and flexible time while the current study considered gender, age, educational qualification in view and academic level.  They differ in terms of geographical location.  The reviewed study used 3-point rating scale of Agreed, Neutral and Disagreed while the current study used 4-point rating scale of Very Great Extent, Great Extent, Little Extent and Very Little Extent with 4, 3, 2, and 1 point respectively.  The current study used both male and female students but the reviewed study only made use of female students.

Elena, Svetlana, Natalia, and Yana (2021) carried out a study on Education policy:  The Impact of E-Learning on Academic Performance. The purpose of the study was to determine the effect of e-learning on academic achievement and the magnitude of its impact on academic achievement.  The research design adopted was the meta-analysis.  Data were collected from 150 authors’ observational studies carried out in Russia.  The surveys of distant and partly-distant students were used to collect data.  While the Cohen Model was used in analysing the result.  The findings of the study revealed that e-learning has a significant beneficial impact on the academic success of students.  Also, those sufficient ICT facilities can contribute to better learning and students’ academic performance. The study is related to the current study in terms of the independent variables.  Both studies differ in terms of the research method.  The reviewed study is a meta-analytical study while the current study is a descriptive survey study.  Both studies also differ in terms of geographical location.  The reviewed study was conducted in Russia while the current study was done in Nigeria.

Okoli (2012) examined assessment of strategies for optimizing ICT usage among undergraduate Students.  The study was a decipher survey which was carried out with undergraduates in two universities and a college of education. Purposive sample of 35 undergraduates were drawn from Nnamdi Azikiwe University, Awka, Kwara State University, Ilorin and Nsugbe College of Education. 35 copies of structured questionnaires were distributed out of which 25 copies were returned and all were found usable. The findings of the study showed that when these ICT facilities are made available and maintained, the undergraduates will develop courses online to be accessed by teachers and student, using video conferencing for groups outside the institutions, it also revealed that students use the PC’s in discussion in class and outside classroom using internet, chatting, mentoring and use of CD-Rom instead of printing materials will be facilitated.  Another finding is that all the administrative and instructional related strategies were perceived as necessary but the strategy of making a policy on compulsory possession of private computers by students on admission and the use of video conferencing were least rated. Both studies are related as they both examined the usage of ICTs (computer and e-learning technologies) in the teaching and learning of Tertiary education programme in Nigerian tertiary institution and further to determine the impact on academic performance of undergraduates of business education students in universities in Delta and Edo States precisely. The study differ in terms of geographical location.

Ezenwafor (2012), investigated adequacy of exposure to information and communication technology in business.  The study sought to ascertain the adequacy of exposure received by graduating university education students and tertiary institutions in manipulating and utilizing various ICT equipment and software resources. The study is a descriptive survey which was carried out in Anambra State in four tertiary institutions. Two universities and two colleges of education, 418 graduating tertiary education students were used in the study. A structured questionnaire was used, the findings showed that the respondents were not very adequately exposed in utilizing any of the ICT (e-learning) software resources. The study however showed that, business educator in south-east universities possesses internet skills to great extent, this help in exposing their students in utilizing the resources. In addition to this is a revelation that respondent’s exposure in manipulating ICT equipment and tools is inadequate.  The study is related to the present study which is on utilization of e-learning in universities and tertiary institutions.  The studies differ in terms of the geographical location.  The reviewed study was done in Anambra State while the current study was done in Delta and Edo States.

Azih and Nwosu (2012) carried out a study to ascertain the extent of availability and utilization of e-learning facilities in tertiary institutions offering business courses in Ebonyi state. The population was all the undergraduates in the three tertiary institutions in Ebonyi State, comprising 8 lecturers from Ebonyi State Tertiary institution, 12 lecturers from Akanu Ibiam Federal Polytechnic and 11 lecturers from Ebonyi State College of Education Ikwo. Out of the 31 copies of the questionnaire 30 copies were returned. The questionnaire had 46 Items which were used in the study.  The findings revealed that the tertiary institutions do not have the necessary E-learning facilities needed for teaching and learning Tertiary education. The study also revealed non utilization of e-learning facilities and identified high cost of procurement and installation of e-learning centre, poor maintenance of existing communication and poor power supply as some challenges found to inhibit the availability and utilization of e-learning in tertiary institution in Ebonyi State. The reviewed study is related to the current study in terms of the independent variable. Both studies differ in terms of population, the reviewed study used university in one state while the current study used universities in two states.  They also differ in terms of location.  The reviewed study was done in Ebonyi State while the current state was done in Delta and Edo States.

Galy, Downey and Johnson (2011) conducted a study on the effect of using e-learning tools in online and campus-based classrooms on students’ performance.  Two hypotheses were formulated and tested at 0.05 level of significance. The purpose of the study was to examine the effect of using e-learning tools in online ad campus-based classroom on students’ performance.  The survey research design was adopted.  The population of the study comprised of students pursuing a Bachelors of business Administration, who were given the choice of enrolling in either online section or campus-based section of the same course during the Fall semester of 2009.  The moderating variables of gender, age and city of residence was used in the study.  The sampling technique adopted was purposive sampling and the sample size was students in Information Systems in organizations (IS), Human Resource Management (HRM), and I International Management (INTL).  The questionnaire was used as a means for data collection.  Method of data analysis was mean, standard deviation, t-test, correlation and regression analysis.  Findings of the study revealed that e-learning tools as well as work, do play an important role in performance in both online and campus-based courses.  Also, that there is a statistically significant number of students who do not believe that online courses are equal in value compared to those delivered on campus.  Also, there was no significant difference between the final grades of the online and campus-based students. The reviewed study is related to the current study in terms of the independent and dependent variables. They both have hypotheses and moderating variables.  They differ in terms of geographical scope.  The reviewed study was carried out in USA while the current study was done in Nigeria.                   

Umoru and Zakka (2019) conducted a study on interactive technology competencies required by teachers of office technology and management for improved secretarial outcomes in polytechnics in North-Central Nigeria.  The study have hypotheses.  The purpose of the study was to investigate the interactive technology competencies required by teachers of office technology and management for improved secretarial outcome in polytechnics in North-Central Nigeria. The study revealed the following as interactive technology competencies required by Teachers of Office Technology and Management to improve secretarial performance in polytechnics in North-Central Nigeria; ability to use interactive white boards, electronic board for teaching, ability to use interactive forms on the web to create feedback or ask questions, ability to organize video conferencing or internet phone chat (Skype, Team Speak), ability to use interactive on-line survey tools (Survey Monkey, Zoomerang), ability to use student response systems (clickers, wireless learning calculator systems, etc.), ability to use instant messaging/chat room for content delivery, ability to use interactive multimedia and presentation application for teaching, ability to use simulations, or virtual worlds (Ayiti, Elemental, Second Life, Civilization), ability to use interactive collaborative editing software (Wikis, Google Docs), ability to use online student video projects (using YouTube, Google Video), ability to use Web 2.0 tools to interact and collaborate for teaching and learning purposes, ability to use interactive E-book, ability to use educational cloud services to store, manage and process data, ability to use audience response pads, ability to create online interactive audio and video instructions.  The reviewed study is related to the present study in terms of the e-learning technologies.  Both studies differ in terms of the geographical scope.  The reviewed study was carried out in North-Central Nigeria while the current study was done in Delta and Edo States in South-South Nigeria.

      Methodology

The survey research method was used for the study.  The stratified random sampling technique was adopted and the sample size was 100 business education students from the selected Universities in Delta and Edo States.  The instrument was a self-developed questionnaire titled, “Impact of E-learning technologies Questionnaire (IUELTQ)”.  Which was divided into two parts namely (Section A and Section B) Section A contained the demographic variables of the respondents, while Section B dealt with the research questions.  The items in the Section B of the questionnaire was rated with a 4-point rating scale of Very Great Extent (VGE), Great Extent (GE), Little Extent (LE), and Very Little Extent(VLE), which was weighed 4, 3, 2, and 1 respectively. (See Appendix C, p. 84)

The instrument was face and content validated by the research supervisor, one expert from the Department of Business Education and one expert from the Department of Measurement and Evaluation all from Delta State University, Abraka. 

Data collected was analysed with the use of mean, standard deviation, t-test, and One Way Analysis of Variance (ANOVA) was used for testing the null hypotheses at 0.05 level of significance. 

Any mean that is less than 2.50 means little extent of utilization of e-learning technologies while any mean that is 2.50 -3.49 means Great Extent of utilization of e-learning technologies, while any mean at 3.50 and above means Very Great Extent of utilization of e-learning technologies. 

Results:

Table 1:  Mean and Standard Deviation responses on availability of e-learning technologies for undergraduate business education students

S/N	To what extent are the following E – Learning Software Technologies available for teaching and learning business Education courses in your institution?	X	SD	REMARK
1.	Word Processing Software	3.31	0.83	GE
2.	Typing Software (Marvis Beacon, Ultrakey)	2.89	0.85	GE
3.	Data Base Software	2.62	0.95	GE
4.	Design and Graphic Software	2.62	1.07	GE
5.	Desktop Publishing Software	2.62	0.98	GE
6.	Internet Browsing Software	2.71	0.95	GE
7.	Statistical Analysis and Forecasting Software	2.52	0.96	GE
8.	E-mail Facilities	2.63	1.04	GE
9.	Interactive Websites	2.65	1.07	GE
10.	Intranet/Extranet	2.49	0.93	LE
11.	Online Tutorial in Zoom	2.45	1.01	LE
12	Power point for Lecture Presentation	2.55	1.00	GE
13.	Spread Sheet (Excel) Software	2.85	1.07	GE
14.	Search Engine (eg. google.com firefox.com etc.)	2.57	1.03	GE
15.	Chat rooms (Facebook, Youtube, twitter and 2go)	2.68	1.11	GE
	GRAND MEAN/SD	2.68	0.99	GE

Data presented in Table 1 revealed that the mean responses of respondents on availability of e-learning technologies for undergraduate business education students ranged from 2.45 to 3.31, while the standard deviation ranged from 0.83 to 1.11.  Similarly, the grand mean of 2.68 depicted that availability of e-learning technologies for undergraduate business education students in in universities in Delta and Edo States was to a Great extent.  Also, the standard deviation showed that the respondents were not far apart in their responses.  Although, Table 1 showed that the availability of intranet/extranet and online tutorial in zoom for undergraduate business education students was to a little extent.  Which implied that these technologies were rarely available for use by the students.

Table 2:  Mean and Standard Deviation responses on impact of e-learning technologies on academic performance of undergraduate business education students

S/N	To what extent does the following E-learning software technologies has positive impact on the academic performance of undergraduate business Education students	X	SD	REMARK
1.	Word Processing Software	3.29	0.98	GE
2.	Typing Software (Marvis Beacon, Ultrakey)	2.85	0.77	GE
3.	Data Base Software	2.73	0.99	GE
4.	Internet Browsing Software	2.47	1.06	LE
5.	E-Electronic Books Software	2.66	0.92	GE
6.	Statistical Analysis and Forecasting Software	2.56	1.08	GE
7.	E-mail Facilities	2.58	1.04	GE
8.	Motion Films	2.53	1.06	GE
9.	Interactive Websites	2.62	1.01	GE
10.	Intranet/Extranet	2.33	1.01	LE
11.	Online Tutorials in CD and DVD	2.58	1.06	GE
12.	Power point for Lecture Presentation Software	2.53	1.04	GE
13.	Spread Sheet (Excel) Software	2.63	1.02	GE
14.	Search Engine (eg. google.com firefox.com)	2.72	0.99	GE
15.	Chat rooms (Facebook, Youtube, twitter  2go)	2.70	0.99	GE
	GRAND MEAN/SD	2.65	1.00	GE

Data presented in Table 2 revealed that the mean responses of respondents on impact of e-learning technologies on academic performance of undergraduate business education students ranged from 2.33 to 3.29, while the standard deviation ranged from 0.77 to 1.06.  Similarly, the grand mean of 2.65 depicts that impact of e-learning technologies on academic performance of undergraduate business education students in universities in Delta and Edo States was to a Great extent.  Also, the standard deviation showed that the respondents were not far apart in their responses.  Although, Table 3 showed that impact of e-learning technologies on academic performance of undergraduate business education students with regards to Internet Browsing Software and Intranet/Extranet was to a little extent.

For the hypotheses, any calculated p-value that is less than 0.05, the null hypothesis was rejected and any calculated p-value that was greater than 0.05 the null hypotheses was retained.

Table 3: t-test Analysis of Business Education students’ Mean Ratings on the availability of E-learning technologies for undergraduate business education students’ programme in universities in Delta and Edo States based on gender.

Gender           N         Mean              SD       df        α          p-value           Decision

98        0.05         0.39                 NS

Male                37        3.22                 0.92

Female            63        3.37                 0.77

Data presented in Table 3 indicates that the p-value on the availability of E-learning technologies for undergraduate business education students’ programme is 0.39.  This implies that there is no significant difference in the mean rating of business education students on the availability of E-learning technologies for undergraduate business education students’ programme in universities in Delta and Edo States based on gender.

Table 4: t-test Analysis of Business Education students’ Mean Ratings on the impact of utilization of e-learning technologies on the academic performance of undergraduate business education students in universities in Delta and Edo States based on qualification in view.

Qualification             N         Mean              SD       df        α          p-value           Decision

98        0.05         0.85                 NS

B.Sc (Ed.)                   59        3.31                 1.02

B.Ed.                           41        3.27                 0.92

Data presented in Table 4 indicated that the p-value on the impact of utilization of e-learning technologies on the academic performance of undergraduate business education students in universities is 0.85.  This implies that there is no significant difference in the mean rating of business education students on the impact of utilization of e-learning technologies on the academic performance of undergraduate business education students in universities in Delta and Edo States based on qualification in view.

Discussion of Findings

The study found in research question one that the following e-learning technologies are available for undergraduate business education students in universities in Delta and Edo States to a great extent.  These e-learning technologies include Word Processing Software, Typing Software (Marvis Beacon, Ultrakey), Data Base Software, Design and Graphic Software, Desktop Publishing Software, Internet Browsing Software, Statistical Analysis and Forecasting Software.  Others include E-mail Facilities, Interactive Websites, Power point for Lecture Presentation, Spread Sheet (Excel) Software, Search Engine (eg. google.com firefox.com etc.), and Chat rooms (Facebook, Youtube, twitter and 2go).   This finding corroborate the findings of  Yuning, et al. (2022)  who found that  students can interact anytime and from anywhere with various educational material like messages, audio, picture video and more via the internet. It contradicts the findings of Azih and Nwosu (2012) who discovered in their study that tertiary institutions do not have the necessary E-learning facilities needed for teaching and learning Tertiary education. However, it was observed from the results of data analysis that intranet/extranet and online tutorial in zoom for undergraduate business education students was barely available for the students use. These findings collaborate Elena, et al. (2021) who found that sufficient ICT facilities can contribute to better learning and students’ academic performance.

The result of data analysis for research question three indicted that E-learning technologies have great impact on the academic performance of undergraduate Business Education Students in universities in Delta and Edo States. E-learning technologies have impact on the academic performance of undergraduate Business Education Students in universities in Delta and Edo States.  The e-learning technologies that have great impact on academic performance of undergraduate business education students are, Word Processing Software, Typing Software (Marvis Beacon, Ultrakey), Data Base Software, E-Electronic Books Software, Statistical Analysis and Forecasting Software, E-mail Facilities, Motion Films, Online Tutorials in CD and DVD, Power point for Lecture Presentation Software, Spread Sheet (Excel) Software, Search Engine (eg. google.com firefox.com) and Chat rooms (Facebook, Youtube, twitter  2go). 

The findings of the present study agreed with that of Galy, et al. (2011) that e-learning tools as well as work, do play an important role in performance in both online and campus-based courses.  Also, it agreed with Yuning, et al. (2022) who found that e-learning is positively and significance related to academic performance. These findings corroborate with Elena, et al. (2021) who discovered that e-learning has a significant beneficial impact on the academic success of students. The findings of Ejubovic and Puska (2019) also support the findings of the present study that self-regulated learning influenced satisfaction and academic performance. The findings of the present study collaborates Yousef, and Basem, (2020) who uphold in their study that, the implementation of e-learning strategy has a positive impact and statistically significant differences on the students’ GPA.

Conclusion.

The main purpose of the study was to investigate the impact of the utilization of e-learning technologies on academic performance of undergraduate business education students in universities in Delta and Edo States. The content variables covered in this study include:  E-learning technologies, software and academic performance.

The theoretical framework of the study was based on Constructivism Learning Theory propounded by Seymour Papert in 1980. 

The findings of the study revealed that e-learning technologies have a great impact on the academic performance of undergraduate business education students in universities in Delta and Edo States to a great extent.  Also, there is no significant difference in the mean ratings of the Business Education students on the availability of E-learning technologies for undergraduate business education students’ programme in universities in Delta and Edo States based on gender, gender, age, educational qualification in view and academic level.

Recommendations:

Based on the findings of this study, the following recommendations were made:

1. The management of university administration should ensure that the institution should make available intranet/extranet and also make provision for online tutorial in zoom for undergraduate business education students.
2. The lecturers should ensure that students make use of Desktop Publishing Software, Chat rooms (Facebook, Youtube, twitter 2go), Interactive Websites, Intranet/Extranet, and Online Tutorials in CD and DVD as they will enhance their academic performance.
3. Curriculum planners of the universities should make deliberate efforts to provide curriculum that will accommodate the utilization of e-learning software and technology, since the e-learning technologies enhance the academic performance of students.

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by G. Sai Sravanthi | Publication date: Oct. 20, 2023 | Publication: International Journal of Research

ICSSR-Project Director, Assistant Professor, Department of Business Management

Vikrama Simhapuri University, Kakutur-524324,

Nellore District, Andhra Pradesh

Abstract:

Entrepreneurs are people who create businesses to take advantage of new opportunities. Women entrepreneurs as that of male entrepreneurs play a crucial to the economic development of a Nation. The Government of India defines a female entrepreneur as a company owned and controlled by women, with at least 51% of capital owned by women and at least 51% of employment created by the company. The COVID-19 virus began spreading on November 2019 in China and within a very short period of time, it wide spread almost every Nation. On March 11, 2020, WHO (World Health Organization) announced the disease as a pandemic. Women entrepreneurs have been facing various challenges in the sustenance of their enterprises during the pandemic. This paper focused on the impacts of the COVID-19 pandemic on women entrepreneurs in INDIA with the review of literature.

Keywords: Women entrepreneurs, COVID-19, entrepreneurship

Introduction:

Women Entrepreneur:

Entrepreneurship is a formidable engine of economic growth.Entrepreneurship refers to the act of setting up a new business to capture new opportunities. The act of setting up a new business or reviving an existing business so as to take advantage of new opportunities.” Women’s entrepreneurship makes women economically independent International Liberation Organization defined the women‘s enterprise as a small unit where one or more women entrepreneurs have not less than 50 per cent financial holdings .The word-Entrepreneurship is derived from the French word‘’entreprendre’’meaning’ ’undertake’’, The German word ‘’Unternehmen’’mean ‘’to undertake’’ means an Entrepreneur is “one who undertakes or manages. The Oxford English Dictionary (of 1897) defines the term ―Entrepreneur in a similar way as the director or a manager of a public musical institution, one who gets-up entertainment arranged, especially musical performance. Initially, it was applied to those who were engaged in military expeditions in the early 16^th century and later extended to cover engineering activities and construction in the 17th century.

Entrepreneur:

According to E.E. Hagen, “an entrepreneur is an economic man who by his innovative ideas, problem-solving skills and better utilization of his skills tries to maximize profits.

 M.M.P. Akhouri (former Executive Director, NIESBUD) defined an entrepreneur as “a one, who combines risk bearing, innovativeness, able to analyse opportunities and capture resources and persistent in reaching the objective.’’

 Entrepreneurship:

According to A.H. Cole “  The purposeful activity of an individual or a group involved to start ,maintain or maximize profits by production and distribution of goods and services

Government of India – “A woman entrepreneur is defined as an enterprise owned and controlled by a woman having a minimum financial interest of 51 percent of the capital and giving at least 51 percent of the employment generated in the enterprise to women.”

Women entrepreneurs may be defined as a woman or a group of women who initiate, organize, and run a business concern. Women or groups of women who initiate, organize, and run a business enterprise are called as women entrepreneurs.

Schumpeter – “Women entrepreneurs are those women who innovate, initiate or adopt a business activity”.

The outbreak of COVID-19 has badly affected global economics. Several businesses suffered due to this crisis. The death pool has reached 6,514,397 deaths while the number of cases is 612,236,677 worldwide till 2022 (WHO COVID Dashboard) In India, the first case of COVID-19 was confirmed on 30 January 2020 and then civic infection is increased. The MSME sector in India comprises 69 million enterprises that approximately employ 110 million of the national workforce and is considered the second largest employment generation after agriculture. Women entrepreneurs make a tremendous contribution to the Indian Economy and own 20 percent of microenterprises, nearly 3 percent of medium-sized enterprises, and 5 percent of small enterprises. COVID-19 has made a negative impact on the global economy and the micro. small and medium sectors (MSME) IN Particular. Over the decade, the percentage of women-owned enterprises has increased. India has a greater percentage of women-owned enterprises when compared to many other countries. As per the Udyam report as of June 2021,81 % of MSMEs are owned by males,17% are owned by females and 1% are unrecognized in India. Specific women-related special provisions have also been taken by the government. The Government of India also allocated 80% of the fund to help women entrepreneurs associations to create marketing hubs (MSME,2021).

As per the findings of the report, Micro Save under the Research Scheme (RSNA – 2021) of NITI Aayog following are found:

 India could boost its GDP by USD 0.7 trillion by bringing 68 million more women into India’s workforce by 2025 according to reports of McKinsey Global Institute (MGI). India could increase GDP growth by 1.5 percentage points by inclusion of 50% of the women in the workforce as per the World Bank report. However, A Sharp fall in India’s female labor force participation rate (FLFPR) from 32% in 2005 to 19% in 2021. Constant fall 1 in FLFPR is because of several factors like reduced child labor, sectoral shift from agriculture post, and increased girls’ enrolment in higher education. Etc. India’s women’s economic contribution accounts for 17% of the GDP and the pandemic COVID-19 exacerbated the situation when women’s employment and decreased profits business. Only 20% of enterprises in India are owned by India. The majority 82% of the enterprises owned by women are micro units and run as sole proprietorships. Livestock, manufacturing, and retail trade constitute about 6.36 million enterprises of the total 8.05 million. Studies reveal that 10% to 30% of registered enterprises are not often run by women.

REVIEW OF LITERATURE:

1) Bhardwaj G.N , Parashar, S. Pandey. B and Sahu. P. (2012):

The researchers have examined several motivating and de-motivating factors affecting women’s Entrepreneurship and found out that there exist multiple crucial factors related to women’s entrepreneurial opportunities that differ from one place to another place but women’s entrepreneurship is very important for the development of any country economy.

2) Roohangiz Namdari, Shahin Raz, Hajar Aramoon (2012) :

The study was conducted in Khoozesta Province to determine the socio-cultural and economic factors affecting women’s entrepreneurship. Women entrepreneurs were considered from Ahwaz, Dezfol, Khorramshar and Abadan, 100 entrepreneurs were selected based on simple random sampling. The research instrument used was a questionnaire and descriptive and analytic procedures were employed. The research shown that social Factors had more effect on women’s entrepreneurship in Khouzestan than other factors.

3) Irene Fafaliou, Ioannis Salamouris (2014): The research was done to identify the profile of female entrepreneurs in Greece, their main characteristics by conducting an online survey from November 2012 to January 2013, with a sample of 300 women entrepreneurs. The major findings show entrepreneurs are successful but some imbalance exists between personal and professional life.

4) Janet Rajakumari, Mrs. Angel Beulah Gracelia (2015) :

The researchers highlighted the concept of women entrepreneurship in India. The major outcome of the research study was lack of balance between job and family, male-dominated society, illiteracy, lack of technical skills, entrepreneurial skills, and marketing skills.

5) Unnikrishnan. P and S. Bhuvaneswari (2016):

The study analyzed various problems faced by women Entrepreneurs in Malappuram District of Kerala. The results reveal that the Government should provide financial assistance and training to women entrepreneurs. District Women industrial estate shall be set up for wide extension of activities of women entrepreneurs.

6) Sonal Sharma (2018):

The researchers have conducted an investigation to analyze the impact of ICT on entrepreneurship and ICT initiatives taken for women entrepreneurs and explore the challenges of women entrepreneurship.

7) R. Vijayalakshmi, V. Palanisingh, G. Lingavel, T. R. Gurumurthy (2019):

The Investigators have analyzed the issues faced by women entrepreneurs by taking a sample size of 200 and convenience sampling was used. The results reveal that women entrepreneurs are affected more by the pandemic which resulted in a huge loss of their business.

8) Ritwik Saraswat (2020):

The study attempted to understand the concept, and meaning of women’s entrepreneurship and how important role played by women entrepreneurs for the development of the economy, for which an in-depth literature review was reviewed. In addition, the research was focused on the evaluation of the effectiveness of various Government schemes employed and framed for women entrepreneurs, assessing the challenges faced by women entrepreneurs. For the study, data collection was collected through primary collection through surveys, questionnaires and secondary data collected from reports of NABARD, RBI, various journals were used respectively.

9) Ika Nur Putriantini & Yoshi Takahashi (2020):

The study conducted an examination of women entrepreneurs in rural areas of a developing country to know the perspectives on demographic characteristics, barriers, and the non-economic outcomes of women entrepreneurs. The results demonstrate that there exists a significant relationship between demographic characteristics.

10) Govind Dewan and Fedric Kujur (2021):

The study highlighted the challenges and opportunities of women’s entrepreneurship in the present world. The research was confined to Kolkata during the period of December 2020 to January 2021 with 35 women respondents as a sample representing the real information. Results show that focus should be emphasized on women with family, and friends support to compete with male entrepreneurs.

11) Hiren Rana and Ninad Jhala (2021):

The research was conducted by secondary data collected through published reports, journals, websites, media, etc to understand the issues faced by women entrepreneurs and the impact of COVID-19 in India. They have suggested training programs, technical assistance and funding to women entrepreneurs and the formation of Government policies to encourage women’s participation. .

12) Faisal Mustafa, Ambreen Khursheed, Maham Fatima, Marriam Rao(2021) :

The study was done to explore the impact of COVID-19 lockdown on micro-businesses owned by women borrowers of microfinance institutions and in managing crisis situations. The results provide valuable insights on life style, household income, business sales

13) Jesica Tosses, Franklin Maduko, ISIS Gaddis, Leonardo Iacoven and Kathleen Beegle (2021):

The investigators chosen 40,000 from five countries including informal firm in the sample, predominant businesses from 49 countries during the months of April and September 2020. Findings show that digital payments were widely used by micro firms.

14) Nishtha Nayyar (2021):

The researchers aimed to analyze the success and pitfalls of women entrepreneurs during the pandemic COVID-19 with a sample size of 36 women entrepreneurs from Chandigarh, India. Results reveal that there is a relationship between self-efficacy and resilience and the Government’s role in encouraging women entrepreneurs.

15) Shefali Nandan and Anjali Kushwaha (2021):

The researchers have explored the various challenges faced by women entrepreneurs during COVID-19 Pandemic and the opportunities, they perceived. The approach used was exploratory case study and purposive sampling method. First-generation women entrepreneurs were selected and findings show that a rapid fall in sales and demand of the product and service during the early period of the pandemic four challenges such as operational disruptions, new skill development, work-life fusion and declining sales were identified.

16) Sanjeev Kumar and Neha Singh(2021) :

The researchers have analyzed the hindering factors along with the role of the state experienced by the Delhi-based women entrepreneurs in setting up enterprises amidst the challenges posed by COVID -19 pandemic. Recommended gender concerns in policy initiatives

17) Silvia De Simone, Jessica Pileri, Max Rapp-Ricciardi& Barbara Barbieri(2021)

The researcher’s study reveals the major role of family-work conflict on the success of entrepreneurs in Italy. Recommended Italian Government on implementing child care supply and specific family-friendly policies designed for women entrepreneurs.

18) Rizwan Ullah Khan, Yashar Salamzadeh , Syed Zulfiqar Ali Shah and Mazhar Hussain (2021):

The researchers have investigated to identify the factors that affect women entrepreneurs’ success in Pakistan 181 registered SMEs operating in Pakistan were considered for the study. The results indicate that internal factors like risk bearer,, being self-confident, desire to achieve high and external factors like socio-cultural, market economic factors have a positive impact on the success of enterprises. Small and Medium Enterprises Development Authority (SMEDA), has to be set up to support women entrepreneurs.

19) Bathula Srinivasau, Shilpa Bhatia and Ankita Gupta (2022):

The study was focused on the analysis of direct and indirect impact via forward and backward linkages of women entrepreneurs during the Pandemic. A sample of 50 women entrepreneurs was considered and data was collected using a questionnaire during the August and September months of 2020. Tools used for the study are Chi-square, Mann-Whitney, U-test, Kruskal-Wallis H-test and the sampling technique adopted was convenience sampling. Results of the study show that rapid decline in revenues by 96% and customers by 94% an increase in transportation costs by 78% and 48% of women entrepreneurs have relied on personal savings to meet expenses instead of the Atma Nirbhar package by the Government.

20) Shabya Singh and John Britto.M.(2022):

The research was conducted to identify various challenges, conflicts, and opportunities faced by female entrepreneurs. Primary and secondary data collection were collected by surveys and reports. The area of study considered was NOIDA, Uttar Pradesh and findings show that the majority of female entrepreneurs faced domestic and professional life challenges in balancing work –life. They have suggested Government to organize training programs.

21) Ritu Yadav (2022):

The researchers have explored drivers of entrepreneurial intention among women entrepreneurs during the pandemic and a sample of 52 were considered and the research was confined to Haryana’s rural and urban areas. Because of the COVID-19 Pandemic, online responses were collected by generation of Google forms to collect the data. The results reveal that, financial motivation, family responsibility, knowledge, and underemployment have been the four motivators to women in India to become entrepreneurs.

22) Amrita Nandy , Mohona Biswas (2022):

They have tried to identify Bangladeshi women entrepreneurs amid the Covid-19. The study laid focuses on women entrepreneurs conducting business mostly (99%) in Bangladesh’s micro, and small. medium enterprises. Findings indicate 20% of women entrepreneurs in Bangladesh have been severely impacted and 90% have faced mental agony, and socio-economic stress.

23) Zhengda Xu and Heqi Jia (2022):

The study focused on the influence of Covid-19 on the well-being of entrepreneurs in China.303 entrepreneurs were selected for study and suggested measures to maintain well-being during pandemic and post-pa

24) Sonja Franzke , Jie Wu ·Fabian Jintae Froese Zi Xuan Chan (2022):

The researchers have reviewed female entrepreneurs in Asia, emphasizing on how they vary from entrepreneurs in the West, with four dimensions: Special characteristics of female entrepreneurs, their special intentions, resource constraints, and their management styles. The analysis reveals predominant differences between developing Asian female entrepreneurs often have a low level of education and developed Asian female entrepreneurs have a high –level of education.

BIBLIOGRAPHY:

1)Amrita Nandy , Mohona Biswas, Impact of covid-19 on women entrepreneurs’ survival in Bangladesh’’, BLM2-ICAM4 AN INTERNATIONAL JOINT E -CONFERENCE (ICAM 2020) organized by Taylor’s University and University of Kelaniya , September, 2021.

2) Bhardwaj G. N, Parashar, S. Pandey. B., and Sahu. P, ’’Women entrepreneurship in India: opportunities and challenges ’’.Volume 2, Issue 1,2012.

3) Bathula Srinivasau, Shilpa Bhatia and Ankita Gupta, Collision of the COVID-19 Lockdown on Women Entrepreneurship in Uttarakhand: A Microlevel Analysis’’, Journal of Economic Theory and Practice,pp:1–16, 2022.

4) Govind Dewan and Fedric Kujur, ‘’Challenges and Opportunities of Women Entrepreneurs during Pandemic Period: An Empirical Study in Kolkata’’, International Journal of Research Publication and Reviews, Volume. 2, no 12, pp: 646-653, December 2021.

5) Faisal Mustafa, Ambreen Khursheed, Maham Fatima, Marriam Rao,’’ Exploring the impact of COVID-19 pandemic on women entrepreneurs in Pakistan’’, International Journal of Gender and Entrepreneurship, Volume.13 No. 2, pp. 187-203, 2021.

6) Hiren Rana and Ninad Jhala, Impact of Covid-19 on women entrepreneurship in India, BSSS Journal of Social Work: ISSN (Print) -0975-251X, E-ISSN-2582-4864, Volume. XIII, Issue-I.pp-127-135, 2021.

7) Janet Rajakumari ,Mrs. Angel Beulah Gracelia,’’ Challenges Faced by Women Entrepreneurship in Tamilnadu’’, Global Journal for Research Analysis, Volume-4, Issue-6, June-2015, ISSN No 2277 – 8160,pp:1-14.

8) Ika Nur Putriantini & Yoshi Takahashi,’’ Demographic Characteristics and Non-economic Outcomes of Women Entrepreneurs with Moderation of Barriers: The Case of Small Enterprises in Rural Coastal Area of Indonesia’’, Jurnal Perikanan Universitas Gadjah Mada,22(1), pp: 43-54,2020.

9) Irene Fafaliou , Ioannis Salamouris,’’Analyze Female Entrepreneurship :Evidence from Greece’’, International Journal of Economics & Business Administration (IJEBA), volume II, issue 1, pp:21-38,2014.

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By: Vishal Pandya | Publication date: July 30, 2023 | Journal: International Journal of Research | Volume: 10 | Issue: 7 | Pages: 389-401

Abstract:

In India, Ministry of Human Resource Development of Government has formulated and elaborated all encompassing National Educational Policy (NEP 2020). The National Education Policy-2020 is aiming to develop creative potential, skill and analytical thinking which the need in the global job market is. One of the significant elements that have been identified from the draft is the importance of mother tongue in teaching learning process. Thus present study focuses on to find the Awareness and importance of mother tongue in New Education Policy (2020) among the students from higher educational institutions in Bhavnagar District. Descriptive research design has been adopted and total 100 sample size has been drawn using non probability convenience sampling method. Necessary secondary data collected from websites, past studies and NEP draft 2020. Further primary data collected from the survey method for the present study through structured questionnaire which tried to measure the awareness and importance of mother tongue in NEP among college students. The study may be useful to students, teachers, principals, policy makers etc. for further decision making.   

Key Words: New Education Policy 2020, Mother Tongue, College Students

INTRODUCTION:

The term education in the broad sense is not only a pedagogical one punctuating down to the basic meaning of the term, it means to elunge a man’s body, mind and soul of ignorance. It enhances an individual’s personality and provides him confidence to reach out the world. Education is important not merely as means to other end but it is an attribute that is valued in itself by the most individuals. Education is to complete the socialization process though family is great source of socialization yet in modern times it leaves much in done in the socialization process. A sociologist explains the failure of the family to develop attitudes of responsibility in children in the following words.

The situation has arisen partly because of our shift to urban life and to what the sociologist called secondary group organization of the society that is society marked by the disappearance of home and garden, the predominance of specialization of occupation, individualization of choice as to friends religious life and forms of Recreation and a general touch and go impersonal kind of social contact. Education should transmission of cultural heritage, by culture heritage we mean that knowledge of the past its art literature, philosophy, religion and music. Through history textbook and indirectly through celebration of patriotic holiday the child is acquainted with his culture heritage. However it is only the higher level of education that any serious attempt is made to realize.

A National Education policy is a comprehensive structure to guide the development of education in India. The need for a policy was initiated in 1964 when Congress MP Siddheshwar Prasad disparaged the then government for requiring a vision and philosophy for the reform in education. During the same period, a 17 member Education Commission, led by the UGC Chairperson D S Kothari, was founded to draft a national and harmonized policy on education. Based on the proposals of the Commission, Parliament approved the first education policy in 1968.

General Factors to Successfully Implement the NEP

• To implement NEP effectively at all levels the government will be required to create stakeholder incentives so that the execution is smooth and uniform
• Formulate gadgets in the form of institutional mechanisms, legal, policy and regulatory authority.
• Build reliable information repositories.
• Develop flexibility across HEIs, regulatory bodies and also government agencies.
• Develop reliability through transparent actions and contribution of all stakeholders.
• Develop sound moralities of management.

LITERATURE REVIEW:

Kaur, Sonpreet (2021). World-class ancient Indian institutions like Takshashila, Nalanda, Vikramshila, and Vallabhi established the highest standards of transdisciplinary teaching and research and attracted academics and students from all over the world to study and teach there. Here, you’ll find an outline of what the 2020 education strategy will look like. It emphasized the reasons for the necessity for a new policy and the arguments put up by the administration in support of NEP 2020’s adoption. The majority of the chapter was devoted to schooling.

The two of, Kalyani and Pawan (2020) worked on the future of a country and the fate of its people are largely determined by the quality of its educational system. It will have a long-term effect on the nation’s and citizens’ growth and development. In today’s world, education’s significance and relevance are indisputable. There has been a lot of progress and development since the country gained independence. This is the third time in 34 years that the Indian government is changing the way we learn. The new National Education Policy 2020 proposes a wide range of measures that will have an impact on all stakeholders. National Education Policy 2020 and its consequences on stakeholders are examined in this study, as well as an attempt to raise awareness of the policy’s long-term impact by asking a series of questions on social media and evaluating the responses.

Maruthavanan, M. M. (2019). Teachers, teacher educators, administrators, and policymakers were given two months by the Government of India to submit their thoughts on the National Education Policy (2019) draught. Secondary school teachers in Madurai District are being asked to participate in a survey on the National Education Policy (2019). As a result of his research, he concludes that the degree of awareness is below average.

P. S. Aithal & Shuhrajyotsna Aithal (2019) Systematic education policy is essential for offering school and college education in a country due to the reason that education leads to progress in society. Different countries use different education systems with different stages during its life cycle of school and college education levels. Recently, the Government of India received a draft Education policy suggested by an expert committee headed by Dr. K. Kasturirangan, former chairman of India Space Research Organization (ISRO).

Deep Kumar ( Assistant Prof. Research Scholar Aryabhatta knowledge University Patna 2020, analyzed all the key point of the New Education Policy that should be known by a teacher a student and higher educators. He focused on every aspect of the policy. He said that the policy is nothing new but is centered on the basic concept of Gandhiji who talked of education that helps a person to earn his livelihood. He analyzed that his policy focuses on the skill development of a person so that he is eligible to earn his bread and butter.

RESEARCH METHODOLOGY:

The present study focuses on to find the Awareness and importance of mother tongue in New Education Policy (2020) among the students from higher educational institutions in Bhavnagar District. Descriptive research design has been adopted and total 100 sample size has been drawn using non probability convenience sampling method. Necessary secondary data collected from websites, past studies and NEP draft 2020. Further primary data collected from the survey method for the present study through structured questionnaire which tried to measure the awareness and importance of mother tongue in NEP among college students. Questionnaire consisted of total 11 questions including demographic profile of the students such as age, gender, stream, type of college, medium of college, their current mother tongue, mother tongue proficiency, and improvement importance. Further instrument was extended towards awareness for National Education Policy and their opinion towards importance of mother tongue. The employed frequency distribution and one sample non-parametric chi-square test to fulfill the aforesaid objectives.

DATA ANALYSIS & INTERPRETATIONS:

Frequency Distribution:

Table 1 Frequency Distribution for General Profile of Students

Gender				Mother Tongue
		Frequency	Percent			Frequency	Percent
Gender	Male	36	36.0	Mother Tongue	Gujarati	99	99.0
	Female	64	64.0		Punjabi	1	1.0
	Total	100	100.0		Total	100	100.0
Stream				College Type
		Frequency	Percent			Frequency	Percent
Stream	Commerce	15	15.0	College Type	Government	57	57.0
	Science	1	1.0		Grant-in-aid	3	3.0
	Arts	79	79.0		Self-Financed	33	33.0
	Other	5	5.0		Other	7	7.0
	Total	100	100.0		Total	100	100.0
Medium of Instruction
		Frequency	Percent
Medium Instruction	Gujarati	66	66.0
	English	34	34.0
	Total	100	100.0

(Source: SPSS Output)

The above table number 1 indicates the general profile of students who have responded to the research questions regarding National Education Policy. The study consists more of female students i.e. 64 while remaining 36 are male students out of total 100 respondents. Further maximum number of students are from Arts faculty i.e. 79 followed by commerce faculty which are 15. There is only 1 student from science stream and 5 from other stream such engineering or medical students.

Moreover, medium of instructions was asked to students and surprisingly 66 students are from Gujarati medium colleges while remaining 34 are from English medium colleges where their courses are running on different languages. However, Hindi medium was also asked but no one was found studying in Hindi medium colleges. Very obvious results found for mother tongue of a student asked and 99 students out of 100 responded to Gujarati as their mother tongue. Being in Gujarat, Gujarati mother tongue is expected results for the study.

Furthermore, type of college was also asked because mother importance of tongue plays vital role amongst type of colleges such as government, granted and self financed institutions. 57 students found from government colleges while 33 students are from self financed and only 3 students found from granted colleges. Others are 7 which may be from private universities or university department students.

Awareness Level:

Table 2 Frequency Distribution for Awareness towards NEP 2020

	Basic Structure	Purpose	Flexibility to students in choosing subjects	Skills enhancements Curriculum	Ability enhancements curriculum
Not at all Aware	23	17	14	17	17
Slightly Aware	31	28	27	24	24
Moderately Aware	20	17	20	19	23
Very Aware	17	22	24	24	23
Extremely Aware	9	16	15	16	13
Total	100	100	100	100	100

            (Source: SPSS Output)

Basic Structure:

Not at all aware (17%) respondents are there and a notable portion of respondents reported any awareness of the basic structure of the curriculum. This indicates that a significant number of individuals may lack information about the overall framework or organization of the curriculum. Slightly Aware are found to be 28%. A higher percentage of respondents have some level of awareness of the basic structure, but it is still relatively low.

Purpose:

Further there are 14% not at all Aware and a considerable percentage of respondents stated that they are not at all aware of the purpose of the curriculum. This suggests that many individuals may not have a clear understanding of the overarching goals or an intention of the curriculum.There is Slightly Aware students 27%. A larger portion of respondents have some level of awareness regarding the purpose of the curriculum, but it still falls into the category of relatively low awareness.

Flexibility to Students in Choosing Subjects:

A substantial number of respondents i.e. 17% are not at all Aware and expressed any awareness of the flexibility offered to students in choosing subjects within the curriculum. This indicates that many individuals may not be informed about the options available to students in selecting their coursework. Further Slightly Aware (24%).

Skills Enhancement Curriculum and Ability Enhancement Curriculum:

Awareness levels for these two aspects appear to be somewhat higher compared to the previous categories. However, the majority of respondents still fall into the categories of “slightly aware” or “moderately aware.”

Table 3 Frequency Distribution for Awareness towards NEP 2020

	Bharatiya Knowledge System	Multiple entry and exit	Multilingualism	Overall awareness of NEP 2020
Not at all Aware	18	21	23	21
Slightly Aware	23	26	26	17
Moderately Aware	16	21	12	20
Very Aware	25	20	25	26
Extremely Aware	18	12	14	16
Total	100	100	100	100

            (Source: SPPS Output)

Bharatiya Knowledge System:

Further there are 18% of respondents are not at all Aware. A significant portion of respondents reported having no awareness of the Bharatiya Knowledge System as outlined in NEP 2020. This suggests that a notable number of individuals may not be familiar with this concept. Slightly Aware (23%): While more respondents are slightly aware of the Bharatiya Knowledge System, it still falls into the category of relatively low awareness.

Multiple Entry and Exit:

Not at all Aware (21%): A notable percentage of respondents indicated that they have no awareness of the concept of multiple entry and exit points in education, as per NEP 2020. Slightly Aware (26%): A slightly higher percentage of respondents have some level of awareness regarding multiple entry and exit points, but it remains in the category of relatively low awareness.

Multilingualism:

Moreover, there are 23% of students who are not at all Aware and a significant number of respondents reported having no awareness of the concept of multilingualism in education, which is a part of NEP 2020. Slightly Aware (26%): A slightly higher percentage of respondents have some level of awareness regarding multilingualism, but it still falls into the category of relatively low awareness.

Overall Awareness of NEP 2020:

Moderately Aware (20%): The highest percentage of respondents falls into the category of “moderately aware” of the overall awareness of NEP 2020. This indicates that a significant portion of respondents has a moderate level of knowledge about the policy. Very Aware (26%): The second-highest percentage of respondents falls into the category of “very aware” of NEP 2020. This suggests that a substantial number of individuals are well-informed about the policy. Extremely Aware (16%): While a lower percentage, a significant number of respondents are extremely aware of NEP 2020, indicating a high level of knowledge and awareness.

Opinion towards Importance of Mother Tongue:

Table 4 Opinion of Students towards Importance of Language in NEP 2020

	Provide equal opportunity	Learner-centered	Training in language lab	More lectures of mother tongue
Strongly Agree	58	47	39	36
Agree	36	40	41	39
Neutral	3	8	10	14
Disagree	1	3	7	7
Strongly Disagree	2	2	3	4
Total	100	100	100	100

            (Source: SPSS Output)

The above table number 4 shows the opinion of students towards importance of languages in National Education Policy 2020.

Provide Equal Opportunity:

Strongly Agree with providing equal opportunity is 58% and the majority of respondents strongly agree that there should be an emphasis on providing equal opportunities. This suggests a high level of support for policies or practices that promote fairness and equity. Agree (36%): A significant portion also agrees with the notion of equal opportunity. This reinforces the positive sentiment toward ensuring fairness in various contexts.

Learner-Centered:

Strongly Agree (47%): A substantial percentage of respondents strongly agree with the idea of a learner-centered approach. This indicates a strong preference for educational or training methods that prioritize individual learning needs and preferences. Agree (40%): Additionally, a considerable number of respondents agree with the concept of a learner-centered approach. This highlights the widespread support for tailoring educational experiences to the learner.

Training in Language Lab:

There are 39% of respondents who are Strongly Agree. A notable portion of respondents strongly agrees with the inclusion of training in a language lab. This suggests that many see the value in utilizing language labs for language acquisition and improvement. Agree (41%): An almost equal percentage agrees with the idea of training in a language lab. This indicates broad agreement on the benefits of this educational approach.

More Lectures in Mother Tongue:

39% of respondents are aware and a similar percentage agrees with the preference for lectures in their mother tongue. This underscores the preference for native language use in educational settings. Strongly Agree (36%): A significant proportion of respondents strongly agrees with the preference for more lectures in their mother tongue. This suggests a strong attachment to their native language as a medium of instruction or communication.

Table 5 Opinion of Students towards Importance of Language in NEP 2020

	Functional and business correspondence	Focus on Unique Skills	More practical knowledge	More business jargons
Strongly Agree	34	38	41	45
Agree	42	41	41	41
Neutral	11	12	10	9
Disagree	5	4	5	2
Strongly Disagree	8	5	3	3
Total	100	100	100	100

             (Source: SPSS Output)

The above table number 5 indicates the opinion of students towards importance of languages in National Education Policy 2020.

Functional and Business Correspondence:

Functional and business correspondence importance created by 34% students and is strongly agree with the statement. A significant portion of respondents strongly agrees that there should be an emphasis on functional and business correspondence.

This suggests that clear and effective communication in a business context is highly valued by this group. Agree (42%): Additionally, a substantial number of respondents agree with the importance of functional and business correspondence. This further highlights the consensus on the significance of this aspect of business.

Focus on Unique Skills:

There are 38% of students who are Strongly Agree and a notable percentage of respondents strongly agree that unique skills should be prioritized. This indicates that they believe fostering individual talents and expertise is crucial in a business context. Agree (41%): A similar percentage agrees with the focus on unique skills. This suggests that most respondents believe in the value of nurturing and utilizing distinct abilities within a business environment.

More Practical Knowledge:

Furthermore, Strongly Agree students are 41%. A considerable portion of respondents strongly agrees that practical knowledge should be emphasized. This signifies a strong preference for hands-on, applicable knowledge and skills. Agree (41%): An equal percentage agrees with the importance of practical knowledge. This indicates a widespread consensus that practicality is highly valued in a business setting.

More Business Jargon:

Finally talking about more business jargon i.e. use of technical terms, Strongly Agree 45% students. The majority of respondents strongly agree that the use of more business jargon is favorable. This suggests that many respondents believe that incorporating specialized terminology into business communication is beneficial. Agree (41%): A substantial number of respondents also agree with the idea of using more business jargon. This underscores the prevalence of a positive attitude toward the inclusion of industry-specific language.Top of Form

CONCLUSION:

The National Education Policy-2020 is aiming to develop creative potential, skill and analytical thinking which the need in the global job market is. One of the significant elements that have been identified from the draft is the importance of mother tongue in teaching learning process. Thus present study focuses on to find the Awareness and importance of mother tongue in New Education Policy (2020) among the students from higher educational institutions in Bhavnagar District.

The study concludes that National Education Policy is making more skillful and enhancing the ability of students and making them for bright future. The survey results indicate that respondents, in general, have varying levels of awareness about the different aspects of the curriculum, with many falling into the categories of “not at all aware” or “slightly aware.” This suggests that there may be room for improving communication and transparency regarding curriculum components, their purposes, and the options available to students. Educators and institutions might consider efforts to enhance awareness and understanding of these aspects among their stakeholders. Further the levels of awareness among respondents regarding specific aspects of NEP 2020. While awareness levels are relatively low for certain components like the Bharatiya Knowledge System, multiple entry and exit points, and multilingualism, respondents generally have higher awareness of the overall NEP 2020. This suggests the need for targeted efforts to increase awareness and understanding of the individual components of the policy among stakeholders and the public.

Overall, the survey results indicate strong support for equal opportunity and a learner-centered approach in education or training. There is also substantial agreement on the value of training in a language lab. In the context of language preference, respondents generally express a preference for lectures delivered in their mother tongue, highlighting the importance of linguistic familiarity in the learning process. These findings can inform decisions in educational institutions and training programs, particularly regarding language instruction and learner-centric approaches. Further the survey participants generally favor a strong emphasis on effective communication, unique skills development, practical knowledge, and the use of business jargon within the business context. These insights can inform decisions related to training, communication strategies, and skill development in a business or organizational setting.

REFERENCES:

1. Aithal P.S & Shubhrajyotsna Aithal (July 2020). Analysis of the Indian National Education policy 2020 towards Achieving its objectives, International Journal of Management, Technology, and Social Sciences (IJMTS), 5(2), 19-41. (2020). ISSN: 2581-6012.
2. Aithal P.S, (2019). “Analysis of Higher Education in Indian National Educational Policy Proposal 2019 and its Implementation Challenges.” International Journal of Applied Engineering and Management Letters, Vol. 3, No 2, 2019, pp. 1-35.
3. Aithal, Sreeramana &Aithal, Shubhrajyotsna. (2019). Analysis of Higher Education in Indian National Education Policy Proposal 2019 and its Implementation Challenges, International Journal of Applied Engineering and Management Letters (IJAEML) 3(2) 1-35.
4. Kalyani, Pawan. (2020). An Empirical Study on NEP 2020 [National Education Policy] with Special Reference to the Future of Indian Education System and Its effects on the Stakeholders: JMEIT. 7. ISSN: 2394-8124. 10.5281/zenodo.4159546.
5. Kaur, Sonpreet. (2021). A Note on-National Education Policy 2020: With Special Reference of School Education.
6. Ms. Sujatha Ramesh & Dr. K. Natarajan 2019. New Educational Policy of India, A comparative study with the Education System with the Education System of USA. International Journal of Humanities and Social Science invention (IJHSSI) ISSN (Online): 2319-7722, ISSN (print): 2319-7714, Vol. 8 issue 06 Ser. III, 2019, P 01-09.
7. Maruthavanan, M. “A Study on the Awareness on New Education Policy (2019) among the Secondary School Teachers in Madurai District.” Shanlax International Journal of Education, vol. 8, no. 3, 2020, pp. 67–71.
8. Deep Kumar ,Assistant Professor Research Scholar, Aryabhatta Knowledge University, Patna ” A Critical Analysis and a Glimpse of New Education Policy -2020″

LINK to DOWNLOAD PDF

M. Ajantha Kumar

Assistant Director, Dr.BR. Ambedkar Open University, Regional Centre,

Vijayawada, Andhra Pradesh.

Abstract

India faces severe problems in education like huge drop outs from Schools, Colleges, Universities and poor merge GER enrolment ratio of 26.3%. Another crisis is quality in higher education due to lack of professional training got various levels of teachers reflected on the performance of students. This lead to poor performance of students which created huge vacuum as the market is unable to absorb into the Job market. In addition to this access to higher education is limited to a few sections of the society because of location of the institutions and affordability. To overcome different policies have introduced distance Learning Centre’s to cater to the needs of the aspiring people to get education. The NEP 2020’s importance and its integrated approach is critically analyzed to have a comprehensive understanding of the policy in transforming the Education system in India.

Keywords: Professional training, Allocation, Distance education, Multi-disciplinary, Quality, Pedagogy and Methodologies, Learning process.

Introduction:

Higher Education in India suffers a lot due to insufficient allocation of funds proportionate to the population which seeks education. It is a pre-requisition for trained teachers is a major challenge in educating the youth of the country. To meet the needs of the younger population we have witnessed several Education Policies introduced since independence. One of them being 1968 policy which envisaged all types of education including distance education. Attempts to realize the goals of the policy could not make its way in reaching the all segments of the society. After that successive governments introduced Education Policies in 1986,1992 and 2020. After gap of 34 years New Education Policy was introduced in 2020. It envisaged the importance of culture and development with a holistic and visionary approach.

            Given scenario India faces severe problems in education like huge drop outs from Schools, Colleges, Universities and poor merge GER enrolment ratio of 26.3%. Another crisis is quality in higher education due to lack of professional training got various levels of teachers reflected on the performance of students. This lead to poor performance of students which created huge vacuum as the market is unable to absorb into the Job market. In addition to this access to higher education is limited to a few sections of the society because of location of the institutions and affordability. To overcome different policies have introduced distance Learning Centre’s to cater to the needs of the aspiring people to get education. This open and Distance Learning approaches have been contributing significantly to the education system.

In light of the above situation the present article portrait’s the importance of open and distance learning and how can this be reinforced as mentioned in the NEP of 2020. The new document insistent on the implementable strategies in reaching the all corners of the society by using ODI (Open Distance Learning).

Multidisciplinary Institutions

NEP envisaged transforming of Higher Education Institutions into large multi-disciplinary institutions with more than 3000 or more students. In emphasized on more investments not only in terms of infrastructure but also human Resources. Given the economic status of the nation is becoming difficult to allocate funds to the institutions, hence forth the private players are permitted to establish universities. This has created dual problems to the public funded universities, one being equality other being in the access.

Initiatives of the Government

The impact of Covid-19 paved new thinking towards a paradigm shift in the education domain. A sudden shift from offline to online without making formal training of teachers and students on the usage of technology based learning and teaching. The pandemic created a huge anxiety among the students, parents as well as teachers and academic administratives. This situation further created huge gap between urban and rural sectors in terms of education. Soon after the declaration of lockdown across India, lot of apprehensions were developed how the present generation would be able to continue the education amidst the uncertainty on reopening the schools, colleges and universities.

Given the stakeholders recourse the European countries and US resolved to conduct online classes in order to protect the academic year as part of continuity of education. This has posed a big challenge to the Indian government and proposes in opening of digital initiatives in promoting digital and visual based online learning methods. The other side of the issue on online teaching learning is about preparedness of the teachers as well as students in engaging the class without possessing the pre-requisite knowledge on e-content and e-delivery. This spoke for huge gap between urban and rural teachers in terms of the capabilities in handling digital classes. This further impacted on students in terms of equipping the gadgets. This situation gave rise to the concerns of quality teaching and learning which is a new initiative without any training to the teaching community. There is huge scope for the teachers as well as students from urban segments to get benefitted by the online teaching. But for rural students and teachers, it is a herculean task due to lack of infrastructure as well as connectivity. This created a huge absence of digital equity and inclusion in providing education as urban segment took the advantages of it and situations in rural areas further deteriorated affecting the marginalized communities.

The earlier experiences of distance and open learning systems have been contributing in providing education spreading across vast geographical areas covering all corners of the country including urban and rural areas. Unlike, the formal institutions the distance programs provide education to different cross-sectional of the society irrespective of the age-limit. It has cost effective benefits like material and fees. In the same manner post pandemic situation, helped many formal institutions migrate to the methods of open and distance learning. Methods of teaching and could successfully completed to academic years. This experience provided lot of potentiality in promoting distance and online programs. Distance education and open school system are to be strengthened in improving the quality of the material provided to the students. Through the system of distance learning as flexible in organizing contact classes and conducting exams but it has been maintaining its quality as it has got its regulatory bodies in place in maintaining the quality concerns. India has rich heritage from its ancient establishments like Takshashila and Nalanda universities in transferring knowledge from the ancestors.

Engagement of Community

The National Education Policy 2020 insisted upon the overall development of a child by exposing him to the maximum available streams of knowledge which helps the individual in knowing something of everything to become a sensitive being. As part of holistic education, spreading awareness on education, culture, environment education, value based education and ethics. Apart from the main thrust, the policy document also recognizes the importance of native cultures and professions like local industries, arts, crafts and skills. This further narrow down into references like pottery, goldsmith, carpentry, cobbler can be converted into more efficient and technology embedded enabled process of making tools would help rural artisans in making a decent living. This community engagement as visualized in the policy document of NEP can be realized through distance and open learning systems. In the sense, the true prime goals of providing education and strengthening the artisans’ skills would be realized if the policymakers strive towards the central core.

Open universities have different pedagogy and methodologies which can cater to the rural students by engaging them in developing materials in a self-learning mode. Apart from these, extracurricular activities and co-curricular activities needs to be introduced in the distance learning mode as envisaged in the NEP document making it a huge point of interdisciplinary centres. Open learning systems already have established network of study centres established in all regions of the country which may be channelized in promoting the cultural studies and other arts.

Issues and Challenges in Distance and Open Learning

The first issue in distance education in India is the quality of teaching reportedly decreasing. This is because of lack of well trained teachers or the coordinators engaged in teaching are inexperienced. The second challenge is the financing of distance education gets very less allocation and more interestingly the funds collected through distance education are not fully utilized for the purpose of distance and open learning. This needs to be streamlined according to the needs of the distance learning culture. Absence of more number of contacted hours in teaching learning process of distance education is leading to poor delivery of knowledge and further leading to partial attainment of knowledge by the stakeholders. Subsequently, the products of distance mode are not able to compete with the students of formal education. This scenario is pushing the entire system of distance learning engagement to a bleak future in terms of enrolments falling down steeply.

Political Factors and Gap in Supply and Demand

Due to inconsistent implementation of certain policies in the past have negative impact on the distance education mode, administrative bodies in relation to open-learning system are lacking autonomy in allocation of funds and designing of courses. These trends are keeping the structure of open learning system confining to outdated syllabus having no contemporary relevance. Introduction and utilization of certain technological developments in the field of teaching learning process could not be adopted in the distance learning domain resulting in poor engagement in the learning process.

Lack of Research and Development Facility

In the field of distance education research and development is not promoted properly. The task of research requires established laboratory facilities and other infrastructure facilities like libraries, data centres and incubation labs. Though open learning system may not support the infrastructure required for research. But networking with the formal system by attaching certain area of studies with the research centres would help in encouraging student seeking to carry research. This facilitates the experienced people from industry in transferring the knowledge they gained in the process into research outcome. This leads to a commendable contribution from the industry to research as most of the potential experienced knowledge must not be utilized for the development of economy.

Dearness is the another major challenge for the distance education system. Due to mushrooming of private colleges and other institutes gave rise to hike in the fee structure. Correspondingly, privatization of a education as a whole, affected the distance learning systems in the sense policymakers are keen in reducing the allocations on education and suggested respective institutions to raise their own funds by hiking the different fees. Sufficient funds are to be generated through this pattern to meet the expenditure in terms of printing material and maintenance of the stock. This has spirally effect on the overall enrolments as usually the beneficiaries of these programs are from the backgrounds of poor and marginal income groups. Due to the initiative of few hike the enrolments may come down in distance education.

Suggestions in Improving the Distance Education

There is a need to bring in innovative and transformational approach in terms of content development and delivery. Number of hours of teaching to be enhanced ensuring quality teaching-learning. Focus on employable skills based course design helping the students in competing in the job market. There should be a multi-disciplinary approach in imparting knowledge which would promote professional skills required for a student in relation to the mainstream knowledge. Vocational courses are to be introduced through distance mode by linking these courses with the industries. This would attract many rural youths getting benefitted to compete with the other students. Distance and open learning fees structures need to be designed such a way a poor student should not be feel burdened in paying the fees.

Conclusion

It is pertinent to note that major portion of the Indian population are living under poverty line and not in a position to get the access to education thereby not attempting to avail education provided by the government. To provide an opportunity to the segments, open distance learning system giving a scope in fulfilling their dream to have access to education with less amount of money to be spent in this direction. India with lot human resource potential need to tap the potentials for best utilization for nation building would be realized through distance education if it is strengthened with infrastructure and proper funds. To reach and realize the objectives, there is serious strategy to relocate human resources, finances, access and equity, relevance and infrastructure with quality concerns from the policymakers making the informal learners be part of economic growth.  

REFERENCES

Cleveland-Innes M.F. & Garrison D.R. (2010) “An Introduction to Distance Education”. Routledge Newyork & London

COL and Asian Development Bank. (1999) “An Overview of Open and Distance Learning: Training Toolkit.

John Daniel. (1996) Mega-universities and Knowledge Media. Kogan Page Limited. London

Koul, B.N. (1992) Development and delivery of distance education: The case of Indira Gandhi National Open University, In Ian Mugridge (Ed.

Kulandai Swamy, V.C. (1992) Distance Education in the Indian Context. Indian Journal of Open Learning, 1(1), pp. 1-4

COL. “Perspectives on Distance Education: Distance Education in Single and Dual Mode Universities”. COL, Canada.

Prasad, V.S. (1992) Dr. B.R. Ambedkar Open University: A decennial Perspective. Indian Journal of Open Learning, 1(2), pp. 11-17

Prasad, V.S. (1998) Developed Improved Strategies towards BeĴ er students Supports Services edited b P. Ramaiah and K. Murali Manohar, IDEA, Warangal.

Prasad, V.S. (2001) 5th annual IDEA conference held at New Delhi.

Ram Reddy. G. 1983. “Open Education System in India: Its place and potential”. A paper presented at the 59th Annual Meeting of AIU at Annamalai Nagar T.N. during 11-13, December.

Rowntree, Derek. (1992) Exploring open and distance learning, Kogan Page. London

Satyanarayana, R. (2004) Student support services and open learning. Mittal Publications, New Delhi.

Venkaiah, V. (1994) “Student Support Services in Dr. B.R. Ambedkar Open University,” in Dr. BRAOU (Ed.) Distance Education: An interface, Hyderabad.

Venkaiah, V. (1996) Management of student support services: Institutional perspectives, Kakatiya Journal of Open Learning, 2(2), pp. 19-28.

http://www.education.nic.in/dist_inst.asp 

http://www.col.org/ODLIntroODL.htm  

http://www.open.ac.uk/about/

http://www.sabri.org/EDTECH-01/Defi nition.htm

http://www.technologysource.org/extra/341/defi nition/1/

http://whatis.techtarget.com/defi nition/0,,sid9_gci866691,00.html  

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Central Bord of Secondary Education (CBSE) and Council for the Indian School Certificate Examinations (CISCE) have been cancelled.

There will be no Class 12 board exams this year, Prime Minister Narendra Modi said on Tuesday, ending weeks of anxiety among students and parents over the Covid situation in the country. The decision was taken because of “uncertain conditions” due to COVID-19 and based on feedback from different stakeholders, said his office.

Students should not be forced to appear for exams in such a stressful situation,” a statement from the Prime Minister’s Office The health and safety of our students is of utmost importance and there will be no compromise on this aspect,” said the statement, quoting PM Modi.Both CBSE and CISCE Class 12 exams have been cancelled.

Government of India has decided to cancel the Class XII CBSE Board Exams. After extensive consultations, we have taken a decision that is student-friendly, one that safeguards the health as well as future of our youth,” PM Modi tweeted.

The CBSE will now take steps to compile the results of Class 12 students according to “well-defined objective criteria in a time-bound manner”, the PMO release said. Like last year, students who still want to take the exams will be given a chance when the situation improves, said the government.

The decision was announced shortly after PM Modi’s meeting with key ministers and officials from various related ministries and stakeholders.

COVID-19 has affected the academic calendar and the subject of board exams was causing immense anxiety among students, parents and teachers, which had to be put to an end,” said the PMO statement.

The decision comes two days ahead of a Supreme Court hearing in which the Centre is expected to file its reply on a petition seeking exactly this. The court had posted the hearing to June 3 after the Centre requested time.

At a meeting  on May 23, the CBSE had recommended that the exams be held between July 15 and August 26. It also suggested two options: regular exams in 19 major subjects at notified centers and shorter-duration exams at schools where the students are enrolled

A majority of states had favored holding the exam, Union Education Minister Ramesh Pokhriyal had said after that meeting. Mr. Pokhriyal was on Tuesday admitted to AIIMS hospital in Delhi with post covid  complications

The Prime Minister asserted that the decision has been taken in the interest of students and that the anxiety among students, parents and teachers must be put to an end.The CICSE had last week asked its affiliated schools to submit data, including average of marks obtained by Class 12 students in Class 11 and during this session.The board had postponed Class 12 exams which were scheduled from May 4 in light of the devastating second wave of the COVID-19 pandemic

The 12 Board exam cancelled . In the prime Minister “said” to the students safety and security it’s very important for the students.

By : G Gnana Priya dharshini

Abbreviation:

Symbols-Moral Themes-Contribution-Conclusion Literary history-Character analysis-Two versions of this epic-Similarities between this epic and the bible-Symbols-Moral Themes-Contribution-Conclusion

History of literature:

The Epic of Gilgamesh () is an ancient Mesopotamian epic poem that is considered the oldest extant noteworthy literature and the second oldest religious document after the Pyramid Texts. Gilgamesh’s literary history begins with five Sumerian poems about Uruk’s king, Bilgamesh (Sumerian for “Gilgamesh”). The “Old Babylonian” form, which originates from the 18th century BCE and is named after its incipit, is the first surviving version of this composite epic. The Standard Babylonian version was afterwards created.

Character Evaluation:

In this epic, the main characters are…

Gilgamesh Enkidu Humbaba shamath Ishtar Gilgamesh Enkidu Humbaba shamath Ishtar Gilgamesh Enkidu


GILGAMESH

Uruk’s King, the most powerful of mankind, two-thirds deity and one-third mortal, and the ideal embodiment of all human virtues. He is a valiant warrior, a just judge, and a visionary builder.

ENKIDU

Gilgamesh’s companion and friend. Enkidu was reared by animals and has a hairy and muscular body. Enkidu resembles Gilgamesh in appearance and is physically comparable to him. He wishes to be Gilgamesh’s adversary, but instead finds himself to be his soul partner. Gilgamesh and Enkidu are punished by the gods, who give Enkidu a lengthy, painful, and ignominious death for murdering the monster Humbaba and the Bull of Heaven.

HUMBABA

The terrifying demon who defends the Cedar Forest, which is off-limits to mortals. He is the epitome of awe-inspiring natural power and danger. Like an exploding volcano, his mouth is fire, he roars like a flood, and he breaths death.

ISHTAR

She is the goddess of love and fertility, as well as war. Ishtar is known as the “Queen of Heaven.” She is a caring mother figure at times and a bitter and vicious mother figure at other times, despite her unpredictability. She is the patroness of Uruk, which has a temple dedicated to her.

THE SHAMHAT

Shamhat works as a prostitute at a temple. She begins the process of bringing Enkidu into civilization by sleeping with him.

 

There are two variants available.

Two main versions of the epic have been largely reconstructed from the many sources discovered: the Standard Babylonian version, or He who saw the depths, and the Old Babylonian version, or Surpassing all other kings.

Version in Babylonian standard

The opening lines, or incipit, of the Standard Babylonian version differ from the older form. The earlier version begins with the lines “Surpassing all previous kings,” whereas the Standard Babylonian version begins with the lines “He who saw the deep” (“deep” alluding to the mysteries of Gilgamesh’s information brought back from his meeting with Utnapishtim) regarding Ea, the spring of learning.Gilgamesh was taught how to worship the gods, why human beings must die, what qualities make a good monarch, and how to live a decent life. The Babylonian epic contains the account of Utnapishtim, the hero of the flood myth.

 

Versions from Babylonian times

This version of the epic, known as surpassing all other monarchs in certain pieces, is made up of tablets and fragments from various sources and degrees of preservation. It is mostly incomplete, with several tablets missing and large gaps in those that have been discovered. They are given names based on their current location or the site where they were discovered.

 

There are some parallels between this epic and the Bible:

As a companion for Gilgamesh, the gods create Enkidu, who runs wild with the animals in the open plains. The Garden of Eden account in Genesis and the myth of Enkidu’s transition from nature to culture and civilization have some striking parallels. In both cases, a woman is blamed for causing a man who had previously eaten and drunk with the animals to become estranged from nature. When Enkidu is rejected by the animal world, Shamhat clothe him and teaches him to drink beer and eat bread, both of which are technological advancements that distinguish humans from animals.

 

Symbols include:

Religious symbolism abounds in Gilgamesh. Sacrifices, festivals, sex, dream interpretation, and shamanic magic were all part of Mesopotamian religious ceremonies, and they all feature in the storey. The hirsuteness of Enkidu represents the natural, uncivilised state.

Themes of morality:

The Epic of Gilgamesh has a number of moral themes, the most important of which is that love is a motivating force. The inevitability of death and the dangers of engaging with the gods are two more moral themes in this epic. Enkidu and Gilgamesh’s friendship motivates both of them to become better men in different ways.

Why career mentorship is very important for students to start at the age of 13?

Do you have a mentor, a career mentor in your life?
If not, don’t you think it’s late. Well not really nothing is too late when you are alive. When I passed 12th was fully confused regarding my career and future, I was thinking about what should I do next for building my career. At that time, I didn’t have any mentor but now have found my mentor.
What’s the role of a mentor and the importance of mentorship at the age of 13?

A mentor is a person who identifies your strength, weakness, talents recognize your ability. A good mentor inspires you to learn, to work towards your goals, and make sure you achieve success. A good mentor teaches you the art of thinking, enhances your thought process like the Chanakya did, and makes Chandragupta Maurya ” Great Samraat ” and helps in making Mauryan Empire.
Chanakya was the best mentor of all time. And mentorship is a relationship between a mentor and his mentee. It’s a process in which the mentor first identifies the strength, ability of his mentee finds out in which he is good, and at what he is lacking, and then gives advice and suggestions and reflects the mentee’s strength and capacity.
Most of the students face difficulty and problems in choosing a career, they don’t know what would be the best career options amongst all and in what subject they can do well.
Students don’t have self-knowledge that students need to explore themselves and a mentor could help him/them in that.
Career mentorship should start at the age of 13 because the study shows
Children aged from 12 to 18 (adolescence) start thinking.
They can do abstract and complex thinking they start raising questions on important issues. And they can think about the consequences of their action.
So we can start mentoring them about their career and help them to explore their strength and weakness.
Career, not a particular job or work we do, it’s a long-term process and journey, where you work, learn, improve your skills and get experience.
There is a beautiful quote about a  career.
” it’s a beautiful thing when a career and passion come together.”
So, to find out your passion for choosing the best career options and achieve success in life career mentorship is required at a very young age.

Who doesn’t like to play games? Nowadays, everybody plays online video games and If you play, you must have heard about twitch, or maybe you are a streamer or gamer on Twitch. It’s a free online gaming platform for all. It provides live streaming services, eSports broadcast, music broadcast, and much other entertainment-related stuff. Twitch is an American company founded by Justin Kin in 2011 and later in 2014 acquired by Amazon for $970 million. After that acquisition, it became famous amongst teenagers to aged people. On average, 15 million views come on Twitch daily and there are approx 8.5k channels. And you know the “Just chatting” category is dominating over Twitch where, users stream anything related to music, dancing, cooking anything that that hat means anything so it’s a little bit dangerous for children because people can do anything for popularity and a lot of trolls, irrelevant comments, etc. Like YouTube, Facebook, and several other apps it’s also earning money only by advertising, subscriptions, and bits, it’s a currency by Twitch. Buyers buy bits to support and to cheer up their favorite streamer, games, and eSports player.
Views and followers play a very crucial role in the growth of any channel not only over Twitch but also every social media platform whether it’s YouTube, Facebook, Instagram, or Twitter. Most of the gamers, streamers, YouTubers buy views, and followers.
So, what’s the need to buy views and followers?
Buying views and followers it’s not a new concept it’s quite old and common it’s called botting. Research propound that million of users buying views and followers regularly.
More the views more the followers and businesses and companies choose you to promote their products and you get paid. More advertisements more popularity, more money.
More views and followers create your brand image.
It will enlarge your profit through subscription and advertisement.
Get you up in the search results in all the Categorises.
You will have a large fan base.
The popularity of Twitch increasing day by day therefore, competition is high.
But there are lots of other ways to increase views and followers on Twitch buying is not the only option other too. For instance, using social media, streaming a lot, watching other popular streamers networking, connecting with others. Most of the well-known and famous streamers suggest earning views by effort instead add of buying. And still, you are buying views and followers it should be real, not fake.

Now the most important question is that, Does buying views and followers violate the terms and conditions of Twitch?
While buying views and followers make sure you buy real views and followers, each follower’s account should be authentic and active. This type of engagement doesn’t violate the terms and conditions of Twitch. But if your views and followers are artificially created or duplicated it called views botting and follower botting and it does violate the terms and conditions of Twitch and for this high chance of getting banned. So for the growth of your channels, you can buy views and followers but make sure it should be real.

We all require hard work at some point in our lives. It is difficult to reach greatness without putting in the necessary effort. In other words, if an idle individual wishes to sit and wait for something else, they will get nothing. About the other side, someone who works hard all the time will undoubtedly succeed in life, and this is precisely what the essay on hard effort will discuss.

Hard labour pays off, as history has often demonstrated. Edison used to work for many hours each day and would fall asleep on his laboratory table with only his books as a pillow.

Similarly, India’s late Prime Minister Pt. Nehru used to labour 17 hours a day, seven days a week. He didn’t take any vacations. Mahatma Gandhi, our great leader, laboured tirelessly to bring our country freedom.

As a result, we can see that all of these people’s hard work paid off. It is necessary to maintain a constant vigilance to work hard in order to achieve one’s goals. Man was created to work, as the saying goes. He sparkles in use and rusts in storage, much like steel.

We can achieve anything and overcome any difficulty in life if we work hard enough. Furthermore, knowing that we have given our all and given our best to whatever work we are doing might help us live a happier life.

Hard work is unquestionably the most important factor in achieving success. What we gain by sweating our brow brings us more enjoyment than what we obtain by chance. As humans, we aspire to accomplish a variety of goals.

To become a reality, these things require a lot of effort. Poverty isn’t the problem; ideality is. When we squander our time, time squanders us as well. Anyone can attain success with hard work. Great people were born in little houses and died in palaces.

As a result, it demonstrates how outstanding labour may lead to success. You will notice improvements in your life once you begin working hard. You’ll become more focused and disciplined in your task.

Furthermore, you will witness benefits in a short period of time. It’s proof that when you work hard, qualities like drive, focus, and concentration come naturally. As a result, nothing will be able to stop you from succeeding.

Success is more than just being well-known and wealthy. It is also a success if you work hard and live a nice life filled with love. Hard work should not be limited to the workplace, but should also be applied to your personal life. Life will prosper if you work hard at your job and in your relationships.

Nutrition and hydration are essential. People who consume a well-balanced diet have stronger immune systems and are less likely to get chronic illnesses and infectious diseases. To acquire the vitamins, minerals, dietary fibre, protein, and antioxidants your body need, you should consume a variety of fresh and unprocessed foods every day. Drink plenty of water. Reduce your risk of obesity, heart disease, stroke, diabetes, and certain types of cancer by avoiding sugar, fat, and salt.

Every day, eat fresh, unprocessed meals.

Consume fruits, vegetables, legumes (e.g. lentils, beans), nuts, and whole grains (e.g. unprocessed maize, millet, oats, wheat, brown rice, or starchy tubers or roots like potato, yam, taro, or cassava), as well as animal-derived foods (e.g. meat, fish, eggs and milk).

2 cups fruit (4 servings), 2.5 cups vegetables (5 servings), 180 g grains, and 160 g meat and beans (red meat 12 times per week, poultry 23 times per week) should be consumed on a daily basis.

Snack on raw vegetables and fresh fruit rather than high-sugar, high-fat, or high-salt items.

Overcooking vegetables and fruit can result in the loss of essential vitamins.

 

Choose canned or dried veggies and fruit that haven’t been salted or sugared.

Every day, drink plenty of water.

Water is required for survival. It distributes nutrients and chemicals through the bloodstream, controls body temperature, eliminates waste, and lubricates and cushions joints.

Every day, drink 8–10 cups of water.

Water is the best option, but other liquids, fruits, and vegetables that contain water, such as lemon juice (diluted in water and unsweetened), tea, and coffee, are also acceptable. However, excessive caffeine use should be avoided, as should sweetened fruit juices, syrups, fruit juice concentrates, fizzy and still drinks, which all contain sugar.

 

Consume fat and oil in moderation.

*Instead of saturated fats, consume unsaturated fats (such as those found in fish, avocado, almonds, olive oil, soy, canola, sunflower, and maize oils) (e.g. found in fatty meat, butter, coconut oil, cream, cheese, ghee and lard).

*Rather to red meat, choose white meat (e.g. poultry) and fish, which are often low in fat.

*Avoid processed meats due to their high fat and salt content.

*Select low-fat or reduced-fat milk and dairy products whenever possible.

*Avoid trans fats made in a factory. Processed foods, fast food, snack foods, fried foods, frozen pizza, pies, cookies, margarines, and spreads are all common sources.

Reduce your salt and sugar intake.

*Use less salt and high-sodium condiments while cooking and preparing food (e.g. soy sauce and fish sauce).

*Use iodized salt and limit your daily salt intake to less than 5 g (about 1 teaspoon).

*Salty and sugary foods (such as snacks) should be avoided.

*Reduce your sugar intake by avoiding soft drinks, sodas, and other sugary beverages (e.g. fruit juices, fruit juice concentrates and syrups, flavoured milks and yoghurt drinks).

*Sweet snacks such as cookies, cakes, and chocolate should be replaced with fresh fruits.

 

Eat at home as much as possible.

Reduce your interaction with other individuals and your chances of contracting COVID-19 by eating at home. Maintain a 1 metre gap between yourself and someone who is coughing or sneezing. In crowded social environments such as restaurants and cafes, this is not always practicable. Droplets from sick persons may land on surfaces and people’s hands (e.g., customers and employees), and with so many people coming and going, it’s impossible to detect if hands are being washed frequently enough, and surfaces are being cleaned and disinfected quickly enough.

 

 

On May 28, India’s Supreme Court issued a directive to the government on the protection of children orphaned during the second wave of the Covid-19 outbreak. During the pandemic, days went by with no nourishment for the children. We don’t know how many children were affected during this time period. Orphaned children have long been at risk of sliding between the cracks of society. However, this issue has been largely disregarded, and the Covid crisis has provided us with an opportunity to revisit this issue.

The first issue emerges as a result of the child’s caste and family structure. Many times, after the death of the parents, the child’s relatives refuse to assume care for the child. Even if the child has a family, they may be unable to pay for the child’s education and well-being owing to financial constraints. In situations like these, the youngster may not receive the help and guidance he or she needs to succeed in life.

 

If a child enrols in an institute and finds a room in the hostel, he or she may not have someone to assist them with their concerns. A hostel could be the first and last resort for an orphaned child with no other family support. Unfortunately, many state governments prohibit children under the age of 18 from staying in a hostel. As a result, when they finish high school or college, they have nowhere to go. Many students have issues with official documents, such as Aadhar cards and Pan cards.

 

In this state of helplessness, kids frequently choose the wrong path, putting them in dangerous situations. Because the government is legally obligated by the Constitution to ensure the welfare of children, the state governments can be a key source of assistance. The Maharashtra government recently altered the norm, allowing orphaned youngsters to reside in hostels until they are 23 years old. Steps must be done, however, to ensure that future generations are not confronted with the same issues. The government can take the following steps in this regard: A yearly survey of orphan children will be conducted at the district and block levels. 

 

No child’s identity should be compromised, hence government paperwork should be delivered on time. Many government projects and initiatives that run parallel to the values of liberty, equality, and social justice should be established. A permanent fund should be established by the government and, if possible, local-level NGO’s to ensure that the child is not financially disadvantaged.

Every child has the right to an education and a happy life. The death of a parent or a loved one can have a significant impact on a child.

Because they have no one to talk to and express their grievances with, the child’s mental health may be harmed. All children should have access to counsellors via phone or one-on-one sessions with whom they can openly communicate their feelings.

Children are said to be the country’s future. So, how can we construct a positive future with 30% of children living in poverty? It’s past time to address and fix these challenges so that all children have equal chance to live a fulfilling life and contribute to society.

There is also the opposite side of the coin, in which such knowledge gave birth to destructive weapons such as guns, rifles, rockets, atom bombs, hydrogen bombs, and so on. It is science that has electric power, nuclear energy, and hydroelectric power, but atomic energy is not employed for peaceful reasons, as happened in Hiroshima and Nagasaki as a result of science, and it is humanity’s curse.

Leaving that aside, another invention of science is environmental contamination. With the help of science, industrialization has poisoned the air, food, and the entire atmosphere. The ozone layer is sending out alarming signals. As a result, a person can consider science to be a curse.

Intra-family marriages are the leading cause of uncommon genetic diseases. Intra-family marriages are far too numerous, and first-cousin marriages have a higher risk of hereditary disorders.

When close intra-family marriages occur, more than 100 ailments are passed down down the generations. Marriages between cousins are far too common, both culturally and historically, and these disorders are passed down through the generations. Around 70% of marriages are cousin or consanguineous marriages, and hundreds of cases of genetic diseases are reported each year.

Although Islam, the state’s predominant religion, does not prevent people from marrying outside of their family or caste, many families prefer to marry within their own families due to illiteracy and caste difficulties. Because of their ignorant brains, dangerous infections are permitted to spread to newborns, which is considered criminal neglect.

Doctors recommend that every couple have a genetic test before getting married because deficits are stored in particular compartments of body cells. The material that builds up in each lysosome expands and takes up a lot of room in the cell, causing a slew of other issues with cellular function, which is how illnesses spread.

 

According to experts, if these disorders are handed down to a child, the child would develop abnormalities. This can include mental abnormalities or organ enlargement, both of which might cause a kid to die from a serious health issue.

More than 70% of all marriages are between members of the same family. This custom is observed as if it were a religious obligation, but it is not. The predominance of Thalassemia, a blood condition, in the country is a major result of this custom. Blood transfusions and iron chelation are two options for treatment.

In a recent interview, a doctor stated that if one parent contains a gene for an illness, the condition does not transmit to the child.

However, if both parents have the same condition, which is common in intra-family marriages, the defective genes are likely to be handed down to the child.

More than 50 children have perished in recent years as a result of genetic abnormalities that have arisen from first-cousin marriages. Three brothers were admitted to a hospital last year for treatment of a handicap. It was discovered that their family members were quite superstitious and did not approve of outside-the-family weddings. The three boys were born healthy but developed a handicap later in life.

Government funds should be set aside to study genetic problems caused by intra-family marriages.

Doctors believe that more people should be informed of the consequences of marriages within families. First-cousin weddings should be prohibited since they cause a slew of ailments that are destructive to the next generation’s future. The government is being urged to take action on this critical subject, and everyone should be able to pick their life partners outside of the family.

“As children, our cousins are frequently our first friends. Even if you haven’t spoken in a long time, no one will ever understand your eccentric family like your cousins.”

Artificial Intelligence, or AI, is used in our daily lives for things like navigation and automatically setting your alarm clock on workdays. Artificial intelligence is one of the most rapidly developing disciplines of technology worldwide. AI is a type of technology that combines computer intelligence with the ability to think like a human to analyse data and make predictions, recommendations, and judgments. It’s a collection of technologies, algorithms, and methods. Since 2016, AI has seen a significant shift in public attitude, with people becoming more accepting of the technology.

Artificial intelligence (AI) is exploding all over the world, particularly in Japan. With AI as one of its key components, Japan has achieved a major place in the high-tech sector. Japan intends to create the society of the future by devising a long-term strategy based on the new prospects that high-tech breakthroughs present. Artificial intelligence (AI) is a vital technology that allows for the processing of large volumes of data and the smooth translation of that data back to human users.

The Artificial Intelligence Industry in Japan
For the longest time, AI in Japan has mostly concentrated on robots as sub-domains of artificial intelligence, with AI being developed in particular in the fields of technology and medical.

According to the Nomura Research Institute, Artificial Intelligence in Japan is on the verge of exploding, with AI robots performing half of all professions in Japan by 2035. While the Japanese AI market has been focusing on robotics, other companies across the world have been focusing on software development, which is an area of opportunity for foreign companies trying to enter the Japanese AI market.

Japan’s AI Ecosystem

In Japan’s AI field, there isn’t just one sort of area that is the most important or dominant, but rather a collaboration of areas such as public, private, and research domains that are all interconnected.

The private sector, the public sector, and research facilities are the three types of areas. These three categories are interconnected, and the division between them is constructed in a highly schematic manner. As a result, the categorization into three sorts of zones is merely a simplification of the reality.

Japan’s cutting-edge AI firms
When it comes to the AI market in Japan, there are around 300 businesses. Large competitive organisations, small to mid-sized businesses, and start-ups are among them. The following are some of the significant businesses:

NEC
NEC, based in Tokyo, is a global leader in the integration of IT and network technologies, with a long history of AI research dating back to the 1980s.

NEC delivers sensors, computation, networking, and analysis to help society with technology solutions. Their active data solutions are capable of anticipating, monitoring, and resolving problems, as well as intelligently responding to bad situations.

Abeja

This Japanese company is a start-up that uses artificial intelligence. It was launched in Tokyo in 2012, and it has since assisted over 150 organisations in implementing AI in a variety of industries, including manufacturing, infrastructure, logistics, and retail. Machine learning and deep learning, as well as retail shop analysis, are their key areas of focus.

Tokyo, Paris, London, San Francisco, Boston, Shanghai, Beijing, Shenzhen, Hong Kong, Singapore, Seoul, and Sydney are among its offices. SoftBank Robotics currently has over 35,000 robots in use in over 70 countries, with new applications in retail, tourism, healthcare, finance, education, facilities management, and cleaning.

Japan has devised a strategy for creating a future civilization that incorporates AI into practically every area of daily life. The reason for its rapid growth is that Japan’s home welcoming environment for new AI approaches is founded on collaboration between the Japanese government, the business sector, and, of course, their know-how.As a result, AI will be critical in transforming the information society into the society of the future, also known in Japan as Society 5.0, which is defined as “a human-centered society that balances economic advancement with the resolution of social problems through a system that highly integrates cyberspace and physical space.”

“It was my father who instilled in me a sense of self-worth.” Dawn French –

A father is the child’s male parent. Fathers may have a parental, legal, and social relationship with their children, which comes with its own set of benefits and duties.

 

An improved father-child relationship may contribute to a child’s social security, academic performance, and other factors. Their children may also have better problem-solving abilities. Children who are typically raised by fathers perceive themselves to be more cognitively and physically acceptable than their classmates who are not reared by fathers. Mothers who raised their children with a father had fewer disputes with their children.

 

Internal events and behaviours can influence fatherhood as a legal identity.

“Anyone may be a parent, but only a special person can be a father, which is why I refer to you as dad since you are so important to me. You showed me how to play the game and how to play it correctly.” Wade Boggs (Wade Boggs)

Even if your father says he doesn’t want any gifts, you know it’s impossible for you to not give him something on such a wonderful occasion. After all, he’s the guy you’ve looked up to your entire life, so it’s only right to purchase him a Father’s Day present that reflects how much you appreciate everything he does for you. It’s challenging to choose the perfect present for your father.

So, here’s a list of present suggestions:

-Fragrances and perfumes
-Cakes and Chocolates
-Wallets, Belts, and Sunglasses 
-Shirts and T-shirts 
-Books 
-Cufflinks 
-Customized Mugs
-Diary -Grooming kit

Fathers’ Role

 

As previously stated, anyone can father a child, but it takes a lifetime to be a father. Fathers can play a unique role in the lives of their children that no one else can. This job can have a significant impact on a child’s development and help form him or her into the person they become.

Fathers, like mothers, can make a significant difference in a child’s mental well-being. Children look up to their fathers for a sense of security, both physically and emotionally. Children want to be proud of their parents.

When fathers are extremely loving and helpful, their children’s cognitive and communicative development is greatly enhanced. It also gives you a general feeling of well-being and self-assurance.

Fathers shape not only who we are on the inside, but also how we interact with others as we grow up. What a father looks for in other people is determined by how he approaches his child. The patterns that a father establishes in his interactions with his children will influence how his children interact with others.

For security and emotional aid, girls rely on their fathers. A father demonstrates to his daughter what it’s like to have a terrific connection with a man.

A Tiruchi-based engineering student has taken up teaching fundamental science subjects and computer programming to students in the United Kingdom, United States of America, New Zealand, and Singapore at a time when online education has become unavoidable due to the pandemic. K. Viswathika of Woraiyur, who is pursuing a B.Tech in Computer Engineering at a Bengaluru institution, didn’t realise she could earn money while studying when she taught chemistry and physics to her niece in California approximately seven months ago. Viswathika conducted a demonstration and registered her on an online education portal in response to his niece’s answer. Aliyah, a London Grade IV student, was her first love.

Viswathika received several referrals for coding programming and chemistry, physics, and maths through her.

She teaches 20 pupils from the United Kingdom, the United States, New Zealand, and Singapore. She continues to receive inquiries from a wide range of pupils. Ms.Viswathika makes her classes interesting and participatory by incorporating her knowledge of information and technology as well as online teaching tools. I’m excited to use internet approaches to connect students from all over the world. Ms.Viswathika says, “It happened because of my enthusiasm for teaching.” She said that a short-term English training with the British Council in Chennai had helped her communicate better with international pupils.Despite her Indian accent, she had no trouble communicating with the UK students. She spent the daytime attending online lessons at CMR University in Bengaluru, where she is doing her B.Tech, and the evenings taking online classes. There is a lot of potential for online education to cross borders. “There will be recognised online schools in the not-too-distant future,” adds Viswathika, who has built two pharmacy management software for pharmaceutical corporations. She’s hired five MBA interns to help her discover customers for her products. In online classes, a girl from Trichy teaches. She told them that this is a fantastic opportunity for me and everyone else, and she was overjoyed.Because education is the most important power, all kids will do well in class. She is also a role model for me.

THE ENTREPRENEURSHIP AND BUSINESS LANDSCAPE HAS CHANGED SIGNIFICANTLY ACROSS THE WORLD AS A RESULT OF TECHNOLOGICAL ADVANCE According to Startups.co.uk, there were a record number of start-ups in the United Kingdom in 2014, with 581,173 enterprises registered with Companies House.

Are you considering starting your own business? Or do you want to advance in your existing position? You might want to explore getting a master’s degree in entrepreneurship or an MBA with a concentration on entrepreneurship to help you improve your business and management abilities. Changes in the work environment, as well as changes in how individuals connect and communicate, have all resulted in new opportunities.

There are an increasing number of examples of experts who have decided to start their own firm. While ‘starting a business is easier, faster, and cheaper than ever thanks to modern technologies,’ according to the Chairman of the Centre for Entrepreneurs, Luke Johnson, as stated on Startups.co.uk, 50% of UK start-ups fail within five years, according to RSA data cited by the Telegraph. This is a sign that such projects require highly-trained personnel to focus on long-term planning, operations, day-to-day company management, as well as innovation and employee motivation and engagement.

WHAT SKILLS CAN YOU GET FROM AN ENTREPRENEURSHIP DEGREE?

 

A master’s degree in entrepreneurship or an MBA with an emphasis on entrepreneurship is designed to enable inventive individuals to become entrepreneurial leaders in a global environment. Innovation management, organisational management, finance, business formation and development, marketing for entrepreneurial enterprises, and project management are among the topics covered in the classes. Their goal is to provide you with the entrepreneurial abilities you’ll need to succeed in a quickly changing globalised environment while also allowing you to grow professionally and personally.

 

The programmes emphasise personal communication skills, teamwork and people management, as well as presentation abilities, which are important for future entrepreneurs who must be well equipped to persuade investors, attract new company, and increase their chances of success.

WHAT DEGREES ARE AVAILABLE TO YOU?

The most crucial step before commencing on this journey is to choose the correct programme to bring you to your future business profession, therefore learning about the options available is the first step. Business schools across Europe provide a wide range of master’s and MBA programmes in business and management, as well as entrepreneurship.If you’re considering the United Kingdom, the London School of Business, for example, offers master’s degrees in Strategy and Entrepreneurship and Organizational Behaviour; the University of Oxford’s Sad Business School offers master’s degrees in Organizational Leadership and Strategy and Innovation. You might also look into a master’s degree in Management Entrepreneurship and Innovation at the University of Birmingham Business School, Manchester Business School, Imperial College Business School, Nottingham University Business School, or the Newcastle University Business School’s Innovation, Creativity, and Entrepreneurship Master.

If you’re seeking for an MBA with a focus on entrepreneurship, look into Nottingham University Business School’s programme.

If you want to study outside of the UK and want to learn about entrepreneurship, look into master’s degrees or MBAs with a focus on entrepreneurship, such as the Global Entrepreneurship Program offered by EMLYON Business School in France or the Advanced Master in Innovation and Entrepreneurship offered by Solvay Business School in Belgium.

You obtain competitive language skills, you manage to expand a global network, and you learn to appreciate and value diverse cultures through such internationally focused programmes.

You will learn how to work and live in a multicultural environment, which will benefit your business not just in local markets, but also in global business cultures.

WHAT ARE THE CAREER AND BUSINESS OPPORTUNITIES?

The United Kingdom, particularly London, but also Manchester and Birmingham, is a significant draw for aspiring entrepreneurs. The practical aspect and link to the professional world are two of the main benefits of studying a business and entrepreneurship focused degree.

According to CB Insights’ 2014 European Tech Report, venture capital funding in tech startups increased by 78 percent last year.

According to the survey, the United Kingdom leads Europe with 225 deals, followed by Germany with 154 and France with 63.

There are several professional opportunities, and many corporations host start-up competitions or incubators to assist new businesses. Consider the London Google Campus, where entrepreneurs may study, discuss ideas, promote their firm, and attract investors or business partners; or accelerators and incubators like Seedcamp, Microsoft Ventures, Tech Stars, JLAB, or Telefonica’s Wayra.

 

Through campus events, incubators, and technology and innovation centres, universities and business schools also assist students in connecting with firms and investors.

A degree like this can help you hone your logic abilities and build strategic thinking so you can make a difference within an organisation by bringing in innovation, or even start your own business. You’ll be provided the tools and resources you need to hone your entrepreneurial talents and turn your business ideas into reality.

 

Check out the entrepreneurship and innovation programmes offered at institutions across the UK and Europe in the online directory at QS Course Finder if you’re looking for a degree focusing on entrepreneurship.

Have you ever heard of a school that charges a fee for collecting plastics?

Akshar school in Pamohi village, Guwahati, Assam, where pupils pay plastics as a fee in exchange for an education. The school only accepts a polythene bag full of plastic rubbish as payment.

Akshar is a model school that provides quality education to children from economically disadvantaged families. Parmita Sarma and Mazin Muktar launched the company in 2016. They began by providing free education in the community, but they soon found a high use of plastics in the area, and locals had developed a practise of burning plastics to stay warm during the winter.

Because of smoke from burning plastic, their classroom used to be filled with those hazardous vapours at times. As a result, they established a pricing structure in which students pay for their education by bringing 10–20 pounds of plastic debris to school each week. Students were taught how to successfully recycle plastic garbage, how to manufacture eco-bricks, and have already constructed a plant guarder in their school grounds.

They use a different format than the one used throughout India. There are both traditional and vocational subjects available. They instruct children on how to instruct.Higher-class students teach the school’s younger students, and they also receive a reward money, similar to that used in video games, that allows them to shop at the school store. The school has raised awareness about the dangers of plastic and transformed the thinking of the students’ families. Their class classification is based on IQ level rather than age, and students are taught lessons depending on their IQ level. They intend to grow Akshar School throughout India.

“Marketing is no longer about the products you create, but rather about the tales you tell.” –Blogger and best-selling author Seth Godin
Digital marketing, often known as online marketing, is the promotion of brands through the use of the internet and other types of digital communication to interact with potential clients. As a marketing channel, this comprises not only email, social media, and web-based advertising, but also text and multimedia messages. Simply said, if a marketing campaign includes digital communication, it is considered digital marketing.

The goal of digital marketing is to reach a wider audience than could be reached via traditional methods.

It aids in identifying the prospects most likely to purchase your goods or service. It has been observed that it is typically more cost-effective than traditional advertising, and that it allows you to track progress on a daily basis and pivot as needed.

It’s easy to get the terms digital marketing and inbound marketing mixed up. This is due to the fact that digital marketing makes use of similar methods to inbound marketing, such as email, content on an internet platform, and so on. Both marketing strategies attract prospects’ attention and convert them into customers throughout the buyer’s journey. So, what makes the difference? The area in which the views of the relationship between the tool and the objective in the two area.

 

The importance of digital marketing
Digital marketing can work electronically and online thanks to the internet. This opens up a slew of new ways for firms to connect with customers, including email, video, social media, and search engines.

Digital marketing has shown to be quite beneficial to one’s business and brand awareness. Almost every company nowadays has a website. Even if they don’t, they should have a social media presence or a digital advertising strategy. Consumers have come to expect and rely on digital information and marketing as a means of learning about brands.

Digital marketing types
There are several methods to interact with digital media, just as there are numerous specialisations within digital marketing.

SEO stands for search engine optimization.
Marketing with content
Marketing on social media
PPC (pay-per-click) affiliate marketing
Advertisement that is native to the environment
Marketing automation is a term used to describe a
Marketing via email
Digital marketing’s benefits
On a global scale, trading
For a modest investment, a website allows one to discover new markets and trade abroad.

Cost-efficient
When compared to traditional marketing tactics, a well-planned and well-targeted digital marketing campaign may reach the correct demographic at a considerably cheaper cost.

 

Tracking is simple, and the outcomes are measurable.
The results of digital marketing can always be measured or predicted. It enables the business owner to measure his or her online marketing with web analytics and other online metric tools, making it easier to determine the effectiveness of their campaign.

Personalisation
If your client database is linked to your website, you can greet visitors with targeted offers everytime they come to the site. The more they buy from you, the better you’ll be able to develop your client profile and promote to them more successfully.

Transparency
By engaging in social media and carefully controlling it, one can generate consumer loyalty and establish a reputation for quality

 

The value of social money
Using content marketing methods, digital marketing allows you to construct engaging campaigns. This content (pictures, movies, and articles) can generate social currency by being shared and going viral.

Digital marketing’s drawbacks

When it comes to digital marketing, there are some obstacles and disadvantages.

Having the Right Skill Set

To be successful with digital marketing, one must ensure that their workforce has the necessary knowledge and expertise. Because technologies, platforms, and trends change at a rapid pace, the staff must stay current with all of them.

 

Time-consuming
Optimising online advertising campaigns and developing marketing content are two areas that can consume a significant amount of effort. To secure a return on investment, it’s critical to track your progress.

The stakes are high.
Because everyone uses digital marketing nowadays, all firms are faced against global competition. Standing out from the crowd and grabbing attention amid the various messages aimed to consumers online can be difficult.

Gratitude has a bigger influence on our lives than we realise. We’ll look at what positive psychology has to say about the habit of offering thanks in this post. “Gratitude has a stronger impact on our lives than we think,” according to a related piece. Let’s have a look at what positive psychology has to say about the habit of expressing thanks in this article. The United States and Canada celebrate Thanksgiving, which was originally called Thanksgiving, on various dates each year.

On American soil, it is observed on the final Thursday in November, while on Canadian soil, it is observed on the second Monday in October. Its Beginnings In 1621, a group of pilgrims in Plymouth shared their autumn crop with the Vampanok Indians, who taught them how to cultivate.