Many schools eagerly purchase multimedia packages but within a few weeks they find that the resources are not up to the mark or not in accordance with Board Standards; they stop using the product. Such waste of money and time can be averted if schools can make an assessment before buying the product. Here is a checklist that will help you with your assessment.

Gone are the days when schools were confined to imparting knowledge, skills and right attitudes. Today, they need to survive amidst stiff competition in the consumer driven society.

The author offers suggestions for ways to allocate funds in a way that provides the most impact for the money – and it’s really quite simple…

There are numerous situations in which models can be used make connections between students’ experiences and lesson concepts, however abstract the latter may be.

A few years back, I happened to begin working in a city school that was being run by a very rich corporate house in Southern India. Increasing numbers of parents in India deem it a privilege to have their children admitted in such schools, by spending a lot of money (in sharp contrast to parents who send their children in government run or NGO run schools). This happens mostly because of unfounded “myths”, although exceptions are there.

One of the most important aims of imparting quality education is to enable children to use lesson concepts in problem solving, particularly in math and science. When we talk about lessons, textbooks continue to be one of the most fundamental teaching resources. But, unfortunately, in countries like India, school textbooks don’t go beyond `standard’ methods of solving problems at the curricular level. What do we need to do if our schools are to implement …

As many national governments focus on Child Friendly School policies, this article addresses two issues: How can we tell whether a school is child friendly or not? If it is not, how can we steer it to be a child friendly school?