Development and Implementation of a Training Module on Science of Living: An Action Research to Improve Training
Development and Implementation of a Training Module on Science of Living: An Action Research to Improve Training Dr. Lalit Kishore,
Abstract
Two-week training on Science of Living (SOL) - a value-based educational innovation of Jeevan Vigyan Academy was treated as an action-research situation to improve training. The objectives of training were to develop a training framework to transact training; to transact the training and study reactions of trainees; and to make recommendation for an improved training module. The trainees (N=48, school teachers, mean age: 35 years) reacted favorably to the training (p<0.01, DF=4, Chi-square analysis). Recommendations for improving training were: (1) Preparation of a session wise two-week self-instructional training module for teachers; (2) Preparation of a handbook for trainers covering both management aspects, supplementary resources for training and training skills; (3) preparing a pool of key resource for a cluster of 100 schools and two teacher-trainers for each city in which SOL schools are located. Keywords: Action research, master trainers, teacher training, module, science of living
Introduction
Science of Living (SOL) or Jeevan Vigyan is a value-based curricular innovation conceived by Ganadhiapati Tulsi and developed by Acharya Mahapragya (Kishanlal Muni and Surana, S., 2009) which has been either transacted through trained teachers as a complementary area of study from grade three to twelve or adopted or as a co-curricular activity. For this, training has been given to thousands of teachers without a training module by some experts based at Jeevan Vigyan Academy, Ladnun.
Ahluwalia and Sharma (1991) say that teacher education is not a one-shot after but a continuous programme, wherein the processes that extend throughout on individual's careers are to be emphasized. And, according to Aikara (1991), the main objective of in-service training is to help the teacher acquire knowledge, skills and attitudes required to perform his or her role competently. Also, during training, the teacher has to be consciously engaged in improving his or her method of teaching
Modular approach to in-service training is advocated by Brahadeeswaran (1991), who perceive a module as a set of learning opportunities to carry out classroom instruction effectively. In fact, modules facilitate self-instruction because they contain materials specifically designed to fulfill the identified needs and objectives.
Brahadeeswaran (1991), further anticipates that implementation of modular approach to teacher training will be accompanied by increased research on different aspects of teacher development including the studies of training design.
A need was felt (Kishore 2010) for organizing a fourteen day residential training to school teacher by developing a training framework and compiling an analytical report leading to development of a training module as a document for training of trainers.
Objectives
To develop a training framework to transact training on Science of Living.
To transact the training and study reactions of trainees.
To made recommendation for a training module.
Method
The intervention action research techniques for systematic development of training module and its improvement through self reflection were used for the present study.
The procedure adopted consisted of action step in the cyclic order of 'plan-act-observe-reflect' as suggested by Susman (1983) to get trainer's reactions and provide self-suggestions leading to the development of the training module.
The planning part of action research involved the following steps.
Development of daily time-table of sessions with topics and practical (1 Day)
Elaboration of day-wise modular sheets with the objectives and outline of topics for each session (4 days).
Discussion among the trainers to share the transaction of sessions and required resources (4 days).
Transaction of the training with daily review (14 days).
Collection of reaction and feedback from the participants (1 Day).
Analysis of participants' feedback and reactions (1Day).
Reflection on the feedback and making recommendations for the self to move towards development of a training module (1 Day).
Writing an action research paper based on the experience of conducting the training (1 week).
The training and its post-analysis phase were competed as per the action plan. A fourteen-day-training framework (JVA, 2010) to provide experience on 12 units of Science of Living was given to 48 teachers at Sardarshahar in Rajasthan during May 2010.
Observations
The over all rating of the training by the participants is summarized in the following exhibit.
The participants found the technical aspects of training significantly good and three components of the training were found to equally balanced.
Suggestions
Some of the suggestions of the participants for the improvement of the training were as follows:
o The theory and practical sessions should go side by side.
o Provide reading material.
o Provide more time for practice and to develop self-confidence to give instructions and conduct practical.
o Increase the number of competent trainers.
Reflection and Discussion
Since it was an action research, the reflection needs to lead to the improvement of training and meet the future needs. Besides, the SOL programme is expanding to other states; there is also a need for a pool of dedicated trainers who can carry the programme forward.
T hough, the cascade model of training with key resource trainers, master trainers and trainers available in catchment's area has been tried which has shown promise elsewhere can be tried for SOL. This requires a self-instructional training module to be developed along with a handbook for the trainers.
Recommendations
In order to improve the training programme, the following recommendations emerge from the action research.
Preparation of a session-wise two-week self instructional training module for teachers.
Preparation of a handbook for trainers covering both the management aspects, supplementary resources for training and training skills.
Preparing a pool of the key resource trainers at the central level and 10 master trainers for cluster of 100 schools and two trainer-teachers for each city in which SOL schools are located.
References
Ahluwaliya, S.P. & Sharma, A. (1991). Modular approach to teacher education, Teacher Today, 34 (2). Aikara, J. (1991). Teacher in the educational system, Teacher Today, 34 (2)
Kishanlal, Muni & Surana,S. (2009). Jeevan Vigyan: Science of Living - Class XII, Ladnun : Kendriya Jeevan Vigyan Academy, Jain Vishva Bharati.
Kishore, L. (2010), Training module on intensive SOL training. In-House Document, Ladnun : Jeevan Vigyan Academy, Jain Vishva Bharati.
Kishore, L. (2010). Action research: An over-view, A hand-out calculated at 'Courage to Teach' workshop, Gurgaon: Unpublished document
Susman, G.I. (1983), Action research: A socio-technical system perspective, London; Sage publication.
In Summary
Kishore (2026) outlines an action research framework to implement a specialized training module on the "Science of Living" (Jeevan Vigyan). The initiative aims to transform traditional teacher training into an active, self-reflective professional development program focused on holistic wellness, relaxation techniques, and structured peer group learning. Through iterative planning, action, observation, and reflection, this action research model ensures continuous improvement in training quality, empowering teachers to foster values and mindfulness among students.
Reference for citation
Kishore, L. (2026, September 16). Development and Implementation of a Training Module on Science of Living: An Action Research to Improve Training. Lalit Culp, https://lalitculp.wixsite.com/website/post/development-and-implementation-of-a-training-module-on-science-of-living-an-action-research-to-imp
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