The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
The constitutional provision of educationAbu Bashar
The Constitution of the country was adopted on Nov. 26, 1949 and came into force on Jan 26, 1950. The Preamble of the Constitution outlines the social philosophy which should govern all our institutions including educational. Right to Education is one of the fundamental rights enshrined in the Constitution of India. The Constitution of India gives a few directions and suggestions for the development of education in the countries which are also called constitutional provisions.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
It is a study of National University of Educational Planing and Administration. This paper consist of NUEPA's mission, vision, objective, function, and the work it has done. It is a collaborative work of G. Ghaus, A. Panchal, M. Mumtaz A., S. Maan, Luqman Ali, Satyam Chandan and Tauheed Ahmad. All are students of M.Ed. (2015-17) Department of Educational Studies, Jmaia Millia Islamia, New Delhi.
This paper will help those who want to study about NUEPA.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
It is a study of National University of Educational Planing and Administration. This paper consist of NUEPA's mission, vision, objective, function, and the work it has done. It is a collaborative work of G. Ghaus, A. Panchal, M. Mumtaz A., S. Maan, Luqman Ali, Satyam Chandan and Tauheed Ahmad. All are students of M.Ed. (2015-17) Department of Educational Studies, Jmaia Millia Islamia, New Delhi.
This paper will help those who want to study about NUEPA.
The Guiding Principles: Aligning What We Say with What We Domdalgarn
The Guiding Principles: Aligning What We Say with What We Do
Facilitated by Cynthia L. Jew, Ph.D
California Lutheran University
Department of Counselor Education
Presented at the VCSCA Fall Conference 2015
How Social Awareness Programmes Benefit University Students REVA University
How to Develop Social Awareness
* Observe others
* Practise forgiveness
* Cultivate mindfulness
* Build a strong network with like-minded people
* Volunteer social initiatives
TAMILNADU TEACHER EDUCATION UNIVERSITY - SEMESTER II - PEDAGOGY OF MATHEMATICS - UNIT I - PEDAGOGICAL ANALYSIS - NOTES FOR FLANDERS INETERACTION ANALYSIS
TAMILNADU TEACHER EDUCATION UNIVERSITY - SEMESTER IV - II YEAR - UNIT II - HEALTH AND SAFETY EDUCATION - NOTES FOR TYPES OF WOUNDS, BITES, BURNING, FRACTURE, HEAD INJURY - FIRST AID MEASURES
TAMILNADU TEACHER EDUCATION UNIVERSITY - SEMESTER IV - II YEAR - UNIT II - HEALTH AND SAFETY EDUCATION - NOTES FOR FIRST AID - QUALITY OF FIRST AIDER - SAFETY MEASURES AT HOME, AT SCHOOL, AT PLAY GROUND
TAMILNADU TEACHER EDUCATION UNIVERSITY - SEMESTER IV - II YEAR - UNIT II - HEALTH AND SAFETY EDUCATION - NOTES FOR IMPARTING HEALTH EDUCATION IN SCHOOL
TAMILNADU TEACHER EDUCATION UNIVERSITY - SEMESTER IV - II YEAR - UNIT II - HEALTH AND SAFETY EDUCATION - NOTES FOR MEANING, CONCEPT, SCOPE, ASPECTS, AIMS AND OBJECTIVES OF HEALTH EDUCATION
TAMILNADU TEACHER EDUCATION UNIVERSITY - SEMESTER IV - II YEAR - YOGA, HEALTH AND PHYSICAL EDUCATION - NOTES FOR DIFFERENT TYPES OF ASANAS AND POSTURES
TAMILNADU TEACHER EDUCATION UNIVERSITY - SEMESTER IV - II YEAR - YOGA, HEALTH AND PHYSICAL EDUCATION - NOTES FOR MEANING, DEFINITION, APPROCHES AND CONCEPT OF YOGA
TAMIL NADU TEACHERS EDUCATION UNIVERSITY-B.ED SYLLABUS-SEMESTER IV- ELECTIVE -SPECIAL EDUCATION-UNIT 1 INTRODUCTION TO SPECIAL EDUCATION PART 1 - HISTORICAL PERSPECTIVES OF SPECIAL EDUCATION-IT IS VERY USEFUL FOR THOSE WHO HAVE TAKE SPECIAL EDUCATION AS ELECTIVE
AMIL NADU TEACHERS EDUCATION UNIVERSITY-B.ED SYLLABUS-SEMESTER IV- ELECTIVE -SPECIAL EDUCATION-UNIT 1 INTRODUCTION TO SPECIAL EDUCATION PART 2 - PRINICIPLES OF SPECIAL EDUCATION- IT IS VERY USEFUL FOR THOSE WHO HAVE TAKE SPECIAL EDUCATION AS ELECTIVE
TAMIL NADU TEACHERS EDUCATION UNIVERSITY-B.ED SYLLABUS-SEMESTER IV- ELECTIVE -SPECIAL EDUCATION-UNIT 1 INTRODUCTION TO SPECIAL EDUCATION PART 1 - IT IS VERY USEFUL FOR THOSE WHO HAVE TAKE SPECIAL EDUCATION AS ELECTIVE - MEANING AND DEFINITION OF SPECIAL EDUCATION
TAMIL ANDU TEACHERS EDUCATION UNIVERSITY, CHENNAI SYLLABUS-B.Ed STUDENTS-SEMESTER IV-ELECTIVE-SPECIAL EDUCATION-PART 1 INTRODUCTION TO SPECIAL EDUCATION-IT IS VERY USEFUL FOR ALL THE B.ED STUDENTS WHO TOOK SPECIAL EDUCATION AS ELECTIVE
TNTEU - B.Ed New Syllabus - Semester 1 - BD1TL - Teaching in Diverse Classrooms and Learning in and out of School - Tamil Medium - Hearing impairment - Sign language
TNTEU - B.Ed New Syllabus - Semester 1 - BD1TL - Teaching in Diverse Classrooms and Learning in and out of School - Tamil Medium - Physical difference and Emotional difference
TNTEU - B.Ed New Syllabus - Semester 1 - BD1TL - Teaching in Diverse Classrooms and Learning in and out of School - Tamil Medium - Developmental Stages - Prenatal, perinatal and postnatal - problems
TNTEU - B.Ed New Syllabus - Semester 1 - BD1TL - Teaching in Diverse Classrooms and Learning in and out of School - Tamil Medium - Socio Economical factors - Sensory issues
TNTEU - B.Ed New Syllabus - Semester 1 - BD1TL - Teaching in Diverse Classrooms and Learning in and out of School - Tamil Medium - Meaning of Diverse - interlligence - Learning styles - religious - Culture - Psychological Factors
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. I Year B.Ed – OPTIONAL
VALUES AND PEACE EDUCATION
Ms R SRIDEVI
Assistant Professor, Pedagogy of Mathematics,
Loyola College of Education
Chennai 34
UNIT I
VALUES EDUCATION
CLASSIFICATION OF
VALUES
3. The questions and allotment of marks
are as described below:
• Type of course : Half Course
• Type of Questions : Essay type
• Questions : 7
• To answer : 5
• Marks : Each carries 7 marks
• Total marks : 35 ( 5 x 7 )
• Maximum word : 600 words / 5 sides
for each question
• Time : 1 ½ hrs
4. Unit I
VALUES EDUCATION
• Values: Meaning and Definition
• Values of Development: Periods of
Development
• Kohlberg’s stages of Moral Development
• Aims and objectives of Value Education
• Type of Values
• Need and importance of Value Education
• Sources of Values
• Value Education in School Curriculum
11. SOCIAL VALUES
• Social values necessarily bring in interaction
of two or more persons.
• It is related to neighbours, community,
society, nation and the world.
13. FAMILY VALUES
• How we frame our personal life in our
relationship with our family members to
maintain harmony.
14. FAMILY VALUES
Examples:
• Respect for elders,
Hygienic living, Obedience,
Happiness, Cheerful
commitment, Mutual
respect, Patience etc.
15. CULTURAL VALUES
• Standards of what is acceptable or
unacceptable, important or unimportant,
right or wrong, workable or unworkable in a
community or in society.
22. • The intrinsic value of something is said to be
the value that that thing has “in itself,” or “for
its own sake,” or “as such,” or “in its own
right.”