The document outlines the National Policy on Education 1986 in India. The key goals of the policy were to adopt a common 10+2+3 educational structure, develop a national curriculum framework, promote equality, and strengthen areas like research. It focused on early childhood education, elementary education, school facilities, non-formal education, technical/management education, and vocational programs. The policy emphasized continuous assessment over exams and de-emphasized rote learning in favor of developing critical thinking. It aimed to provide education access to all students irrespective of social background.
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing.
De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing.
De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
Nai-Talim: Connecting Knowledge to life Outside the SchoolSonaliChannawar3
Nai-Talim: Connecting Knowledge to life Outside the School-Introduction ,Main Objective, Purpose, Ways to connecting knowledge inside and outside the classroom
(for B.Ed.I Semester -Nai-Talim: An Experiential Learning )
Textbook analysis: criteria and its applicationLaljiBaraiya1
Textbook analysis: criteria and its application,What is TLM ?,Meaning of Textbook,Need of
Textbook,Criteria,Physical Structure, General Content,Textual Structure,Virtual Content,Types of book,Digital book,Good Textbook
Nai-Talim: Connecting Knowledge to life Outside the SchoolSonaliChannawar3
Nai-Talim: Connecting Knowledge to life Outside the School-Introduction ,Main Objective, Purpose, Ways to connecting knowledge inside and outside the classroom
(for B.Ed.I Semester -Nai-Talim: An Experiential Learning )
Textbook analysis: criteria and its applicationLaljiBaraiya1
Textbook analysis: criteria and its application,What is TLM ?,Meaning of Textbook,Need of
Textbook,Criteria,Physical Structure, General Content,Textual Structure,Virtual Content,Types of book,Digital book,Good Textbook
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
2. INTRODUCTION
⚫The third policy of education is known as NATIONAL
policyof education 1986.
⚫The document contains nearly 1000 words and 29 pages
and is divided into 12 partsand 157 articles.
⚫In democratic country, there is need of democratization
of education.
3. Aim of NPE-1986
⚫To adopt a common educational structure i.e 10+2+3
structure.
⚫Todevelopa national curriculum framework.
⚫To promoteequalityamong masses.
⚫Tostrength the world view of piece and understanding
among nations.
⚫To strength thearea of research.
4. Programs and plans of NPE-1986
⚫Earlychildhood careand education.
⚫Elementaryeducation.
⚫School facilities.
⚫Non formal education.
⚫A resolve.
5. Educational Pedagogy
⚫NPE focuson technical and managementeducation.
⚫NPE focuson vocational program at secondarystage.
⚫NPE deemphasize rote learning.
⚫NPE focus on developing thinking and reasoning
among learners.
6. Evaluation of NPE
⚫Continuousand comprehensiveassessment.
⚫Improvement in theconductof examination.
⚫The useof grade at the placeof marks.
⚫Introduction of semester system from the secondary
stage in the planned manner.
⚫De-emphasizeof memorization.
7. Conclusion
⚫The NPE-1986 has explained the content of national
system of education implies up to given level. All
students irrespective of there caste creed location and
religion have assess to education. It follows a common
educational structure which was recommended by
kothari commission. This structure has been a part of
in all partof thecountry.
8.
9. Introduction of NCF-2005
⚫The document provide framework for making
syllabus, text books and teaching practices with school
education program in India.
⚫The NCF 2005 as one of the four national
curriculum published in 1975,1988,2005 and
2009. By the national council of education
research and training in India.
10. Aims of NCF
⚫Life long learning .
⚫Democraticvalue.
⚫Developmentof creativity.
⚫Developmentof life skills.
⚫Independence of thoughtand action.
⚫Holisticdevelopmentof children.
11. Educational Pedagogy
⚫From burdensome learning to burden free learning.
⚫From rote learning toproblem solving learning.
⚫From behaviourism toconstructivism.
⚫From learning within the fourwallsof theclassroom
to learning in thewide social content.
⚫From teachercentric to learnercentriceducation.
12. Evaluation of NCF-2005
⚫Purposeful assessment.
⚫Assessing learner.
⚫Not to be tested for marks.
⚫Examination reform.
⚫Self assessmentand feedback.
13. Conclusion
⚫NCF-2005 is the carefully designed document which
fore grounds the fact that curriculum reform must be
about pedagogy as much as it is about content. It seeks
toproduceconfidentand creativestudents.
