Shekhar Sardar

Every individual plays an important role in upliftment and development of a nation. Science and technology, along with skill training initiatives provided by the Government of India, play an important role in enhancing education and employability in the 21st century. Various E-learning platforms are providing special opportunities for the Divyangjan in acquiring knowledge and practical skills. Due to their disabilities, these individuals constantly struggle to earn a livelihood and become independent. Most of the traditional skill development methods are time-consuming and difficult, as Divyangjan have to go through a difficult process in acquiring them. In the era of digitalisation, various E-Learning platforms are playing a special role in removing the obstacles for Divyangjan and make more accessible and universal as possible by minimizing hard effort to learn. This research paper discusses the various E-Learning Platforms for skill training programs available for Divyangjan in India. The present study also discusses about opportunities and awareness of these initiatives among Divyangjan. Despite the adoption of various programs by the government, public awareness and use of E-learning Platforms have not achieved comprehensive success. There are various reasons behind this such as lack of adequate resources, trained teachers, public awareness. Also, Divyangjan who are constantly facing various personal, social and economic difficulties for using Skill-Based E-learning Platforms which are having a particularly negative impact on their ability to acquire skills and become self-reliant. The paper discusses real-life situations and difficulties faced by Divyangjans which will further help in sensitising policymakers for future reforms.

Ancient India possessed a rich, high-quality educational framework tailored to the needs of its time, earning widespread historical appreciation. The education of the Vedic and Buddhist eras has gained special status in ancient Indian civilisation. In that time, the education system was not only enriching the Indian public life and social system, but also had a special influence outside India. The educational management and administration of that time played a special role in running the education system. The institutional concept of educational administration in the Indian education system also originated from this time. This research paper has mentioned detailed information about the structure, effectiveness and impact of educational administration in the ancient Indian education, namely Vedic and Buddhist education systems. The Gurukul system in the Vedic period, many Buddhist monasteries and educational institutions like Nalanda, Takshashila (Although historically rooted in the Vedic tradition, Takshashila also adapted to the institutional shifts of the Buddhist era), gave a unique dimension to the Indian education system. The well-organised, well-controlled and democratic education administration had a special contribution to the smooth running of all these educational institutions. Every aspect of the management of educational institutions, i.e. student admission, curriculum, teaching, role of students, supply of necessary materials for education, infrastructural aspects, financial supply and state influence, etc., was specially controlled and observed, which was considered an essential part of the management of any education system.

Development of leadership skills plays a special role in the development of society and civilization. Leadership skills are developed in the new generation through the institutional education system and various training programs. However, presently, the influence of Western programs and ideas has become particularly pronounced in the development of leadership training and skills. This is different from Indian societal values, culture, tradition, and morality in terms of its materialistic focus. Ancient civilization and Indian Knowledge System (IKS) was not limited to only acquiring knowledge and increasing skills and financial gain; it integrated philosophy, spirituality, morality, a sense of responsibility, self-control, and social welfare. This approach not only gave priority to the development of the individual but also to the overall well-being of society. The National Education Policy 2020 (Ministry of Education, 2020) has laid special emphasis on the integration of the IKS with modern leadership development. Integrating Indian traditions into leadership and skill development programs is essential for the positive improvement of the current social situation and the development of greater human welfare. The research paper discusses in detail the concept of leadership according to the IKS and the essentials of assessment and skill development related to leadership skills, as well as the relevance and rationality of the IKS in the current situation. It has been discussed in detail how it is possible to integrate the IKS and the positive Traditional Knowledge Tradition In the contemporary context for leadership development.

Although creativity is often regarded as a domain of the gifted, individuals with intellectual disabilities (ID) possess significant but under-recognised creative potential. This conceptual analysis, titled "Unlocking Latent Potential," aims to identify the creative thinking ability of students with intellectual disabilities. Individuals with intellectual disabilities are considered a source of national energy and valuable contributors to society, assuming the necessary care and attention are given to develop their abilities. A student who has a intellectual disability still has hidden creative skills and talents, despite any limitations in their physical, sensory, or mental capabilities. Although the education system supports the all-around development of students and improves facilities for those with intellectual disabilities, their inner capabilities and creativity are still neglected. In most of these cases, parents and teachers are not aware about the creativity of their children with intellectual disabilities and do not provide them proper environment and support systems to explore their inner potential. Individuals with intellectual disabilities mainly express their creativity through art, music, dance, drama, and writing. It is the responsibility of parents and teachers to understand the latent potential and abilities of their children and provide them appropriate opportunities so they can develop their inner potential. Ultimately, this research shows that well organised and personalised strategy and learning support are crucial to developing this creative potential.