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Ongoing Research Projects
Community of Researchers in Design and Technology Education (CORDATE)
Faculty co-ordinator for CORDATE: Ritesh Khunyakari
The Community of Researchers in Design & Technology Education (CORDATE) is a collaborative network of TISS, Hyderabad faculty, alumni, professionals and others interested in engaging with designing and making as a means of enriching learning and impacting its use in society. The group is involved in network building, capacity development, taking design thinking into field practice as well as working with teachers and students at the school level. CORDATE also contributes to educational institutions by supporting activities related to curriculum development, pedagogy, and issues relating to assessment. Through its various activities with students and teachers, the CORDATE aims to widen its horizon and deepen its engagement in pragmatic and reflexive ways.
Click here for details of the various activities of CORDATE.
Register to become a part of the CORDATE community
Kindly follow the link to register and become a member of CORDATE. Please note that there are no registration charges for becoming a member. The information collected in the registration form will be used to reach out to you in order to seek your participation in activities that align with your interests.
Study of curricula and graduate competency for sustainable mountain futures in Bhutan, India, Nepal and Pakistan (Initiated in 2021)
Principal Investigators - Prof Rekha Pappu and Prof Padma Sarangapani
The collaborative research project involves researchers from Bhutan, India, Nepal and Pakistan. It seeks to examine curricular features of mountain education and the graduate competencies that are developed through programmes in higher educational institutions located in the Hindu Kush Himalayan region of the four countries. The study aims to provide a baseline and an understanding of the programmes and the curricular frameworks used by higher educational institutes (HEIs) for imparting education for sustainable mountain futures. It also seeks to develop a framework for assessing graduate competencies in relation to sustainable mountain futures and use the framework to provide a status report of the competencies presently produced by the HEIs.
The project is supported by the International Centre for Integrated Mountain Development, an inter-governmental organisation involving eight member countries of the Hindu Kush Himalayan region.
Social-Emotional Learning in Schools (Initiated in 2019)
Principal Investigator – Dr Sonia Sawhney
The study aims to develop standardised data collection tools to ascertain the social emotional well-being and learning of students across low-income private schools in South India. The study is funded by Learning Curve Life Skills Foundation, Hyderabad.
Completed Research Projects
Connected Learning and Research on Inclusive Education (CLeaR on IE)
The CleaR on IE report is an attempt towards contributing to strengthening teacher education for inclusion. This report documents the processes that were undertaken through The Connected Learning and Research on Inclusive Education (CLeaR) project. Prepared by the Centre of Excellence in Teacher Education (CETE), TISS-Mumbai and the project partners, the following reportencompasses all the major interventions that have been completed under the project so far. Beginning with the backdrop on issues in the field of inclusive education, the report elaborates on each of the components. The first section discusses the desk review of literature in the national and international domains around inclusive education, on the basis of which a teachercompetency framework was developed.
Prof. Mythili Ramchand (Principal Investigator)Dr. Sonia Sawhney (Co-Investigator)Ms. Meenu Talasila (Research Coordinator)Ms. Manvi Suyal (Research Assistant)Ms. Tanya Mittal (Research Assistant)Ms. Uchita Bakshani (Research Assistant)
Prof. Archana Mehendale (Adjunct Faculty, CETE, TISS, Mumbai)Dr. Radhika Misquitta (Co- Principal, The Gateway School of Mumbai, Mumbai)Ms. Ruma Banerjee (Vice Chairperson, Seva in Action, Bengaluru)
The final report can be accessed at: https://tiss.edu/uploads/files/CLeaR_on_IE_Report_Final.pdf
Early Child Care and Education (2019)
Project Director - Prof Rekha Pappu
The importance of early child care and education in laying the foundation for the formal processes of education and for the long term well-being of children is well recognised at the national and international levels. Within such a context, the project focussed on the principles and approaches that inform the process of formulating a curriculum for early child care and education within India. Next Education supported the project and had as a key component the organisation of a conference on Early Childhood Care and Education (ECCE) involving teachers and administrators of pre-schools.
State of Inclusive Education in India (2018-2019)
Principal Investigators - Prof. Archana Mehendale, Ms Bhagyalaxmi Velugu, Prof. Mythili Ramchand, & Dr Sonia Sawhney
As part of the State of the Education Report for India initiative by UNESCO, a study was undertaken to review and consolidate existing literature on inclusive education at both the national and global levels. The main purpose of this study commissioned by UNESCO, New Delhi was to develop a report that would highlight the key dimensions of education of children with disabilities as evident in the present times. The report documents the state of education of children with disabilities in India, covering children below the age of 18, and is based on secondary data, published literature, and work commissioned by UNESCO New Delhi between 2016 and 2018. Extensive desk reviews and thematic analyses were conducted.
The report titled N for Nose: Status of the Education Report for India 2019; Children with Disabilities can be accessed at https://en.unesco.org/news/n-nose-state-education-report-india-2019-children-disabilities.
Additional collaterals prepared by funder: https://en.unesco.org/news/n-nose-state-education-report-india-2019-children-disabilities
Early Literacy Initiative (2017-2019)
The primary aim of the Early Literacy Initiative was to impact the understanding and practice of early literacy in India. The 3-year project, executed between January 2017 and December 2019, received support from the Tata Trusts. The overall objective of the Initiative and the associated activities was to build the capabilities of individuals and institutions to work for early literacy in the country given the widely acknowledged and urgent need for an intervention in the area. Details of the various activities of the project as well as the resources developed as part of the project can be accessed at eli.tiss.edu
Assessment of School Library Programme (2016-2017)
Principal Investigators - Prof Rekha Pappu & Dr Sonia Sawhney
At the invitation of Wipro Applying Thought in Schools (WATIS), a study was taken up by a 6-member team to assess the library programme of the organization Basic Research Education and Development (BREAD) Society in terms of its functioning and its effect on the children as well as the schools that participate in the programme. The findings from the study, which revealed the critical significance of having a vibrant library programme in schools, is expected to inform the library programme of BREAD Society as well as the government programmes supporting school libraries. The final report has been published on the official website of BREAD Society and can be accessed at http://www.breadsocietyindia.org/wp-content/uploads/2017/12/BREAD-Library-Report_TISS.pdf
Regulation in Education (2012-2013)
The project involved collaboration between Tata Institute of Social Sciences (TISS) Hyderabad & Mumbai, Dr. B. R. Ambedkar University (AUD) Delhi and Azim Premji University (APU) Bangalore to conduct a summer school on the theme of "Regulation in Education." The summer school was successfully held in December 2013. The Indian Council for Social Science Research (ICSSR), New Delhi and Azim Premji Foundation, Bangalore provided the funding support.
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