The Global Journal of Emerging Trend in Education and Social Science has been conceptualized for effective dissemination and promulgation of original research in all fields of Education and Social Science. With a relentless pursuit of excellence, it aims at providing immaculate and superior research material, thus fostering the spirit of non-conformity, experimentation and de novo intellection among researchers in different parts of the world.

GJETESS strives ardently to present inceptive, innovative and invaluable research developments, both applications-oriented and theoretical, in all possible domains of Education and Social Science to a broad audience of academic researchers and industry practitioners in all major faculties - research and development, management, strategic planning, purchasing, design & styling, marketing, human resources etc.

Ingeniousness and research impaction are the main parameters for the evaluation of theoretical papers. Applications based on advanced theory and case studies aid in bridging the gap between theory and practice, and are particularly welcome.

General approaches, formalism, algorithms or techniques should be complemented with lucid illustrations allowing easy comprehension and subsequent suitable applicability. Although the main emphasis of GJETESS is on original research papers, theoretical and integrative review articles, book reviews, and high-quality position papers are also published to keep readers up-to-date on the latest ideas, designs, and developments in these allied fields. Special review articles will be granted consideration based on the stage of the evolvement of their respective fields.

Although there is no restriction on the length of contributions, brevity will always be preferred. Brief articles will merit attention depending on their technical proficiency.

Discussions of previously published papers are also welcome.

Focus & Scope

The focus and scope of Global Journal of Emerging Trend in Education and Social Science include the following:

Learning and Teaching:

• Learning: implicit knowledge and beliefs; demystifying misconception.
• Theoretical and historical perspective on learning.
• Organizing learning; issues and concern
• Learning as a transmitter of knowledge and reception of knowledge and learning as ‘construction of knowledge’.
• Individual versus group learning.
• Learning in the heterogeneous groups.
• The paradigm for the teaching-learning process: teacher-centric, subject centric, and learner-centric.
• Socio constructivist’s perspective on teaching-learning.
• The idea of creative learning.
• Creating facilitative learning.

 Assessment for Learning:

• Assessment information as an input for learning.
• Assessment information as an input of learning.
• Assessment information as an input us learning.
• Metacognition assessment for learning.
• Continuous and comprehensive assessment.
• Formative and summative assessment.
• Diagnosis and remedial assessment.
• Performance-based activities for classroom assessment.
• Subject-specific developing performance task.
• Collaborative, cooperative and social skill learning.
• Portfolio assessment for developing learning.
• National policies as BCF2008 NCF 2005 etc. Of education and curriculum framework.