About Education in India. Has more information about the various aspects of early Secondary education in India. The presentation is one that was done at Ranchi. It's more about the role of state educational boards in the proper and strategic implementation of Secondary education throughout India. This is a detailed study of the system and could be effectively used in the school education system in India. Schools, individual teachers and the teaching community as a whole.
This document provides a vision for improving higher education in India. It discusses how India currently does not rank highly in global university rankings and identifies issues with access, equity, quality, and relevance of education. The document proposes focusing on unifying public and private institutions and inspiring excellence. It discusses establishing autonomous educational hubs, improving the industry-academia relationship, using technology to improve rural education, and the need for greater resources to achieve the goals of access, equity, and quality for higher education in India.
This document discusses various educational policies and commissions in India since independence, including the National Policy on Education (1986, revised in 1992). It also discusses challenges in literacy, school education, and higher education. Key points include high illiteracy rates especially among females and certain social groups, low enrollment and high dropout rates after primary school, and poor learning outcomes. The document critiques the proposed National Education Policy 2016 for its focus on centralization, commercialization, and Hindutva ideology rather than empowering state governments and prioritizing quality and inclusion.
This document proposes solutions to enhance the quality of primary education in India. It identifies key problems with the current system such as distance to schools, lack of funding, and poor infrastructure. The proposed solutions include providing pick-up and drop-off services for students, implementing teacher training programs, and establishing regional administrative centers to improve monitoring. The impact would be increased student participation, heightened awareness among parents, and ensured quality of education infrastructure. Challenges to implementation include changing rural mindsets and ensuring transparency at all levels of the education system.
"Presentation given by Dr Dinesh Kumar, Joint Commissioner, Kendriya Vidyalaya Sangathan (KVS) on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: IMPROVING GROSS ENROLLMENT RATIO AND MANAGING QUALITY IN HIGHER EDUCATION INSTITUTES: UNIVERSALISATION OF SCHOOL EDUCATION: STRATEGIES FOR ACHIEVING MILLENNIUM DEVELOPMENT GOALS IN EDUCATION
"
1. The document discusses India's new National Education Policy (NEP) of 2020 and outlines some of the key challenges it aims to address in the country's education system.
2. It notes that only half of Indian children currently have access to education and outlines various statistics on literacy rates, school attendance, and dropout rates.
3. The NEP proposes major reforms across early childhood, school, and higher education including universalizing access, implementing a new curriculum structure, increasing the focus on skills and vocational education, and using technology to improve access and quality of education.
This document discusses strategies to enhance primary education quality in India. It notes that India's literacy rate is only 65% despite the global rate being 80%. Several issues are identified including poverty, population growth, poor infrastructure, gender bias, and backward thinking. Solutions proposed include increasing teacher recruitment and training, improving content and infrastructure, focusing on disadvantaged groups, providing mid-day meals, subsidies for families sending children to school, and implementing a school voucher system to give parents more choice. The conclusion emphasizes the importance of quality education for national development and dignity.
This document discusses the importance of education, with a focus on women's education in Pakistan. It notes that while women make up 51% of Pakistan's population, their literacy rates are significantly lower than men's, especially in rural areas. Several reasons for low female literacy are presented, including parents not allowing girls to attend school, the cost of education being too high, schools being too far away, and girls needing to help at home or work. The document then outlines a policy program to increase female education rates through upgrading schools, allocating funds from taxes and zakat, public-private partnerships, and community outreach efforts.
The document provides an overview of India's education sector, including:
1) India has a large formal education system with over 224 million students enrolled across primary, secondary, and higher education levels.
2) The education system faces challenges like high dropout rates, lack of access to education in rural areas, and uneven quality of education.
3) The government has launched various schemes to boost literacy, reduce dropout rates, increase access to education, and improve quality across all levels of education. Large budgets have been allocated to flagship programs.
This document provides a vision for improving higher education in India. It discusses how India currently does not rank highly in global university rankings and identifies issues with access, equity, quality, and relevance of education. The document proposes focusing on unifying public and private institutions and inspiring excellence. It discusses establishing autonomous educational hubs, improving the industry-academia relationship, using technology to improve rural education, and the need for greater resources to achieve the goals of access, equity, and quality for higher education in India.
This document discusses various educational policies and commissions in India since independence, including the National Policy on Education (1986, revised in 1992). It also discusses challenges in literacy, school education, and higher education. Key points include high illiteracy rates especially among females and certain social groups, low enrollment and high dropout rates after primary school, and poor learning outcomes. The document critiques the proposed National Education Policy 2016 for its focus on centralization, commercialization, and Hindutva ideology rather than empowering state governments and prioritizing quality and inclusion.
This document proposes solutions to enhance the quality of primary education in India. It identifies key problems with the current system such as distance to schools, lack of funding, and poor infrastructure. The proposed solutions include providing pick-up and drop-off services for students, implementing teacher training programs, and establishing regional administrative centers to improve monitoring. The impact would be increased student participation, heightened awareness among parents, and ensured quality of education infrastructure. Challenges to implementation include changing rural mindsets and ensuring transparency at all levels of the education system.
"Presentation given by Dr Dinesh Kumar, Joint Commissioner, Kendriya Vidyalaya Sangathan (KVS) on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: IMPROVING GROSS ENROLLMENT RATIO AND MANAGING QUALITY IN HIGHER EDUCATION INSTITUTES: UNIVERSALISATION OF SCHOOL EDUCATION: STRATEGIES FOR ACHIEVING MILLENNIUM DEVELOPMENT GOALS IN EDUCATION
"
1. The document discusses India's new National Education Policy (NEP) of 2020 and outlines some of the key challenges it aims to address in the country's education system.
2. It notes that only half of Indian children currently have access to education and outlines various statistics on literacy rates, school attendance, and dropout rates.
3. The NEP proposes major reforms across early childhood, school, and higher education including universalizing access, implementing a new curriculum structure, increasing the focus on skills and vocational education, and using technology to improve access and quality of education.
This document discusses strategies to enhance primary education quality in India. It notes that India's literacy rate is only 65% despite the global rate being 80%. Several issues are identified including poverty, population growth, poor infrastructure, gender bias, and backward thinking. Solutions proposed include increasing teacher recruitment and training, improving content and infrastructure, focusing on disadvantaged groups, providing mid-day meals, subsidies for families sending children to school, and implementing a school voucher system to give parents more choice. The conclusion emphasizes the importance of quality education for national development and dignity.
This document discusses the importance of education, with a focus on women's education in Pakistan. It notes that while women make up 51% of Pakistan's population, their literacy rates are significantly lower than men's, especially in rural areas. Several reasons for low female literacy are presented, including parents not allowing girls to attend school, the cost of education being too high, schools being too far away, and girls needing to help at home or work. The document then outlines a policy program to increase female education rates through upgrading schools, allocating funds from taxes and zakat, public-private partnerships, and community outreach efforts.
The document provides an overview of India's education sector, including:
1) India has a large formal education system with over 224 million students enrolled across primary, secondary, and higher education levels.
2) The education system faces challenges like high dropout rates, lack of access to education in rural areas, and uneven quality of education.
3) The government has launched various schemes to boost literacy, reduce dropout rates, increase access to education, and improve quality across all levels of education. Large budgets have been allocated to flagship programs.
This document discusses the poor quality of education in India's elementary schools and identifies potential solutions. It outlines several issues with the current system such as lack of infrastructure, low enrollment and retention rates, and poor quality of input and outcomes. Teacher-related problems like absenteeism and lack of pedagogical skills are also discussed. The document then analyzes current policies and programs in India as well as examples from the US and Rajasthan to identify effective practices. It concludes by recommending policy solutions like ensuring well-trained teachers, focusing on learning outcomes, improving funding, using technology, and developing public-private partnerships to enhance school quality in India.
This document discusses the poor quality of education in India's elementary schools and identifies potential solutions. It notes that while universal access has been achieved, quality remains low, with many students unable to perform basic literacy and math skills. Issues include teacher absenteeism and lack of skills, inadequate infrastructure, and low learning outcomes. The document compares policies in the US and Rajasthan that focus on standardized testing, information disclosure, and school accountability. It recommends initiatives to improve teacher training, set national standards, strengthen infrastructure through public-private partnerships, increase funding, and leverage technology for teaching materials. The goal is to ensure all students receive a quality education with equal opportunities.
India is the 7th largest country by area and 2nd most populous nation. It gained independence from British rule in 1947 and has a history dating back 5000 years. India has a diverse, multilingual population and recognizes 23 official languages. It has a growing economy but also faces challenges in education, with high dropout rates and malnutrition among children. The District Primary Education Programme was launched in 1994 to overhaul primary education and achieve goals like universal enrollment and reducing dropout rates. It has had both successes and challenges in working towards improving education access and quality in India.
This document discusses quality assurance in primary education in India. It provides contact information for several coordinators and sub-coordinators involved in quality assurance. It defines quality assurance as a mechanism to evaluate teaching and learning efficiency to ensure high quality education. Quality assurance aims to identify and resolve issues to promote continuous improvement. The document discusses the importance of consistent quality assurance, such as establishing high academic standards, improved communication, and identifying strengths and weaknesses. It also analyzes survey results about teacher qualifications, classroom facilities, and the lack of science laboratories in primary schools. The document outlines several problems with primary education in India, such as incomplete enrollments and below-grade level skills. It attributes these issues to faulty government policies, political difficulties, inadequate
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
The document summarizes key issues with primary education in India based on various reports and studies. It finds that the quality of primary education is declining, with only 30% of students able to read at a standard 1 level in 2012 compared to 50% in 2008. Math skills are also falling. Private school enrollment is rising, with over 60% private enrollment in some states like Kerala. The document concludes more attention is needed to improve learning outcomes and identifies declining achievement levels as grades increase as a major issue. Recommendations include developing local strategies to optimize learning outcomes rather than just increasing access to schools.
The document discusses the education system in Pakistan and issues it faces. It notes that Pakistan's education system has six levels and literacy rates vary widely by region and gender. Some key problems identified are lack of proper planning, social constraints that hinder education, a large gender gap, the high cost of quality private education, terrorism impacts, low education spending, and insufficient technical/vocational training. Solutions proposed include implementing the national education policy and Vision 2030 goals, promoting both formal and informal rural education, and improving vocational/technical centers to produce skilled youth.
The document discusses the current state of education in India and ways to improve its quality. It notes that while access to education has increased, the quality remains low. Rural school education especially suffers from poor infrastructure, untrained teachers, and low learning outcomes. Several reforms are suggested such as improving teacher training, increasing vocational education, using technology in teaching, and rewarding creativity over rote learning. Overall, the education system needs widespread reforms to enhance quality and make students employable.
Education is the most important element of growth and prosperity of a nation. India is in the process
of transforming itself into a developed nation by 2020. Yet we have 350 million people who need literacy and
many more who have to acquire employment skills to suit the emerging modern India and globe. Children who
belong to weaker sections of our society are undernourished and only a small percentage of them managed to
complete eight years of satisfactory education. We need to think specially for them. Primary education is the
foundation on which the development of every citizen and the nation as a whole built on. In recent past, India
has made a huge progress in terms of increasing primary education enrolment, retention, regular attendance
rate and expanding literacy to approximately two third of the population. India’s improved education system is
often cited as one of the main contributors to the economic development of India. At the same time, the quality
of elementary education in India had also been a major concern
Literacy and current university graduates status and concernsSatnarainSingh
This presentation relates to literacy and current university graduates status and concern. This starts with the tagline "Reading without reflecting is like eating without digesting". You can view the current status of literacy. Hope it will be useful for you the learner.
This document discusses literacy rates in India. It provides definitions of literacy and how literacy is measured through national censuses. Some key points include: Kerala has the highest literacy rate at 94%, while literacy campaigns have increased female literacy and school enrollment. Government programs like the National Literacy Mission and Sarva Shiksha Abhiyan aim to further increase literacy through total literacy campaigns, post-literacy programs, and continuing education. NGOs like Pratham also work to improve education quality.
Effectiveness of open and distance education and the relevance of ictAlexander Decker
This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It begins by providing background on the Indian education system and challenges like low literacy rates and high dropout rates. It then discusses how open and distance learning and ICT have helped increase access to education in the region. Some key points made include that open universities have helped many learners pursue education, ICT has made learning more engaging and practical, and institutions in North-East India like Krishna Kanta Handiqui State Open University have seen increasing enrollment through open and distance programs enabled by ICT. The document examines how ICT and open/distance learning can help address educational issues in North-
11.effectiveness of open and distance education and the relevance of ictAlexander Decker
This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It provides background on the Indian education system and challenges like low literacy rates and high dropout rates. Open and distance learning has helped increase access to education. ICT has further enhanced open and distance education by making teaching and learning more engaging and practical. Institutions in North-East India like Krishna Kanta Handiqui State Open University have successfully used ICT-enabled open and distance learning to provide educational opportunities to thousands of learners.
Priorities for Equity and Inclusion? Quality in Early Childhood Care and Educ...Young Lives Oxford
Keynote speech by Renu Singh at the British Association of Comparative and International Education conference, 10 Sept 2014.
The importance of early development in shaping children's education outcomes is widely acknowledged. The Dakar Framework for Action reinforced the call for 'expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children'. Building an enabling policy environment which focuses on equity and equality in allocations and interventions is essential if the rights of every young child are to be promoted.
- Primary education in India has improved in recent decades but still faces challenges in access, quality, and learning outcomes. Enrollment rates have increased but many children still drop out due to lack of resources or opportunities.
- The government has made efforts to boost primary education through programs like mid-day meals and infrastructure development but challenges remain like teacher qualifications, motivation, and teaching methodology.
- NGOs are partnering with the government to supplement education and improve teaching quality through programs and teacher training. Continued investment and reform are needed to ensure India has a well-educated workforce that can sustain economic growth.
The document discusses issues with and proposed solutions to improving primary education in India. Key issues include lack of access to education due to inequalities, poor teacher performance and absenteeism, inadequate infrastructure, and not enough teachers. Proposed solutions include improving teacher skills, focusing on e-learning and virtual schooling, changing grading systems, and having both public and private sectors collaborate on education. For solutions to be implemented, factors like teacher training, providing school resources, reducing education costs, and creating awareness about education's importance are discussed. Challenges to the solutions include lack of cooperation, corruption, poverty, and child labor.
This document discusses the state of education in India. It notes that while primary education is a right, demand far exceeds supply in terms of both access and quality at all levels of education. The key challenges are to increase access to primary education, dramatically improve education quality by focusing on factors like teaching practices and learning outcomes, and address skills shortages. It also outlines issues and goals for secondary, vocational, higher and technical education in India.
This document discusses the state of education in India. It notes that while primary education is a right, demand far exceeds supply in terms of both access and quality at all levels of education. The key challenges are to increase access to primary education, dramatically improve education quality by focusing on factors like teaching practices and learning outcomes, and address skills shortages. It also outlines issues and goals for secondary, vocational, higher and technical education in India.
This document discusses the poor quality of education in India's elementary schools and identifies potential solutions. It outlines several issues with the current system such as lack of infrastructure, low enrollment and retention rates, and poor quality of input and outcomes. Teacher-related problems like absenteeism and lack of pedagogical skills are also discussed. The document then analyzes current policies and programs in India as well as examples from the US and Rajasthan to identify effective practices. It concludes by recommending policy solutions like ensuring well-trained teachers, focusing on learning outcomes, improving funding, using technology, and developing public-private partnerships to enhance school quality in India.
This document discusses the poor quality of education in India's elementary schools and identifies potential solutions. It notes that while universal access has been achieved, quality remains low, with many students unable to perform basic literacy and math skills. Issues include teacher absenteeism and lack of skills, inadequate infrastructure, and low learning outcomes. The document compares policies in the US and Rajasthan that focus on standardized testing, information disclosure, and school accountability. It recommends initiatives to improve teacher training, set national standards, strengthen infrastructure through public-private partnerships, increase funding, and leverage technology for teaching materials. The goal is to ensure all students receive a quality education with equal opportunities.
India is the 7th largest country by area and 2nd most populous nation. It gained independence from British rule in 1947 and has a history dating back 5000 years. India has a diverse, multilingual population and recognizes 23 official languages. It has a growing economy but also faces challenges in education, with high dropout rates and malnutrition among children. The District Primary Education Programme was launched in 1994 to overhaul primary education and achieve goals like universal enrollment and reducing dropout rates. It has had both successes and challenges in working towards improving education access and quality in India.
This document discusses quality assurance in primary education in India. It provides contact information for several coordinators and sub-coordinators involved in quality assurance. It defines quality assurance as a mechanism to evaluate teaching and learning efficiency to ensure high quality education. Quality assurance aims to identify and resolve issues to promote continuous improvement. The document discusses the importance of consistent quality assurance, such as establishing high academic standards, improved communication, and identifying strengths and weaknesses. It also analyzes survey results about teacher qualifications, classroom facilities, and the lack of science laboratories in primary schools. The document outlines several problems with primary education in India, such as incomplete enrollments and below-grade level skills. It attributes these issues to faulty government policies, political difficulties, inadequate
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
The document summarizes key issues with primary education in India based on various reports and studies. It finds that the quality of primary education is declining, with only 30% of students able to read at a standard 1 level in 2012 compared to 50% in 2008. Math skills are also falling. Private school enrollment is rising, with over 60% private enrollment in some states like Kerala. The document concludes more attention is needed to improve learning outcomes and identifies declining achievement levels as grades increase as a major issue. Recommendations include developing local strategies to optimize learning outcomes rather than just increasing access to schools.
The document discusses the education system in Pakistan and issues it faces. It notes that Pakistan's education system has six levels and literacy rates vary widely by region and gender. Some key problems identified are lack of proper planning, social constraints that hinder education, a large gender gap, the high cost of quality private education, terrorism impacts, low education spending, and insufficient technical/vocational training. Solutions proposed include implementing the national education policy and Vision 2030 goals, promoting both formal and informal rural education, and improving vocational/technical centers to produce skilled youth.
The document discusses the current state of education in India and ways to improve its quality. It notes that while access to education has increased, the quality remains low. Rural school education especially suffers from poor infrastructure, untrained teachers, and low learning outcomes. Several reforms are suggested such as improving teacher training, increasing vocational education, using technology in teaching, and rewarding creativity over rote learning. Overall, the education system needs widespread reforms to enhance quality and make students employable.
Education is the most important element of growth and prosperity of a nation. India is in the process
of transforming itself into a developed nation by 2020. Yet we have 350 million people who need literacy and
many more who have to acquire employment skills to suit the emerging modern India and globe. Children who
belong to weaker sections of our society are undernourished and only a small percentage of them managed to
complete eight years of satisfactory education. We need to think specially for them. Primary education is the
foundation on which the development of every citizen and the nation as a whole built on. In recent past, India
has made a huge progress in terms of increasing primary education enrolment, retention, regular attendance
rate and expanding literacy to approximately two third of the population. India’s improved education system is
often cited as one of the main contributors to the economic development of India. At the same time, the quality
of elementary education in India had also been a major concern
Literacy and current university graduates status and concernsSatnarainSingh
This presentation relates to literacy and current university graduates status and concern. This starts with the tagline "Reading without reflecting is like eating without digesting". You can view the current status of literacy. Hope it will be useful for you the learner.
This document discusses literacy rates in India. It provides definitions of literacy and how literacy is measured through national censuses. Some key points include: Kerala has the highest literacy rate at 94%, while literacy campaigns have increased female literacy and school enrollment. Government programs like the National Literacy Mission and Sarva Shiksha Abhiyan aim to further increase literacy through total literacy campaigns, post-literacy programs, and continuing education. NGOs like Pratham also work to improve education quality.
Effectiveness of open and distance education and the relevance of ictAlexander Decker
This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It begins by providing background on the Indian education system and challenges like low literacy rates and high dropout rates. It then discusses how open and distance learning and ICT have helped increase access to education in the region. Some key points made include that open universities have helped many learners pursue education, ICT has made learning more engaging and practical, and institutions in North-East India like Krishna Kanta Handiqui State Open University have seen increasing enrollment through open and distance programs enabled by ICT. The document examines how ICT and open/distance learning can help address educational issues in North-
11.effectiveness of open and distance education and the relevance of ictAlexander Decker
This document discusses the effectiveness of open and distance education and the relevance of information and communication technology (ICT) in North-East India. It provides background on the Indian education system and challenges like low literacy rates and high dropout rates. Open and distance learning has helped increase access to education. ICT has further enhanced open and distance education by making teaching and learning more engaging and practical. Institutions in North-East India like Krishna Kanta Handiqui State Open University have successfully used ICT-enabled open and distance learning to provide educational opportunities to thousands of learners.
Priorities for Equity and Inclusion? Quality in Early Childhood Care and Educ...Young Lives Oxford
Keynote speech by Renu Singh at the British Association of Comparative and International Education conference, 10 Sept 2014.
The importance of early development in shaping children's education outcomes is widely acknowledged. The Dakar Framework for Action reinforced the call for 'expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children'. Building an enabling policy environment which focuses on equity and equality in allocations and interventions is essential if the rights of every young child are to be promoted.
- Primary education in India has improved in recent decades but still faces challenges in access, quality, and learning outcomes. Enrollment rates have increased but many children still drop out due to lack of resources or opportunities.
- The government has made efforts to boost primary education through programs like mid-day meals and infrastructure development but challenges remain like teacher qualifications, motivation, and teaching methodology.
- NGOs are partnering with the government to supplement education and improve teaching quality through programs and teacher training. Continued investment and reform are needed to ensure India has a well-educated workforce that can sustain economic growth.
The document discusses issues with and proposed solutions to improving primary education in India. Key issues include lack of access to education due to inequalities, poor teacher performance and absenteeism, inadequate infrastructure, and not enough teachers. Proposed solutions include improving teacher skills, focusing on e-learning and virtual schooling, changing grading systems, and having both public and private sectors collaborate on education. For solutions to be implemented, factors like teacher training, providing school resources, reducing education costs, and creating awareness about education's importance are discussed. Challenges to the solutions include lack of cooperation, corruption, poverty, and child labor.
This document discusses the state of education in India. It notes that while primary education is a right, demand far exceeds supply in terms of both access and quality at all levels of education. The key challenges are to increase access to primary education, dramatically improve education quality by focusing on factors like teaching practices and learning outcomes, and address skills shortages. It also outlines issues and goals for secondary, vocational, higher and technical education in India.
This document discusses the state of education in India. It notes that while primary education is a right, demand far exceeds supply in terms of both access and quality at all levels of education. The key challenges are to increase access to primary education, dramatically improve education quality by focusing on factors like teaching practices and learning outcomes, and address skills shortages. It also outlines issues and goals for secondary, vocational, higher and technical education in India.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
2. India’s Big Challenge
Country Population Urban
Population
Population
below 15
years (%)
India 1130 Million 30% 33%
China 1310 Million 40% 20%
Brazil 186 Million 84% 27%
US 300 Million 80% 20%
Japan 128 Million 66% 13%
Country Life
Expectancy
Adult
Literacy
Enrollment
India 63.7 61% 63%
Sri Lanka 71.6 90% 62%
China 72.5 91% 69%
Brazil 71.7 89% 87%
Malaysia 73.7 88%
Mexico 75.6 92%
Large young
population
Could be an asset if
educated and employed
Potential social
tensions if not well
educated
Literacy: Long Way to Go
3. Rationale for Secondary Education
Secondary Education:
Develops faculties of critical thinking, abstraction,
insight, skills and competence at a higher level
Foundation for higher education
Requirement for employment and labour market quality
Critical to social and economic development and growth
Rates of return on secondary education are high
Rising demand from elementary leavers
International competitiveness
Gender equity
Requirement for primary teachers
Poverty reduction and equity
4. Why Universalisation ?
• 19% of world’s children live in India.
• Comprise 42% of country’s total
population.
• Are voiceless and vulnerable.
• Cannot advocate for themselves.
• Well being of society depends on
investment in development of children.
5. National Policy on Education, 1986
(as modified in 1992)
“ Access to Secondary Education
will be widened with emphasis on
enrolment of girls, SCs & STs
particularly in science, commerce
and vocational streams.”
(Para 5.13)
6. Central Advisory Board of Education (CABE),
Committee on Universalisation of Secondary
Education - Report of June, 2005
The guiding principles of Universal Secondary
Education -- Universal Access, Equality and Social
Justice
Norms for schooling to be developed for each state with
common national parameters
Pressure on secondary education being felt and It will
not be wise to wait till 2010
Financial requirement for universal elementary and
secondary education is 5.1% of the GDP
Investment towards Universal Secondary Education
must be made not later than 2006-07.
7. ICT in Schools
Integrated Education for the Disabled
Children
“SUCCESS” – Universalisation of Access to
Secondary Education
Means-cum-Merit Scholarship
Incentive for Girls
Girls’ Hostel
Vocationalisation of Secondary Education
To universalize secondary education (class
IX and X) during the 12th Five Year Plan
Current schemes of Govt. of India
9. Goal
To make secondary education of good quality available,
accessible and affordable to all young persons
Expansion of Secondary Education
Objectives
To make all secondary schools conform to prescribed
norms
Availability and access to every one
Within 5 Kms for Secondary schools
7 to 10 Kms for Higher Secondary schools in the
11th Plan and within 5 Km in the 12th Plan.
Equity through removal of gender, socio-economic and
disability barriers
To ensure education of good quality for all students
10. Physical Targets
Additional enrolment by 2011-12 : 66 lakh
Strengthening of schools : 44,000
Upgradation of higher primary : 17,000
schools
Additional teachers in existing : 3.02 lakh
schools
Additional teachers for upgraded : 3.61
schools
Additional Kendriya Vidyalayas and : 1000 + 700
Navodaya Vidyalayas
Girls’ hostels : 3500
Expansion of Secondary Education
11. General Strategies
Upgrade existing schools to achieve
prescribed norms
Expand capacity of existing schools
Open new schools (mostly by upgradation) in
areas with gaps
Encourage good quality private schools
Expand facilities for open and distance
learning
Step up allocation to secondary education
from 0.9% of GDP to 2% of GDP in stages.
Expansion of Secondary Education
12. Components
1. Infrastructure
Class-rooms
Furniture
Toilets
Drinking Water
Laboratory
Library
Electricity
Phone and Internet
Sports facilities
Music Facilities
Repair and Maintenance
2. Teachers
Recruitment
Deployment
Training
Expansion of Secondary Education
3. Teaching aids
ICT
Models
4. School budget
5. School Management
Headmasters’ capacity
building
Management Committee
Involvement of local bodies
6. Supervision and
monitoring
School inspection
7. Incentives for girls, SC/ST,
minorities and rural
students
15. Source:- Selected Educational Statistics, 2004-05
1 No. of Secondary schools 1.02 lakh 8210
2 No. of Higher Secondary schools 0.50 lakh 5170
3 No. of students ( Classes IX-X) 2.43 crore 7.5 lakhs
4 Estimated No. of students in classes IX-X in
2007-08
2.89 crore 5.4 lakhs
5 Population of 14-16 age group 4.71 crore 12.9 lakhs
6 No. of Teachers 10.82 lakh 0.9lakhs
Secondary Education (IX-X):
Some Facts
CBSE
16. 3 3
2 2 2
1
0.5
4
5 5 5 5 5 5
6
8 8
0
1
2
3
4
5
6
7
8
9
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r
a
l
a
States
No.
of
Schools Access
No. of Secondary Schools ( Classes IX-X) per 100 Sq. Km.
States having schools less and more than all India average
17. 10 9 9
8 8 7
6 5
4 4
3 3
10 10 10
14 15
16
17
18
19 19
23
0
5
10
15
20
25
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s
s
a
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.
P
.
States
No.
of
Schools Access
No. of Secondary Schools (Classes IX-X) per lakh Population
States having schools less than all India average
18. Percentage of Schools by
Management
Management Secondary
(IX-X)
Higher
Secondary
(XI-XII)
Higher
Seconda
ry
(XI-XII)
Government 42.96 37.17 37.70
Government-aided 28.52 31.04 3.02
Private unaided 28.52 31.79 59.28
Total 100.00 100.00 100.00
All India CBSE
19. 93
89
86
85
81 80 79 79
70 70
61 61
0
10
20
30
40
50
60
70
80
90
100 Cuba
Sout Africa
Sri Lanka
Egypt
Thailand
Hongkong
Mexico
Vietnam
China
Malaysia
Indonesia
Asia
Participation
Gross Enrollment Ratio (Cross Country
Comparison)
CU SA SL EG TH HG MX VT CH ML IND Asia
SOURCE: UNESCO Institute for Statistics, October, 2005
20. States having GER less than all India average
Participation
Gross Enrollment Ratio
52
49 49
46 44 44 43 41
27 26
22
0
10
20
30
40
50
60 All India
Assam
U.P.
M.P.
Chhattisgarh
Rajasthan
J & K
W.B.
Nagaland
Jharkhand
Bihar
ALL AS UP MP CH RJ JK WB NL JH BH
Source : Selected Educational Statistics 2004-05
21. States having GER more than all India average
Participation
Gross Enrolment Ratio (Classes IX-X)
5253535354555759
69
767780
93
0
20
40
60
80
100 All India
A.P.
Arunachal
Harynana
Orissa
Gujarat
Tripura
Karnataka
Maharashtra
Goa
Uttrakhand
T.N.
Kerala
ALL AP AR HR OR GJ TR KN MH GA UT TN KL
Source : Selected Educational Statistics 2004-05
22. Participation
Disparity in Gross Enrolment Ratio
(Classes IX-X)
52
45
37
57
52
43 45
38
30
0
10
20
30
40
50
60
Overall Boys Girls
All
SC
ST
Source: Selected Educational Statistics – 2004-05
24. Inclusion : Issues
• Number of people with disabilities- growing
• The number of people with disabilities in India is
substantial and likely to grow - disability does not “go
away” as countries get richer
• People with disabilities in India are subject to deprivation
in many dimensions of their lives.
• Social attitudes and stigma play an important role in
limiting the opportunities of disabled people for full
participation in social and economic life, often even
within their own families.
• India has one of the more progressive disability policy
frameworks in the developing world. However, there
remain huge challenges in operationalizing the policy
framework
25. • Increasing the status and social and economic participation of
people with disabilities would have positive effects on everyone, not
just disabled people.
• India has a vibrant and growing disability rights movement and
NGO/DPO and civil society involvement in service delivery for
people with disabilities.
• While there is a long way to go, focusing on “getting the basics
right” on disability policy would allow for significant progress in the
foreseeable future.
Inclusion : Issues
26. Disabled People are A Heterogenous Group
Hearing Speech
0
.005
.01
.015
.02
Density
0 20 40 60 80 100
Age at onset
0
.005
.01
.015
.02
.025
Density
0 20 40 60 80 100
Age at onset
0
.01
.02
.03
.04
Density
0 20 40 60 80 100
Age at onset
0
.005
.01
.015
.02
.025
Density
0 20 40 60 80 100
Age at onset
Locomotor Mental
0
.01
.02
.03
Density
0 20 40 60 80 100
Age at onset
Visual
27. People with Disabilities are Subject to Multiple
Deprivations
They are much more likely to be illiterate and out of
school
Figure *.*: Share of 6-13 year olds out of school by social category, 2005
0 10 20 30 40 50 60 70
All children
Males
Females
SC
ST
OBC
Muslim
All disabled
Mental
Visual
Hearing
Speech
Locomotor
Multiple
% of category out of school
28. High Priority to Education
% of Government
Expenditure
India 10%
China 13%
Brazil 11%
US 15%
Switzerland 13%
Denmark 15%
Malaysia 25%
Given our large population below 15, we must spend
more on quality primary & secondary education
29. Public
Social Private
An Interdependent Relationship…
Collaborative Model
•Sustainable Schools
•Every child matters
Universalization
•Lack of resources
•Inclusion
•Global Ambitions
•Resources
•Innovation
•Corporate social responsibility
31. • provide flexible education in terms of
- pace
- time
- place
Product Quality
• provide education through self-learning materials:-
- Print
- Audio
- Video
- Internet
• provide freedom in selection of courses of study.
Education as service: CBSE
Product Features
32. INCREASE IN TOTAL NO. OF CANDIDATES
CLASS X [2003-2008]
549321
591341
748007
688729
632014
561367
0
50000
100000
150000
200000
250000
300000
350000
400000
450000
500000
550000
600000
650000
700000
750000
800000
2003 2004 2005 2006 2007 2008
YEARS
NO.
OF
CANDIDATES
No. of Candidates(Appeared)
CBSE
33. INCREASE IN TOTAL NO. OF CANDIDATES
CLASS XII [2003-2008]
352105
387774
435648
484308
530199
404856
0
50000
100000
150000
200000
250000
300000
350000
400000
450000
500000
550000
600000
2003 2004 2005 2006 2007 2008
YEARS
NO.
OF
CANDIDATES(APPEARED)
No. of Candidates(Appeared)
CBSE
49. Jobs in this new millennium
require a student to be an effective
Adapted from Tom Friedman’s book: The
World Is Flat (2006)
50. HOW ? - Transaction Strategies
- Experiential Learning
- Reflective Model
- Effective Technology Enhanced
- Learning Environment
WHAT ? – Curriculum
National ?!!!
WHO ? –
WHEN ? – WOMB – TO TOMB !
Lifelong Learning
WHERE ? – Changing School
Buildings
Virtual Classrooms
Blogging
ACTOR
S
Strategies : Action
51. Parents
Principal
Teachers
as
Peers
+
Friends
Learners
WHO
Who ? Leaders
Information Leadership
•A whole school information /
philosophy approach / vision
•Understand the core issues of
student learning
•Interpret educational &
administration needs into
technological solutions
•Multiple intelligences
integrated
•Life-Skills
•Values Enhanced Framework
WHO??? WHO???
SCHOOLS
Policy / Vision
•Include all stakeholders (Sts.Trs/Parents PE + LS
•Curriculum + Beyond • CCE • Comp. School Health
52. WOMB TO TOMB
Life long
Learning
Both formal and non-
formal institutions
Schools
formal
dissolving
boundaries
Elders
Nuclear
Parental time
Monitoring
WHEN AND WHERE??
?
54. Languages – Communicative Language
Teaching
○ English ○ Japanese – VIII – 2008-09
○ Sanskrit ○ German – VI – 2008-09
○ French ○ Bahasa Maleyu – X – 2008-09
Mathematics
Science
Social Science
I.T.
Enrichment activities
Examination Reforms
CBSE AS A PACE SETTER
56. • Upper Primary Level (VI-VIII) - Computer basics
as part of
work
experience.
• Secondary Level ( IX & X) - I I T - Additional
Subject
• Senior Secondary Level (XI & XII) - 3 Electives
1. Computer Science
2. Informatics Practices
3. Multimedia & Web Technology
Information Technology based
Subjects
57. New Electives at Senior
Secondary Level
Academics
• Creative Writing
and Translation
Studies: 2007– 08.
Reader – Class XI
Reader – Class XII
FIRST BOARD
EXAM Contd…
58. • Heritage Crafts
– XI - 2008-09
– XII - 2009-10
• Graphic Design
– XI - 2008-09
– XII - 2009-10
Readers NCERT
Readers NCERT
New Electives at Senior
Secondary Level
60. • 03 Vocational +
01 Language +
01 Elective
(+ 01 Additional
Elective) .
• Joint
Certification by
New Electives at Senior
Secondary Level (Contd…)
61. Health Care Sciences
• Class XI 2009 – 2010
• First Board
Examination 2011
Joint certification with FICCI
62. Promoting Innovation and
Creativity in School System
• Strengthening school cluster system through
‘Sahodayas’.
• Student support activities through
participation in Olympiads, Science
exhibition, quizzes, etc.
• Nurturing creativity in indigenous and modern
knowledge in collaboration with National
Innovation Foundation.
What ??
63. Policy – (School Management)
Health & Wellness Clubs
Health Education Life Skills
AEP
Class IX & XI
Revised
Manuals
(in process)
Integrated Components
(Eco – Clubs – Peace & Value Education)
Teachers’ Manual - I – VIII
Teachers’ Manual - IX
Curriculum Plus
Classes VI – VIII
Revised Teachers’ Manual
for Class VI (2008-09)
Classes 1 – 12
Vol I
Vol II
Vol IIII
Vol IV
66. Health Manuals- An Overview
Comprehensive School
Health Manuals
(C.S.H.M):
Holistic health ( physical,
mental, emotional and
psychological health).
Formal and informal approaches
in curriculum pedagogy for
health promotion.
Emphasis on providing a safe
school environment.
71. • Work with others
• Learn from others
• Ask questions
• Be open to other points of view
• Learn to defend your point of view
• Don’t automatically accept fact
unless you know it to be true
• Challenge assumptions
What ? Beyond
WHY Life Skills?
72. Students Feedback AEP 2007
• Information on Adolescent
Education is very useful to
understand the adolescent issues.
Mr. Nupur Jha ( DAV Public School,
Sikkam)
• Adolescent Education is very
useful and we don’t have previous
knowledge on these issues, and we
would like to attend this type of
programme in future.
Mr. Pankaj Kr Giri ( DAV Public School,
Sikkam)
CBSE - AEP
What ?
73. Teachers Feedback On AEP
• Adolescence Education Programme is important as it
helps students in understanding in a better way
Mrs. Alpana Sharma Ms. Ruchi Bhargava (Nodel
Teachers) Jaipuria Vidyalaya, Jawahar Lal Marg,
Jaipur-302018
•
• During psychological and physical changes, the
child’s energy should be properly channelised.
Mrs. Meenakshi Sharma
• Effective communication and working towards
one’s goal help to cope up with stress and
emotions.
• Mr. Suresh Chand
What ?
74. Principals Feedback On AEP
• We are satisfied with this seminar and it is
better to give knowledge on AEP Issues.
• Ms. Suchita (Principal)
• Such type of programme are really useful. These
may help in overall development and help to cope up problemsof
life. Such type of programme should be conductedregularly.
What ?
75. Parents Feedback On AEP
This programme should not be implemented
through schools rather teacher should
trained the parent and parents will trained
their adolescence.
Mrs. Jaya Srivastava (Varanasi)
• In my opinion information parents should be
given full information from schools, so, that
parents can guide at home properly.
Mr. Ram Chand Narayan Pandey(Varanasi)
• Sex education is not necessary in our
culture and tradition, parent should teach
adolescence.
Dr. O. P. Chaudhary (Varanasi )
• This programme is beneficial for parents if
parents gets proper knowledge, they can
guide their children at home.
Dr. D. N. Ojha (Varanasi)
What ?
76. Status of AEP - 2008
Programmes held under AEP in Sep-Nov
2008
NTT
Programme
15
Advocacy
Programme
15
77. – Innovativeness
– Creativity
– Last 5 years
– Regional Level
– National Springdales
School, Delhi
– Best 20 exhibits
-Jawahar Lal Nehru
Children Science
Exhibition
Science Exhibition
78. Enrichment Activities
Heritage India Quiz
National Informatics
Olympiad
Group Mathematics
Olympiad
National Innovation
Programme
(with IIM, Ahmedabad)
79. Sahodaya - Concept
• School Clusters
• Spirit of ‘Caring and
Sharing’
– Information and
resources
• Encourages Community
of Practices
• 250 Sahodayas
networking 4500 schools
80. Losing an edge, Japanese envy
Indian Schools
• JAPAN – Growing Craze for Indian
Education
– think of India as world’s ascendant
education superpower
• Bookstores are filled with titles like
“Extreme Indian Arithmetic Drills” and
“The Unknown Secrets of the Indians.”
Newspapers carry reports of Indian
children memorizing multiplication tables
far beyond nine times nine, the standard
for young elementary students in Japan.
81. The New York Times….
• Japanese praise Indian Education.
Envy Indian Learners:
– learning more at an earlier age.
– an emphasis on memorization.
– focus on the basics, particularly in math
and science.
82. Training And Empowerment
• In-service Teacher Training programme
through Sahodayas.
• Empowerment of Heads of Institutions in
collaboration with top business schools and
also with NUEPA.
• Theme based regional and national level
Sahodaya conferences.
How ?
84. Task-Oriented
The tasks faculty set
for students define
the essence of the
learning environment.
If appropriate, tasks
should be authentic
rather than academic.
Academic Authentic
How?
85. Collaborative
Web-based tools for group work and
collaboration can prepare students
for team work in
21st Century
work environments.
Art, dance, and music students are
collaborating to produce online shows
with digital versions of their works
and performances for critique by
international experts.
Unsupported Integral
How?
86. Constructivist
Faculty should engage
students in creating original
knowledge representations
that can be shared, critiqued,
and revised.
Students in fields ranging
from Creative Writing to Heritage
Craft are producing
portfolios.
Replication Origination
How?
87. Conversational
Students must have
ample time and secure
spaces for in-depth
discussions, debates,
arguments, and other
forms of conversation.
New knowledge and
insight are being
constructed in
conversation spaces
such as GDs and e-
learning forums.
One-way Multi-faceted
How?
88. Reflective
Both faculty and learners must
engage in deep reflection and
metacognition. These are not
instinctive activities, but they can
be learned.
Teacher preparation : Teachers
are keeping electronic journals to
reflect upon the children they
teach, and their roles as
advocates for children.
Shallow Deep
How?
89. Learning To Learn
? How can you calculate the return on your
education investment in schooling
? What will you be doing five years after you
leave school
RECOMMENDATIONS:
– Learn to learn and learn to like it.
– Study whatever subject you like, but
recognize that you can broaden your skill
base considerable by choosing elective
courses wisely.
– Develop life skills that will enable you to
provide value to a variety of organizations.
How ?
90. 1. Personal awareness
Self-concept, identity,
realistic self-esteem,
self-direction, autonomy
3. Task awareness
Understanding,
using, constructing,
communication
skills in context
2. Process
awareness:
learning
Monitoring, reflection,
cooperation, critical
self-assessment
Experiential
learning
Teacher’s professional
awareness
Professional autonomy, communicative action,
commitment to learning
Culture of learning institution
and society
Quality of learning environment, culture of learning
community, collaboration between
participants
Experience
Reflect
Apply
Conceptualize
How ?
91. The Action Learning Formula:
Learning (L) occurs through Programmed Knowledge (P) or
traditional instruction, and Insightful Questioning (Q)
92. •paani geela geela kyon?
gol kyon hai zameen?
•silk mein hai narmi kyon?
aag mein garmi kyon?
do aur do paanch kyun nahin?
•ped ho gaye kam kyon?
teen hai ye mausam kyon?
chaand do kyon nahin?
•duniya mein hai jung kyon?
behta laal rang kyon?
sarhadein hai kyon har kahin?
•socha hai… ye tumne kya kabhi?
socha hai… ki hai ye kya sabhi?
socha hai… socha nahin toh socho
abhi
•behti kyon hai har nadee?
hoti kya hai roshni?
barf girti hai kyon?
•dost kyon hai rooth te?
taare kyon hai toot te?
badalon mein bijli hai kyon ?
Lyrics of a Popular Film Song
•sanaata sunaee nahin deta
aur hawaein dikhayee nahin
deteen
socha hai… kya kabhi… hota
hai ye kyon?
•Aasman hai neela kyon?
paani geela geela kyon?
gol kyon hai zameen?
•silk mein hai narmi kyon?
aag mein garmi kyon?
do aur do paanch kyun nahin?
•ped ho gaye kam kyon?
teen hai ye mausam kyon?
chaand do kyon nahin?
•duniya mein hai jung kyon?
behta laal rang kyon?
sarhadein hai kyon har kahin?
93. • Focus on Inquiry Skills
• Power of Demonstration
• ‘Learning by Doing’
- Class VI
• ‘Science is Doing’
- Class VII
(available on CBSE website :
www.cbse@nic.in)
At the Upper Primary Level
Paradigm shift in Science Teaching
94. Violences
NPE – 1986, POA – 1992
NCF - 2005
PURPOSE
•Improve teaching learning
•Develop learning abilities through
activities rather then exams
CCE
FEATURES
•Covers all aspects
•Continuous – Continual
•Comprehensive Personal
Scholastic Curricular + Co-scholastic Social
LS
Techniques
Observation
Oral
Tools
Observatio
n schedule
Oral
questions
Diagnostic
test
Techniques
Oral
Written
Tools
Oral questions
Question paper
Assignment
project
Diagnostic test
Techniques
Oral
Written
Practical
Tools
Oral questions
Question paper
Assignment
Project
Diagnostic test
Activity/experiment
Techniques
Written
Practical
Viva voce
Tools
Question paper
Assignment
Project
Practical
(activity /
experiment)
Oral questions
Techniques
Written
Practical
Viva voce
Tools
Question paper
Assignment
Project
Practical (activity / experiment)
Oral questions
Portfolio
Classes I & II
Classes III,IV & V
Classes VI to VIII
Classes IX & X
Classes XI & XII
5-point grading
A* Outstanding 90-100
A Excellent 75-89
B Very Good 56-74
C Good 35-55
D Scope for
improvement Below 35
Classes I - V
Classes VI – XII
7-point grading
A* 90 and above
A 80 to 89
B* 70 to 79
B 60 to 69
C 45 to 59
D 33 to 44
E Below 33 percent
95. Proposed Grading System for
Classes IX and X
12/4/2008 95
Rational & Efficacy of Proposed system
Absolute Grade System and applicable for all Subjects
Easy to Understand as the broad cut-off marks are pre-determined
Based on historic concept of Class and Division
Comparability between Schools and Boards
Comparability among different kinds of Schools
Easily Implementable in large as well as small population
Graphical Representation in major Subjects is nearer to Bell Shape
(Normal Curve)
In line with the Grading System adopted by the Board in Classes upto V and VI-VIII
96. Proposed Grading System For Classes IX and X
12/4/2008 96
• Candidates are divided into 4 major Groups
Group % Marks Class Distribution of
Candidates
Grade A 75and Above Distinction 3 Grades in the ratio
3:2:1
Grade B 60 – 74 I Division 1 Grade for all candidates
Grade C 33-59 II/III
Division
3 Grades in the ratio
1:2:3
Grade F 32 and Below Failure 2 Grades in 0-19 and 20-
32 range of marks
97. Based on 5 Years average (2004-2008) –
Grades and % of Marks
97
Grad
e
Grad
e
Value
Qualitative
Value
Languages Other than
Languages
% Marks % of Cand % Marks % of Cand
A1 9 Outstanding 90 – 100 4.70 94 – 100 5.04
A2 8 Excellent 82 – 89 9.39 86 – 93 10.08
A3 7 Exceptional 75 – 81 14.09 75 – 85 15.12
B4 6 Very Good 60 – 74 26.54 60 – 74 21.27
C5 5 Good 47 – 59 19.39 46 – 59 19.79
C6 4 Marginal 36 – 46 12.93 36 – 45 13.19
C7 3 Average 33 – 35 6.46 33 – 35 6.60
F1 2 Poor 20 – 32 3.95 20 – 32 4.85
F2 1 Unsatisfactory 00 – 19 2.54 00 – 19 4.08
98. Social Science X
Geography 22
History 22
EcoP.Sc
Internal
Evaluation
Project work 06
School
Based 20
Formative &
Summative 10
Assignment
CW & HW 04
Assignments
X-4 diff. assignments
1 assignment – D.M.
Mode - 5 points
Rating
A-5
B-4
C-3
D-2
E-1
Avg. out of 4
IX not carried
over
Project W-6
1 project – DM
9-15 pages
Hand written
CIR – 18/2006
20/2008
Assessment of PW
▪Content – 2
▪Presentation – 1
▪Process – 1
▪Viva - 2
Science X
Theory 60
VSA 1 x 9 09
SA-I 2 x 9 18
SA-II 3 x 6 18
LA 5 x 3 15
XII
VSA 1 x 10 10
LAQ 6 x 7 42
SAQ 4 x 12 48
X
SA-II 3 x 10 30
VSA 1 x 10 10
SA-I 2 x 5 10
LA 6 x 5 30
02 - VIVA
03 - Record Work
15 - Skills
20 20
MCQ ½ x 10
MCQ 1 x 10
Practical - 40
Q
MAP
6 Items
2-History
4-Geography
Total 29 Qs.
Formative and
summative
Class – IX
Final scores reduce 10%
Class – X
Average UTs any 2-10%
4 – Maps
2 – Maps
18 18
T h e o r y - 80
Mathematics
DM Project
Assignments
Circulars Nos
15-2008
20-2008
31-2008
101. Examination Reforms
•Based on NCF 2005
•Restructured Qs Papers
•Moving Content – Application
•Higher Order Thinking Questions
•Integrated School based Internal Assessment
X - •Math •Science •Social Science
Support material
•SQP’s (Print
website)
•Marking Schemes
•Performance
Analysis
De-stressing
•No school bag
•No Home Work (upto class II)
•Focus on Soft Skills
- Art, Music, Dance & Craft
•Alternative of
HW
•( I-V)
Concessions – Visually
Challenged
•Seating Arrangement
•Amanuensis
•Enlarged print in Math &
Sc. & Tech
•Can offer Music, Home
Sc. even if not available in
school
Concessions – ‘Differently Abled’
• Studying 3rd lang. upto
class–VIII–exemption
•Can use an amanuensis
•Ground floor seating
•Alternative as visuals
•15 min. Reading time
•9 point scale
•Spot Evaluation
•0.1% merit
•CCE
•Addition time
-3hrs-60mins
-2 ½ hrs -50mins
- 2hrs -40mins
-1 ½ -30mins
Amendment after GB, June
•Persons with Disabilities – New nomenclature
•Use of computer/typewriter (outside Delhi also
)
•Fee to amanuensis
•PD – visit to centre allow a week in advance
•Helper/scribe from host school for practical
Sports attendance for CBSE/SGFI – 60%
instead of 75%
Support Services
Tele-counseling
102. Students Enrolled with CBSE
• Gets five chances to take in public
examination.
• Has the choice to appear in one subject or
a combination of upto seven subjects.
• To be successful must qualify at least five
subjects
• No upper age limit has been prescribed.
103. Training Programme for Principals will be conducted by
IIM, Bangalore at its campus.
– Programme 1 : Dec. 15 - Dec. 19. 2008
– Programme 2 : Jan. 12 - Jan. 16 - 2009
– Programme 3 : Jan. 27 - Jan. 31 – 2009
– Programme 4 : Feb. 16 - Feb. 20 - 2009
On-line Registration Form – www.cbse.nic.in
– NUEPA : Jan. 05 - Jan. 09 - 2009
Empowerment Programmes
107. Future Projection
• Frequently Asked Questions (FAQs) related to:
Social Studies(DM,Projects)
Secondary Maths
Academic Sr. Secondary Economics(text book)
Biology
Bio-technology
Secondary
Examination Sr. Secondary
Status
Affiliation Online Mode
108. Vision
• Strengthening Position of CBSE in
Overseas.
• Developing Curricula Internationally
Competitive.
• Bring Global Dynamics in School
Education.
• Provide leadership in School Education
for other Countries.
• Offer affordable Cost effective
International Curriculum worldwide.
109. Academics
• Pilot Project with Australian Counsel for Educational
Research (ACER) for Data analysis alongwith Training
Workshops for Evaluators.
– Class XII , English & Economics
• Pilot Project on School Mapping
– locating CBSE Affiliated School on Public Mapping System
– development of an in-house GSM Gateway Solution to
provide alert based on-line facility to all stakeholders.
• In-house Training Centre at Academic Unit for
Capacity Building and dissemination of knowledge.
110. Launch of National Urban Eco-Sanitation
and Green School Initiatives
• 100% sanitation during 11th Five Year
Plan
• Awareness – Behavioural change
• Green School – Reduce, Reuse, Recycle
– Rain water harvesting
• Pilot Project – 100 Schools
(25 KVs + 25 Govt. sch + 50 PVT Sch)
111. Forging Ahead
• Need to embrace sustainable
development across the education system
so that best practice and become the
norm as common practice.
• CBSE schools provide examples of ‘good
practices’ which can be replicated.
112. We have exactly enough time
starting now.
Dana Meadows (Environmentalist)