In today's digital society, computational thinking (CT) is a critical component of all children's education. In "Computational Thinking Curricula in K-12," editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which…

The article presents the replicable model of Curriculum and Community Based Academic Learning with Research, Action and Service (CCBALwRAS) through a framework of '2 Cs', the 'curriculum' and the 'community'. It puts forth a support strategy for participatory community-based interventions by formally inducting higher education institutions (HEIs)…

Very few studies exist on tele-health models of parent-mediated interventions delivered in low resource developing countries. The global COVID-19 pandemic catalysed a pilot of an online delivery of an evidence-based parent-mediated intervention (Project ImPACT) for children with Autism Spectrum Disorder in Mumbai, India. Context and…

Policies and programmes of higher education play an important role to make accomplishment of the higher education objectives. If the policies and schemes of government for higher education has a good strategy to implement them, then only they will accomplish the objectives of higher education which in turn will bring progress and quality…

Comparative research on higher education in developing and transitional countries is often focused on such issues as access, finance, student mobility and the impact of globalization, but there has been little attention to curriculum and the forces that shape it. Confronting Challenges to the Liberal Arts Curriculum fills an important gap in the…

This article is based on a case study conducted at a government (state-run), girls' secondary school in a low-income neighbourhood in New Delhi that was conducted in March, 2012, two years after the Right of Children to Free and Compulsory Education Act (RTE) came into force. The study examined how RTE and its related reforms were being…

This case study of Sarva Shiksha Abhiyan (SSA) in India, the largest basic education programme in the world, assesses the significance of foreign aid for achieving increased access to elementary education from 2002 to 2010, particularly for the most disadvantaged. It reviews the practical experience of India and its development partners in jointly…

This article provides a theory-based, step-by-step approach to intervention development and illustrates its application in India to design an intervention to promote tobacco-use cessation among school personnel in Bihar. We employed a five-step approach to develop the intervention using the Social Contextual Model of Health Behavior Change (SCM)…

Active Learning in Maths and Science (ALMS) was a six-month face-to-face professional development program for middle school maths and science teachers carried out between June and November, 2010 in two Indian states. ALMS's theory of action is grounded in the belief that collaborative learning serves as a "gateway" to learner-centered…

This paper discusses the rationale underlying "PENTA", an EU funded Erasmus Mundus project. In doing so, it explores the challenges of internationalising and standardising European environmental assessment (EA) practice and education to a third country audience, looking at India as a case study. It is argued that the EU EA Directives are…

In the early 1990s, large numbers of children in India remained out of school. International commitments to achieve education for all (EFA) globally meant that India was an important case for donors. India was pressed to accept aid for primary education, and agreed with some reluctance. Although subsequent donor involvement was substantial and…

This journal contains a series of articles dealing with the theme of development in Asia and rural Indonesia. Included in the journal are the following articles: "Nonformal Education in Rural Areas of Developing Countries," by members of the Rural Project Team from the Centre for Continuing Education at Australian National University;…

As a result of intensive advocacy, girls' and women's education is a developmental priority in India. Availability of international development assistance for basic education and women's education has gone up significantly. Government and donor perceptions of gender issues in education and the importance of reaching out to girls to achieve the…

A nationwide Adult Education Programme (NAEP), with the object of providing adult education to 100 million adults within five years, was inaugurated in India in October, 1978. A conference held in New Delhi in June, 1979, discussed the problems of training enough adult education instructors to implement the program throughout the country,…

Efforts at education for all in India began with the expansion of the night school concept in the late 1800s. The government took responsibility for adult education in 1937. With independence came general acceptance of the broader concept of adult education. Despite literacy efforts through the 1960s, 1970s, and 1980s, the number of illiterate…