Ghoksadanga Birendra Mahavidyalaya Publications

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Browsing Ghoksadanga Birendra Mahavidyalaya Publications by Subject "SOCIAL SCIENCES::Social sciences::Education"

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    Chapter-1. Advanced Education for Environment, Livelihood and Culture
    (Shankhik, 2026) Roy, Ghanashyam
    An advanced education system requires holistic growth, critical thinking and real-world skills. In the present education scenario, it is nothing but achieving a degree or qualification, getting a grade and marks, or getting a job. A large number of schools, colleges, universities, and research institutes across all areas, such as engineering, science, technology, and medicine, require significant collaboration, contributions, dedication, and responsibility. We have different cultures in society, such as village culture, town culture, art culture, scientific culture, and political culture. A developed nation has a developed society. Higher education is not only about getting a job, but also about serving society and developing new technologies. Encouragement is essential for children as they are the future of our country or society. An innovative culture or atmosphere should be developed from the primary education. Advanced Education is required for a developed country, for the people, by the people, for society, for livelihoods, and to protect our natural environment. Vocational education and training (VET) acts as a powerful engine for Gross Domestic Product (GDP) by transforming raw labour into specialised "human capital." Unlike general education, which focuses on broad theoretical knowledge, vocational training directly addresses the immediate technical needs of the economy. The Air Quality Index is used to assess the environmental health. The higher the AQI value, the greater the level of air pollution and the greater the health concern. For example, an AQI value of 50 or lower indicates good air quality, while a value over 300 indicates hazardous air quality.
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    Chapter-4. From Mother Tongue to Multilingual Classroom: Inclusive Education and the Role of Indigenous Languages in North Bengal
    (Shankhik, 2026) Chakraborty, Malay
    Mother tongue–based education has increasingly been recognised as a foundational component of inclusive and equitable learning systems across the world. International organisations such as UNESCO, along with landmark policy frameworks like the Salamanca Statement (1994) and India’s National Education Policy (2020), have consistently emphasised the pedagogical, cognitive, and socio-cultural importance of educating children in their first language during the early years of schooling. However, in many multilingual regions, indigenous languages continue to remain marginalised within formal education. North Bengal represents one such linguistically diverse region where the Rajbanshi language functions as a vital medium of cultural expression, collective memory, and everyday communication for a large population. Despite its widespread use and rich literary and oral traditions, Rajbanshi has historically been excluded from mainstream classroom practices. This paper argues that such exclusion not only affects learning outcomes but also undermines learners’ cultural identity and sense of belonging. Adopting a conceptual and qualitative approach, the study draws upon international educational theories, policy documents, and regional academic initiatives to explore the potential of Mother Tongue–Based Multilingual Education (MTB-MLE) in North Bengal. It examines how a multilingual classroom model—integrating the mother tongue (L1), the regional/state language (L2), and English as a global language (L3)—can simultaneously promote cognitive development, linguistic competence, and social inclusion. The paper further highlights the role of higher education institutions in North Bengal that have initiated diploma and certificate programmes in the Rajbanshi language and folk traditions, demonstrating growing academic recognition of indigenous knowledge systems. The study concludes that integrating indigenous languages into formal education is not an impediment to global competence; rather, it is a crucial pathway towards inclusive, culturally responsive, and sustainable education.