Volume 14 | Issue 5 |

 Abstract

In the present study was conducted to examine the mental health and life satisfaction among government and private secondary school teachers. The human life changed regularly many causes are influenced on that changes so this condition effects on human health especially human mental health. Mental health includes our feelings, emotions, thoughts, psychological, social well-being and sexual well-being. The human life satisfaction is more essential to lead life in future. The sample for the study consisted of 100 government and private secondary school teachers. The 100 subjects including two groups i.e. 50 governments and 50 private school Teachers. They are educational background and place of the subjects will be controlled, age range between 24-46, all teachers of rural population. For the objective of these study two psychological tests is used to measures. Mental health inventory developed by Dr. Jagdish and Dr. A.K. Srivastava (1983) and The Satisfaction with Life Scale for children (SWLS) is a measure of life satisfaction developed by Ed Diener and colleagues (1985) are used for this study. The obtained data was analysed by using mean, SD and't'- test is employed. Further, Spearman's coefficient of correlation was applied. The result of the study concluded that there is a significant difference between government and private secondary school teachers on mental health and life satisfaction, and also there is a significant relationship between mental health and life satisfaction among government and private secondary school teachers.

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 Keywords

Mental Health, Life Satisfaction, Teachers. Government, Private Schools.

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This paper examines higher education in India as a structural determinant of social mobility rather than a normative instrument of social change. Using secondary quantitative data from the All India Survey on Higher Education (AISHE), National Sample Survey (NSS), graduate employability reports, Periodic Labour Force Survey (PLFS), and India Skills Report 2023-24, the study evaluates whether expansion in access has translated into measurable intergenerational and intragenerational mobility. Anchored in stratification theory and the Capability Approach, the analysis demonstrates that while higher education has significantly reduced access-based exclusion, outcome-based inequalities persist due to institutional quality differentials, digital capital asymmetries, and labor market segmentation. The paper argues that India's higher education system currently facilitates positional mobility for a minority while reproducing structural inequality for the majority. It concludes by proposing a capability-adjusted, outcomes-based policy framework aligned with UGC, ICSSR, and Scopus-indexed empirical research standards.

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 Keywords

Higher Education; Social Mobility; Social Stratification; Capability Approach; Employability; India; Inclusive Education; NEP 2020; Digital Divide;

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Despite India's economic ascent, approximately 76 million urban slum residents, including 8 million children, remain on the periphery of the nation's educational progress. This study evaluates the level and quality of participation in government educational interventions. Utilizing a qualitative methodology and secondary data analysis across five major metros, the research identifies a significant disconnect between policy intent (e.g., RTE 2009, Mid-Day Meal Scheme) and ground-level reality. Critical barriers including systemic implementation gaps, lack of parental awareness, and substandard infrastructure transform potential "active engagement" into "sporadic attendance." The paper proposes decentralizing school monitoring and introducing flexible "bridge" schools to ensure inclusive national development.

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 Keywords

Urban Slums, Educational Participation, RTE Act 2009, Migration, Inclusive Education, Policy Intervention.

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 Abstract

The growth of human capital is essential to reach its goals and vision. A nation will be weak without good human capital because it won't have people who can start new projects and look at things in fresh ways. A good education process leads to good human capital. A well-planned, professionally constructed education system is essential for cultivating such human capital. In India, the higher education sector plays a key role in developing such human capital. At the same time, the global community is increasingly focusing on sustainable development. This includes responsible use of natural resources, environmentally friendly professional practices, balanced consumption, and protecting the environment for future generations. In this context, higher education institutions have an important responsibility. Universities should not only provide knowledge and technical skills but also foster awareness regarding sustainability. This study therefore examines the role of higher education in promoting sustainability and integrating sustainable practices within the education system.

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 Keywords

Higher Education, India, Human capital, Sustainable development, Education for Sustainable development (ESD)

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Higher education in India stands at a pivotal juncture, with technology playing a transformative role in enhancing access, equity, and quality. This paper explores the opportunities and challenges associated with leveraging technology to advance higher education in India. It examines initiatives aimed at expanding access to education, promoting equity among diverse learner populations, and improving the quality of educational experiences through the integration of Information Technology (IT). However, various challenges hinder the realization of these goals, including the digital divide, infrastructure limitations, pedagogical integration, etc. Addressing these challenges requires concerted efforts from policymakers, educators, and stakeholders to ensure that technology-driven initiatives effectively enhance access, equity, and quality in higher education across India.

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 Keywords

Higher education, Technology, Access, Equity, Quality, Challenges, India.

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Creative Commons Attribution 4.0 and The Open Definition

 Abstract

Higher education has long been regarded as a transformative force in modern societies, serving as a pathway to social mobility, economic empowerment, and democratic participation. In India, the expansion of higher education since independence has been closely linked to aspirations of social justice, nation-building, and inclusive development. The Gross Enrolment Ratio (GER) reaching 28.4% in 2021-22 (AISHE, 2022), the sector has witnessed significant quantitative growth. However, questions remain regarding its qualitative and structural impact on marginalized communities. This paper critically examines higher education as a tool of social transformation in India from a sociological perspective, drawing upon secondary data sources including national surveys, policy documents, and scholarly literature. The study analyzes disparities in access across caste, class, gender, and region, highlighting persistent gaps in enrolment and completion rates among Scheduled Castes and Scheduled Tribes. Using theoretical frameworks such as Functionalism, Conflict Theory, and Bourdieu's concept of cultural capital, the paper explores whether higher education facilitates upward mobility or reproduces existing social hierarchies. The findings suggest that while higher education has contributed to increased participation, enhanced gender Equality, and expanded institutional infrastructure, structural inequalities continue to shape educational outcomes. The paper argues that transformative potential lies not merely in expansion but in ensuring equitable access, inclusive institutional cultures, and redistributive policy mechanisms. Strengthening these dimensions is essential for higher education to function as a genuine instrument of social transformation in contemporary India.

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 Keywords

Higher Education, Social Transformation, Social Mobility, Inequality, India

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Inclusive education signifies that education is a fundamental right for every individual, irrespective of class, caste, gender, disability, or socio-economic background. It is a transformative system that ensures every individual across the globe deserves the opportunity to learn, pursue higher qualifications, and contribute meaningfully to society. However, the journey toward this ideal in India has been a complex transition from deep-seated exclusion to a rights-based framework.

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 Keywords

Elite class, Reservations, Learning disabilities, Institutional barriers, Digital divide, Positive classroom atmosphere, National Education Policy, Social Equity

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Creative Commons Attribution 4.0 and The Open Definition

 Abstract

Inclusive growth and poverty reduction are important goals of India's development efforts, particularly for Scheduled Castes (SCs) and Scheduled Tribes (STs), who have faced long-term social and economic disadvantages. Higher education plays a key role in helping individuals improve their skills, secure better employment, and achieve upward social mobility. To support these communities, the government introduced the Special Component Plan (SCP) and Tribal Sub-Plan (TSP) to ensure that public funds are fairly allocated for their development. Karnataka strengthened these initiatives through the SCP-TSP Act of 2013 and its amendment in 2017. Against this background, the present study examines how SCP-TSP interventions have contributed to inclusive growth in Karnataka, with special focus on higher education. The study is based on secondary data collected from the Census of India (2011) and budget documents of the Government of Karnataka for the period from 2016-17 to 2023-24. To analyse the data, simple statistical tools such as percentage analysis, trend analysis, and compound annual growth rate were used. The findings show that SCs and STs constitute 17.05 per cent and 7.01 per cent respectively of Karnataka's population, indicating the large number of people who depend on targeted welfare programmes. SCP allocation increased from INR14,408.10 crore in 2016-17 to INR21,044.14 crore in 2018-19, while TSP allocation rose from INR5,632.19 crore to INR8,650.36 crore during the same period. However, funding for higher education declined sharply from INR257.86 crore in 2016 to INR47.95 crore in 2020. The compound annual growth rate analysis reveals a negative growth trend in SCP-TSP higher education funding, with combined allocation declining annually by 2.84 per cent during the study period. The study shows that although Karnataka has achieved high utilization efficiency under SCP-TSP, the declining long-term growth in higher education funding has limited its potential impact on inclusive growth and poverty alleviation. Therefore, sustained and stable financial commitment is essential to strengthen educational access and ensure lasting socio-economic empowerment of SC/ST communities.

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 Keywords

Inclusive Growth, Higher Education, SCP-TSP Interventions, Allocation, Expenditure

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This research paper comprehensively analyzes the impact of globalization on India's higher education system and policy since the country opened up to globalization, liberalization, and privatization in the 1990s. The study identifies key changes such as privatization, internationalization, and the technical revolution. Specifically, it discusses how the National Education Policy-2020 (NEP 2020) attempts to reshape the Indian higher education system to meet global requirements.

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 Keywords

Globalization, Higher Education, NEP 2020, Gross Enrolment Ratio (GER), Inclusion.

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Creative Commons Attribution 4.0 and The Open Definition

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This study aims to investigate the relationship between self-confidence and performance in individual sports among college athletes. Psychological factors are crucial in shaping athletic achievement, particularly in individual sports where outcomes rely solely on the athlete's personal abilities and mental resilience. The study involved a sample of 100 college athletes competing in individual sports, including athletics, badminton, wrestling, and swimming. A descriptive correlational research design guided the investigation. Data collection utilized a standardized Sports Self-Confidence Questionnaire alongside official performance records. Statistical analyses, including mean, standard deviation, Pearson's product-moment correlation, and ANOVA, were used to interpret the results.

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 Keywords

Self-confidence, Individual sports, Sports performance, Psychological factors, College athletes.

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Creative Commons Attribution 4.0 and The Open Definition