1. Made By: NASEER AHMAD
Department: Integrated M.Sc. B.Ed.(Economics)
2. Universalization of elementary education and eradication of
adult illiteracy were two important objectives of post
independent India. Though as a result of constructive efforts
the literacy percentage 16.7% in 1961 raised to 52.11% in
1991, and 61% in 2007, the dream of complete literacy has
remained only a dream. (Could present a graph and ask
them to interpret/Read an article and Conclude)
THE ESTABLISHMENT OF DIETS
3. This section has been titled as DIET ROLES AND
FUNCTIONS because the DIET Principal's,Sr lecturer's and
lecturer's roles and functions are also the functions of the
DIETs. Secondly, though our concern is with the roles of
individuals, they are understood better in the context of the
institution in which these roles are performed.
4. The Department of State Educational Research and Training, popularly known as
DSERT is
the academic wing of the Department of Public Instruction in Karnataka. It aims at
providing
academic leadership in school education as well as improving the quality of education
provided in primary and secondary schools in the state. The DSERT was formed as a
small
academic unit of the Department of Public Instruction. It was then known as the State
Institute of Education (SIE),started functioning at Dharwar in 1964. This unit was later
State Institute of Science (SIS), State Educational Evaluation Unit (SEEU) and
Educational
Vocational Guidance Bureau (EVG), were merged in 1975 to form a single monolithic
Department of State Educational Research and Training.
5. CAREER TECHNICAL EDUCATION (CTE)
CAREER TECHNICAL EDUCATION is a program of study that
involves a multi-year sequence of courses that integrate core
academic knowledge with technical and occupational knowledge to
provide students with pathways to post-secondary education and
careers.
THE VISION • To engage youth by contextualizing their learning
by interest area • To make learning relevant by integrating academic
and career instruction • To allow students to succeed in school and
in the world of work • To teach students transferable skills that will
lead to success in all future careers • To give students connections to
learning, work and adults in the real world.
CTE Course Sequences • Are a graduation requirement • Contain a
minimum of 30 units • May be CTE, ROP and/or Academic • Must
lead to certification, employment and/or post-secondary opportunity
• Must have business partner(s) • Must cover all standards • May be
supported by and eligible for supplemental funding
6. THE CAREER ACADEMY MODEL Career Technical Education Career
Academy Small Learning Communities Academics A-G INTEGRATED
INSTRUCTION COMPLEMENTARY INITIATIVES.
DESIRED OUTCOMES • Improved attendance • More student
engagement • Lower drop-out rate • Increased academic achievement •
Greater sense of community • Higher rate of job placement (regardless of
career or focus) • Higher college attendance rates • Completion rate of
upper level math 1.5 times higher than peers’ (strong predictor of success
in college).
Career Academy Components #1 • School within-a-school; classes
primarily for academy students • Students self-select; focus on "at risk"
students • Common planning periods • Usually grades 10-12.
Academy Components #2 • Integrated curriculum - academic content
taught w/career focus • Typically 3 academic and 1 technical (career) class
in 10th & 11th, plus 1 technical (career) & 1 additional career specific in
12th
7. Academy Components #3 • Dedicated counselor • Business partnership -
advisory council • Mentoring in classroom and job sites • Internships in
grades 11 or 12 • Parents actively involved Assistance with college or job
placement.
Foundation Standards • Support and extend the skills & competencies
identified by SCANS • They are uniform in all sectors, although there is
slight variation • Focus on the basic skills ALL students in that sector will
need to succeed in the workplace.
CTE Frameworks • Frameworks are the “how” in implementing the CTE
model curriculum standards by providing a context for the content,
discussing best practices and exploring important issues in the
implementation of those standards.
8. The Institute of Advanced Studies in Education (IASE) is a deemed
university in Sardarshahar, Rajasthan, India.[1] The university is
accredited as a "B+" institute by the NAAC.it is located in Churu
District of Rajasthan.Iase is a deemed university recognised by ugc
under section u/s 3 of ugc act-1956vide notification by MHRD no f.9-
29/2000-u.3.Govt.of India. iase university is affiliated by govt.of India,
MHRD notification on declaring the institute as Deemed to be
University under f.9-6/81-u.3 dated 25 October 1983. IASE
University's registrar is Dr.R.S Tripathy.
Institute of Advanced Studies in Education Establishment
9. To fulfill the need of carrying out Research, Development and
Innovation work, IASE research center is established on campus. Its
immediate goal will be to encourage faculty members and students at
the Bachelor's and Master's levels to consciously bringing in research
and innovation elements in their Project work. IASE does this by
organizing various events like national and international conferences,
workshops on research methodology, guest lectures delivered by
eminent researchers from industry and academia Research and
development IASE is doing research in fundamental areas of Education
content, Human values, Value based science, Peace and Harmony and
technology, consciousness, and human conduct.
10. Training is provided to students to enhance soft-skills, group
discussion and aptitude test capabilities as well as interview
techniques
