CONSTITUTIONAL VALUES AND EDCUATION.pptx
โขDownload as PPTX, PDFโข
0 likesโข149 views
The document outlines the key aspects of the Constitution of India including its drafting process over 2 years, and its basic objectives such as citizenship, fundamental rights, and government structure. It notes that the Preamble embodies the fundamental values of sovereignty, socialism, secularism, democracy, justice, liberty, equality, and more. Regarding education, it highlights the right to free and compulsory education up to age 14, education of minorities and weaker sections, secular education, equality of opportunity, instruction in mother tongue, and the role of higher education. It concludes that learning in schools lasts in young minds, holistic development of children is needed, and imbibing values and morals is important to create a better world for all.
Report
Share
Report
Share
Recommended
Unit VIII Language Policy in Education Dr.C.Thanavathi
1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages.
2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups.
3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother
Language policy pre and post independent India
1) India has immense linguistic diversity with over 1600 languages spoken, though many are spoken by small groups. The 1971 Census found 281 languages spoken by over 5,000 people each.
2) Historically, languages like Sanskrit, Pali, Persian, and English influenced India under different rulers. Post-independence, several commissions recommended policies like using the mother tongue as the medium of instruction and establishing the three-language formula.
3) The Indian Constitution designates Hindi as the official language but allows English to be used for official purposes. It also requires states to promote the mother tongue and Hindi. The three-language formula incorporates the mother tongue, Hindi, and English or another modern Indian language.
Indian constitution and educational provisions
The document discusses key aspects of the Indian constitution related to education, including:
1) Constitutional provisions on education such as those in the preamble and fundamental rights and duties.
2) Directive principles of state policy and the right to information as they relate to education.
3) Constitutional values in the context of education and the impact of liberalization, privatization, and globalization on Indian society.
The document provides an overview of how the Indian constitution addresses education.
Comparative study of India's National Education Policy 2020 & National Policy...
Live Project on THE COMPARATIVE STUDY OF NATIONAL EDUCATION POLICY 2020 & NATIONAL POLICY ON EDUCATION 1986
National education policy 1968 & National education policy-1986 by MUDASIR AMIN
National education policy 1968 & National education policy-1986 by MUDASIR AMINCareer Point University - Kota Rajasthan
This ppt. contains the NEP 1968 and NEP 1986
Prepared by Mudasir Amin from Durpora Zainapora Shopian Kashmir India.ย
Language across the curriculum - Conceptual over view
The document discusses the concept of Language Across the Curriculum (LAC), which relates to linking different forms and aspects of language education within a school with an emphasis on the role of language in all subject learning. LAC has two meanings - in a narrow sense suggesting the importance of language work in all non-linguistic subjects, and in a wider sense demanding a comprehensive model of language education as the basis for a whole school language policy. The document outlines the meanings, approach, scope, significance, merits, goals of the LAC concept.
Views of great thinkers and philosophers on teaching
This document discusses the views on teaching of several great thinkers and philosophers, including Swami Vivekananda, Rabindranath Tagore, Confucius, and John Dewey. It provides insights into their views on the nature of teachers and students, as well as their ideas about teaching methods and the aims of education. Swami Vivekananda emphasized the importance of national education and character building. Rabindranath Tagore founded schools focusing on moral, spiritual, physical and intellectual development. Confucius promoted lifelong learning and teaching students regardless of background. John Dewey advocated for progressive education and teaching students for tomorrow.
Ncert
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on school education. NCERT undertakes research, develops educational materials such as textbooks and teacher guides, offers teacher training, and disseminates innovative practices. It aims to improve school education and achieve universal elementary education.
Recommended
Unit VIII Language Policy in Education Dr.C.Thanavathi
1. The document discusses India's language policy during pre-independence and post-independence periods. During British rule, English became the medium of instruction in educational institutions established by Christian missionaries. Various commissions after independence recommended adopting the mother tongue or regional languages as mediums of instruction up to higher secondary levels, with Hindi and English as additional compulsory languages.
2. The Indian Constitution designates Hindi as the official language of the Union, while allowing the continued use of English for official purposes. It also requires states to provide education in mother tongues for linguistic minority groups.
3. The document outlines the views of Tagore, Gandhi, and Vivekananda on medium of instruction. Tagore emphasized mother
Language policy pre and post independent India
1) India has immense linguistic diversity with over 1600 languages spoken, though many are spoken by small groups. The 1971 Census found 281 languages spoken by over 5,000 people each.
2) Historically, languages like Sanskrit, Pali, Persian, and English influenced India under different rulers. Post-independence, several commissions recommended policies like using the mother tongue as the medium of instruction and establishing the three-language formula.
3) The Indian Constitution designates Hindi as the official language but allows English to be used for official purposes. It also requires states to promote the mother tongue and Hindi. The three-language formula incorporates the mother tongue, Hindi, and English or another modern Indian language.
Indian constitution and educational provisions
The document discusses key aspects of the Indian constitution related to education, including:
1) Constitutional provisions on education such as those in the preamble and fundamental rights and duties.
2) Directive principles of state policy and the right to information as they relate to education.
3) Constitutional values in the context of education and the impact of liberalization, privatization, and globalization on Indian society.
The document provides an overview of how the Indian constitution addresses education.
Comparative study of India's National Education Policy 2020 & National Policy...
Live Project on THE COMPARATIVE STUDY OF NATIONAL EDUCATION POLICY 2020 & NATIONAL POLICY ON EDUCATION 1986
National education policy 1968 & National education policy-1986 by MUDASIR AMIN
National education policy 1968 & National education policy-1986 by MUDASIR AMINCareer Point University - Kota Rajasthan
This ppt. contains the NEP 1968 and NEP 1986
Prepared by Mudasir Amin from Durpora Zainapora Shopian Kashmir India.ย
Language across the curriculum - Conceptual over view
The document discusses the concept of Language Across the Curriculum (LAC), which relates to linking different forms and aspects of language education within a school with an emphasis on the role of language in all subject learning. LAC has two meanings - in a narrow sense suggesting the importance of language work in all non-linguistic subjects, and in a wider sense demanding a comprehensive model of language education as the basis for a whole school language policy. The document outlines the meanings, approach, scope, significance, merits, goals of the LAC concept.
Views of great thinkers and philosophers on teaching
This document discusses the views on teaching of several great thinkers and philosophers, including Swami Vivekananda, Rabindranath Tagore, Confucius, and John Dewey. It provides insights into their views on the nature of teachers and students, as well as their ideas about teaching methods and the aims of education. Swami Vivekananda emphasized the importance of national education and character building. Rabindranath Tagore founded schools focusing on moral, spiritual, physical and intellectual development. Confucius promoted lifelong learning and teaching students regardless of background. John Dewey advocated for progressive education and teaching students for tomorrow.
Ncert
The National Council of Educational Research and Training (NCERT) is an autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on school education. NCERT undertakes research, develops educational materials such as textbooks and teacher guides, offers teacher training, and disseminates innovative practices. It aims to improve school education and achieve universal elementary education.
Role of Teacher and Women's Action Group
The document discusses the role of teachers and Women's Action Groups in promoting gender equality. It provides guidelines for teachers to use gender-neutral language, avoid stereotyping students, distribute materials equally, and show inspirational content depicting gender equality. It also describes how Women's Action Groups focus on women's education, work with over 1.2 million women in India, and use experiential learning to help women build confidence and change social norms.
Vivekananda's ideas on education
Swami Vivekananda was a Hindu monk and philosopher who advocated for educational reform in India. He believed that education should develop character, promote self-reliance and service to others. He also emphasized the cultural heritage of India, scientific knowledge, vocational skills, and physical education. Vivekananda felt teachers should motivate students to discover their own potential and properly understand their mind, body and spirit. His educational ideas promoted concepts like universal brotherhood, equality, and free compulsory education that remain highly relevant today.
LAC approach
The document discusses the Language Across Curriculum (LAC) approach to teaching language. It states that LAC integrates language learning with content learning by teaching language outside the traditional classroom using contextual and content-based methods. This requires language learning to occur in both language classrooms and other subject classrooms. There needs to be collaboration between language teachers and other subject teachers to effectively implement LAC.
Teacher's hand book
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
Unit 1 - C2 Understanding the social diversity-dr.c.thanavathi
India has significant social diversity due to its varied geography, cultures, religions, castes, and tribes across different regions. The Constitution recognizes this diversity and enshrines principles like federalism and fundamental rights to promote social harmony. There are three main aspects of social diversity - gender, religion, and castes. Regional diversity in India stems from differences in languages, cultures, ethnic groups and historical backgrounds across its northern, western, southern, eastern, central, and northeastern regions which each have distinct characteristics. Individual diversity refers to the unique differences between individuals influenced by factors like heredity, environment, age, sex, race, and education.
National education policy(1986)
The 1986 National Education Policy aimed to democratize education in India. It recommended reorganizing education into different stages, from early childhood to higher education. Key recommendations included implementing free and compulsory education up to age 14, establishing a national curriculum framework with common core subjects, strengthening vocational education, and improving the quality of higher education through better facilities and research. The policy emphasized removing disparities in access to education for disadvantaged groups and providing opportunities for talented students across India.
MODELS OF TEACHING
MODELS OF TEACHING
MODERN MODEL OF TEACHING
PHILOSOPHICAL MODEL OF TEACHING
PSYCHOLOGICAL MODELS OF TEACHING
The constitutional provision of education
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.
Salient features of national policy on education
Salient Features of National Policy on Education (1986)
National Policy on Education: Feature # 1.
The Essence and Role of Education:
1. All-round Development:
โIn our national perception education is essential for all, as it is fundamental to our all round developmentโmaterial and spiritualโ.
2. Acculturating Role:
Education has to play an acculturating role as it refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spiritโthus furthering the goals of socialism, secularism and democracy enshrined in our constitution.
3. Man-power Development:
Education develops man-power for different levels of national economy. It is also the substrata on which research and development flourish, being the ultimate guarantee of national self-reliance.
4. A unique Investment:
Education is a unique investment in the present and the future for all round development of nation in all its manifestations.
Recommendations of Kothari Commission
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
SARV SHIKSHA ABHIYAN ,2002
This presentation provides an overview of the Sarva Shiksha Abhiyan (SSA) program in India. SSA was launched in 2002 with the goal of providing universal elementary education and reducing educational disparities. Key points of the presentation include:
- SSA aims to provide 8 years of quality education to all children ages 6-14 by 2010.
- It focuses on increasing access, enrollment, and retention, especially for girls and disadvantaged groups.
- SSA integrates prior programs like Operation Blackboard, DPEP, and the Mid-Day Meal scheme.
- Enrollment has increased significantly since SSA's launch, though challenges remain in improving quality and reducing dropout rates.
CONTEMPOBARY INDIA AND EDUCATION - UNIT 5 - (B.Ed. 1 YEAR -1 SEMESTER)
This document discusses inequality in education and ways to promote equality of opportunity. It first defines types of inequality like natural, social, and those that exist in egalitarian, rank-based, and class-based societies. Causes of inequality in education are listed as issues with management, regional imbalances, economic conditions, quality differences, home conditions, gender, and social class. Ways to promote equality include uniform education, common schools, addressing regional and urban-rural differences, prioritizing girls' education, schools for disabled, and compulsory education. The document also discusses discrimination, marginalization, types of social inequality like gender, caste, and race, and education's role in eliminating inequality.
The recomendations of ncf 2005 and 2009
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
Role of MHRD, UGC, NCTE and AICTE in Higher Education
The document discusses the roles of various regulatory bodies in higher education in India. The Ministry of Human Resource Development oversees education at both the school and higher education levels through two departments. The University Grants Commission regulates and coordinates university education, while the National Council for Teacher Education and All India Council for Technical Education regulate teacher education and technical education, respectively. They are responsible for planning, maintaining standards, providing grants, and ensuring quality across higher education institutions in India.
Various levels of education
The document discusses the various levels of education in India from pre-primary to postgraduate. It describes that pre-primary education is for ages 3-6, primary for ages 5-12, middle for ages 12-14, secondary for ages 14-16, senior secondary for ages 16-18, undergraduate for ages 18 and above, and postgraduate for specialized study after undergraduate. It provides details about the typical duration, age group, and subject focus of each education level across different Indian states.
Contemporary India and Education book
This document outlines the syllabus for the course "Contemporary India and Education" from the Tamil Nadu Teachers Education University.
It begins with course objectives focused on understanding social diversity, contemporary issues in India, educational policies over time, and language policies. The syllabus then lists 5 units that will be covered: the constitutional context of education in India, understanding social diversity, educational demands of individuals and communities, language policy, and implications of equality in educational opportunities. Suggested activities and textbooks are also provided. The document concludes with intended course outcomes.
Language across the curriculum
The document discusses the concept of language and its functions. It defines language and examines its key characteristics such as being social, symbolic, systematic, vocal, conventional, productive, and a means of communication. The document also explores several important functions of language, including communication, transmission of culture, thought, diffusion of knowledge, political cohesion, cultural identity, and facilitating human cooperation and society.
National council of educational research and training
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Ministry of Education, Government of India. NCERT is headquartered in New Delhi and assists the central and state governments in improving school and teacher education through curriculum development, research, and training. Key functions of NCERT include developing curriculum and study materials, organizing teacher training programs, and conducting educational research.
Teacher Autonomy and Accountability
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
Structure and Functions of UGC
UGC is the statutory body responsible for coordination, determination and maintenance of standards of higher education in India. It consists of a Chairman, Vice Chairman and 10 other members appointed by the Central Government. UGC has 7 regional offices covering different states and union territories. Its key functions include inquiring into the financial needs of universities, allocating grants, recommending measures to improve universities, advising governments and universities, and framing rules on education standards. UGC works to be responsive to changes in higher education and stakeholder needs by approving universities and ensuring educational quality standards are met.
Indian constitution and education
1) The document discusses key aspects of constitutional law as it relates to education in India, including the drafting of the Indian constitution after independence, fundamental rights to education, and directives for states on education policy.
2) It outlines the fundamental right to free and compulsory education for children ages 6 to 14 that was added to the constitution in 2002.
3) The document also summarizes various articles that address minorities' rights to establish educational institutions, the use of mother tongues in primary education, and the development of a national language.
Indian constitution for msc nursing
THIS PRESENTATION IS ABOUT THE BASIC OF INDIAN CONSTITUTION FOR THE POST GRADUATE NURSES IN INDIA.IT FOCUSES ON THE BASIC RIGHTS AND SECTION OF INDIAN CONSTITUTION.
More Related Content
What's hot
Role of Teacher and Women's Action Group
The document discusses the role of teachers and Women's Action Groups in promoting gender equality. It provides guidelines for teachers to use gender-neutral language, avoid stereotyping students, distribute materials equally, and show inspirational content depicting gender equality. It also describes how Women's Action Groups focus on women's education, work with over 1.2 million women in India, and use experiential learning to help women build confidence and change social norms.
Vivekananda's ideas on education
Swami Vivekananda was a Hindu monk and philosopher who advocated for educational reform in India. He believed that education should develop character, promote self-reliance and service to others. He also emphasized the cultural heritage of India, scientific knowledge, vocational skills, and physical education. Vivekananda felt teachers should motivate students to discover their own potential and properly understand their mind, body and spirit. His educational ideas promoted concepts like universal brotherhood, equality, and free compulsory education that remain highly relevant today.
LAC approach
The document discusses the Language Across Curriculum (LAC) approach to teaching language. It states that LAC integrates language learning with content learning by teaching language outside the traditional classroom using contextual and content-based methods. This requires language learning to occur in both language classrooms and other subject classrooms. There needs to be collaboration between language teachers and other subject teachers to effectively implement LAC.
Teacher's hand book
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
Unit 1 - C2 Understanding the social diversity-dr.c.thanavathi
India has significant social diversity due to its varied geography, cultures, religions, castes, and tribes across different regions. The Constitution recognizes this diversity and enshrines principles like federalism and fundamental rights to promote social harmony. There are three main aspects of social diversity - gender, religion, and castes. Regional diversity in India stems from differences in languages, cultures, ethnic groups and historical backgrounds across its northern, western, southern, eastern, central, and northeastern regions which each have distinct characteristics. Individual diversity refers to the unique differences between individuals influenced by factors like heredity, environment, age, sex, race, and education.
National education policy(1986)
The 1986 National Education Policy aimed to democratize education in India. It recommended reorganizing education into different stages, from early childhood to higher education. Key recommendations included implementing free and compulsory education up to age 14, establishing a national curriculum framework with common core subjects, strengthening vocational education, and improving the quality of higher education through better facilities and research. The policy emphasized removing disparities in access to education for disadvantaged groups and providing opportunities for talented students across India.
MODELS OF TEACHING
MODELS OF TEACHING
MODERN MODEL OF TEACHING
PHILOSOPHICAL MODEL OF TEACHING
PSYCHOLOGICAL MODELS OF TEACHING
The constitutional provision of education
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.
Salient features of national policy on education
Salient Features of National Policy on Education (1986)
National Policy on Education: Feature # 1.
The Essence and Role of Education:
1. All-round Development:
โIn our national perception education is essential for all, as it is fundamental to our all round developmentโmaterial and spiritualโ.
2. Acculturating Role:
Education has to play an acculturating role as it refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spiritโthus furthering the goals of socialism, secularism and democracy enshrined in our constitution.
3. Man-power Development:
Education develops man-power for different levels of national economy. It is also the substrata on which research and development flourish, being the ultimate guarantee of national self-reliance.
4. A unique Investment:
Education is a unique investment in the present and the future for all round development of nation in all its manifestations.
Recommendations of Kothari Commission
The Kothari Commission of 1964-1966, also known as the Education Commission, was tasked with reviewing India's education system and providing recommendations. The Commission was chaired by Dr. D.S. Kothari and had 17 members including 5 foreign experts. It provided extensive recommendations on reforming curriculum, improving teacher quality, increasing access to education, and making education more relevant to India's needs for national development, social cohesion, and modernization. The Commission's report emphasized that education is the most powerful tool for national development and shaping India's future.
SARV SHIKSHA ABHIYAN ,2002
This presentation provides an overview of the Sarva Shiksha Abhiyan (SSA) program in India. SSA was launched in 2002 with the goal of providing universal elementary education and reducing educational disparities. Key points of the presentation include:
- SSA aims to provide 8 years of quality education to all children ages 6-14 by 2010.
- It focuses on increasing access, enrollment, and retention, especially for girls and disadvantaged groups.
- SSA integrates prior programs like Operation Blackboard, DPEP, and the Mid-Day Meal scheme.
- Enrollment has increased significantly since SSA's launch, though challenges remain in improving quality and reducing dropout rates.
CONTEMPOBARY INDIA AND EDUCATION - UNIT 5 - (B.Ed. 1 YEAR -1 SEMESTER)
This document discusses inequality in education and ways to promote equality of opportunity. It first defines types of inequality like natural, social, and those that exist in egalitarian, rank-based, and class-based societies. Causes of inequality in education are listed as issues with management, regional imbalances, economic conditions, quality differences, home conditions, gender, and social class. Ways to promote equality include uniform education, common schools, addressing regional and urban-rural differences, prioritizing girls' education, schools for disabled, and compulsory education. The document also discusses discrimination, marginalization, types of social inequality like gender, caste, and race, and education's role in eliminating inequality.
The recomendations of ncf 2005 and 2009
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
Role of MHRD, UGC, NCTE and AICTE in Higher Education
The document discusses the roles of various regulatory bodies in higher education in India. The Ministry of Human Resource Development oversees education at both the school and higher education levels through two departments. The University Grants Commission regulates and coordinates university education, while the National Council for Teacher Education and All India Council for Technical Education regulate teacher education and technical education, respectively. They are responsible for planning, maintaining standards, providing grants, and ensuring quality across higher education institutions in India.
Various levels of education
The document discusses the various levels of education in India from pre-primary to postgraduate. It describes that pre-primary education is for ages 3-6, primary for ages 5-12, middle for ages 12-14, secondary for ages 14-16, senior secondary for ages 16-18, undergraduate for ages 18 and above, and postgraduate for specialized study after undergraduate. It provides details about the typical duration, age group, and subject focus of each education level across different Indian states.
Contemporary India and Education book
This document outlines the syllabus for the course "Contemporary India and Education" from the Tamil Nadu Teachers Education University.
It begins with course objectives focused on understanding social diversity, contemporary issues in India, educational policies over time, and language policies. The syllabus then lists 5 units that will be covered: the constitutional context of education in India, understanding social diversity, educational demands of individuals and communities, language policy, and implications of equality in educational opportunities. Suggested activities and textbooks are also provided. The document concludes with intended course outcomes.
Language across the curriculum
The document discusses the concept of language and its functions. It defines language and examines its key characteristics such as being social, symbolic, systematic, vocal, conventional, productive, and a means of communication. The document also explores several important functions of language, including communication, transmission of culture, thought, diffusion of knowledge, political cohesion, cultural identity, and facilitating human cooperation and society.
National council of educational research and training
The National Council of Educational Research and Training (NCERT) was established in 1961 by the Ministry of Education, Government of India. NCERT is headquartered in New Delhi and assists the central and state governments in improving school and teacher education through curriculum development, research, and training. Key functions of NCERT include developing curriculum and study materials, organizing teacher training programs, and conducting educational research.
Teacher Autonomy and Accountability
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
Structure and Functions of UGC
UGC is the statutory body responsible for coordination, determination and maintenance of standards of higher education in India. It consists of a Chairman, Vice Chairman and 10 other members appointed by the Central Government. UGC has 7 regional offices covering different states and union territories. Its key functions include inquiring into the financial needs of universities, allocating grants, recommending measures to improve universities, advising governments and universities, and framing rules on education standards. UGC works to be responsive to changes in higher education and stakeholder needs by approving universities and ensuring educational quality standards are met.
What's hot (20)
Unit 1 - C2 Understanding the social diversity-dr.c.thanavathi
Unit 1 - C2 Understanding the social diversity-dr.c.thanavathi
ย
CONTEMPOBARY INDIA AND EDUCATION - UNIT 5 - (B.Ed. 1 YEAR -1 SEMESTER)
CONTEMPOBARY INDIA AND EDUCATION - UNIT 5 - (B.Ed. 1 YEAR -1 SEMESTER)
ย
Role of MHRD, UGC, NCTE and AICTE in Higher Education
Role of MHRD, UGC, NCTE and AICTE in Higher Education
ย
National council of educational research and training
National council of educational research and training
ย
Similar to CONSTITUTIONAL VALUES AND EDCUATION.pptx
Indian constitution and education
1) The document discusses key aspects of constitutional law as it relates to education in India, including the drafting of the Indian constitution after independence, fundamental rights to education, and directives for states on education policy.
2) It outlines the fundamental right to free and compulsory education for children ages 6 to 14 that was added to the constitution in 2002.
3) The document also summarizes various articles that address minorities' rights to establish educational institutions, the use of mother tongues in primary education, and the development of a national language.
Indian constitution for msc nursing
THIS PRESENTATION IS ABOUT THE BASIC OF INDIAN CONSTITUTION FOR THE POST GRADUATE NURSES IN INDIA.IT FOCUSES ON THE BASIC RIGHTS AND SECTION OF INDIAN CONSTITUTION.
Constitution of india
The document summarizes key aspects of the Constitution of India, including that it was adopted on January 26, 1950 and establishes India as a sovereign, socialist, secular, democratic republic. It describes the drafting committee led by Dr. B.R. Ambedkar and outlines some of the fundamental rights and duties guaranteed to citizens, such as freedom of speech, assembly, religion and equal protection under the law. The summary provides an overview of the structure of the Constitution containing 448 articles across 25 parts and 12 schedules, outlining the relationship between citizens and government.
Educational provisions
The document discusses several provisions in the Indian Constitution related to education. It outlines how the Constitution makes elementary education compulsory and free for all children until age 14. It also discusses the rights of linguistic and religious minorities to establish their own educational institutions and the rights of scheduled castes and tribes regarding education. The Constitution grants rights related to the medium of instruction and promotion of the Hindi language. It also discusses the role of the central government in higher education.
INDIAN CONSTITUTION.pptx
The document provides an overview of the Constitution of India. It discusses that the Constitution is the supreme law of India and lays out the framework for government, including fundamental rights, directive principles, and duties of citizens. It was adopted on November 26, 1949 and came into effect on January 26, 1950. The document then covers key aspects of the Constitution such as its drafting process, preamble, structure, fundamental rights and duties, and administrative system.
IC unit 1.pptx
The document outlines the syllabus for a course on the Indian Constitution. It covers 5 units: an introduction to the Constitution; the Union Government; State Government; local administration; and the Election Commission. The introduction unit covers the making of the Constitution and key concepts like fundamental rights and duties. The Union Government unit discusses bodies like the President, Prime Minister, and Parliament. State Government examines roles of the Governor and state legislative bodies. Local administration analyzes structures like district administration and panchayats. The final unit addresses the role and functioning of the Election Commission of India. The course aims to develop knowledge of India's constitutional organization and governance systems at various levels.
Provision of Human rights in Indian Constitution
This presentation is about the Provisions of Human Rights in Indian Constitution prepared for B.Ed. Semester IV Students in a period of #covid19#lockdown to facilitate online learning.
Indian Polity.pptx
This document summarizes the fundamental rights and duties outlined in the Indian constitution. It discusses the introduction and framework of the constitution. It then outlines the key fundamental rights such as right to equality, freedom, protection from exploitation, freedom of religion, cultural rights, and right to constitutional remedies. It also lists the 11 fundamental duties of citizens including abiding by the constitution, developing common brotherhood, and preserving the environment. In conclusion, it states that fundamental rights and duties are only useful if practiced to better society and fight for citizens' rights.
Constitution.pptx
The Constitution of India is the supreme law of India that lays down the framework for the government. It establishes India as a sovereign, socialist, secular, democratic republic and defines the relationship between the federal government and state governments. The Constitution is the longest in the world with 395 articles and 12 schedules at the time of framing. It was drafted by the Constituent Assembly over two years and came into effect on January 26, 1950. Key architects include B.R. Ambedkar who chaired the Drafting Committee.
Indian constitution (conso) ppt
The document provides information about the Directive Principles of State Policy (DPSP) in the Constitution of India. It states that the DPSP are non-justiciable guidelines for governments to establish a just society. The principles were inspired by the Irish Constitution and Gandhism. They aim to create conditions for good living and establish social and economic democracy through a welfare state. The DPSP are classified into socialist, Gandhian, liberal and general principles and are embodied in Articles 36-51 of the Constitution.
Constitution and articles_ppt
Constitution and Article
Prepared by
Sheeba M.S
Asst.Professor in Education
Christ Nagar College of Education
Thiruvananthapuram
Indias' constitution for children.pdf
This document provides an overview of the Constitution of India. It begins with a brief history of ancient republics in India that date back to 600 BC. It then discusses what a constitution is and why democracies need constitutions. The making of the Indian Constitution is described, including the key figures and the Constituent Assembly process. The essential features of the Indian Constitution are outlined, including the preamble, fundamental rights and duties, directive principles, and the federal structure with three organs of government - the executive, legislature, and judiciary. In summary, the document provides a high-level introduction to the history and key components of the Constitution of India.
PAK301- Pakistan Studies- Lecture 16
Virtual University
Course PAK301- Pakistan Studies
Lecture No 16
Instructor's Name: Dr. Hassan Askari Rizvi
Course Email: pak301@vu.edu.pk
Constitution as a living documents.pptx
The document discusses the key functions and characteristics of constitutions. It notes that the Indian Constitution was drafted by an elected Constituent Assembly over several years, incorporating principles from India's independence movement and borrowing aspects from other constitutions. The Assembly included representatives from across India and involved extensive deliberation. The resulting Constitution established a democratic federal parliamentary system with protections for fundamental rights and directive principles for social justice. It aimed to balance power among institutions while reflecting India's diversity and aspirations for an egalitarian society.
1. constitution of india, 1949 gp2
This document announces a nationwide program by the National Commission for Women to generate awareness about the legal rights of women. The resource person for the program is Professor Puttu Guru Prasad, a lawyer and senior faculty member at VVIT. He has extensive qualifications including degrees in commerce, business administration, law, and philosophy, as well as postgraduate diplomas and memberships. His contact information is provided.
1. constitution of india, 1949 gp2
The document announces a nationwide program by the National Commission for Women to generate awareness about the legal rights of women. The resource person for the program is Professor Puttu Guru Prasad, a lawyer and senior faculty member at VVIT. He has extensive qualifications including degrees in commerce, business administration, law, and philosophy, and is available by phone for further information about the program.
Indian Constitution
Meaning of Constitution
Making of Constitution
Salient Features of Indian Constitution
Sources of Indian Constitution
Coi
1. The Constitution of India is the supreme law of India. It was passed by the Constituent Assembly on November 26, 1949 and came into effect on January 26, 1950.
2. The key principles of the Indian constitution are sovereignty, democracy, secularism, and socialism. Sovereignty means India is an independent country. Democracy means a government elected by adult franchise. Secularism means equal treatment of all religions. Socialism means achieving economic and social equity.
3. The constitution establishes fundamental rights for citizens and directive principles of state policy for governance. Fundamental rights include equality, freedom of speech and religion. Directive principles guide the state in matters of social justice, education and economic policies.
Indian constitution
The document provides an overview of key aspects of the Constitution of India, including its history, framing, principles, and structure. It notes that the Constitution was adopted on November 26, 1949 and came into effect on January 26, 1950. It establishes India as a sovereign, socialist, secular, democratic republic with the goal of securing justice, liberty, equality, and fraternity for its citizens.
Efforts for resolving problems and national solidarity
1. At the time of Pakistan's creation, enemies claimed it would not be able to govern itself and would fail within a year. Quaid-e-Azam played an important role in countering this narrative and boosting morale.
2. In speeches, Quaid-e-Azam emphasized democratic principles of equality and justice for all citizens regardless of religion in the future Pakistani constitution. He also made clear Pakistan would not be a theocratic state ruled by priests.
3. Quaid-e-Azam was elected as Governor General and helped form the initial Pakistani government alongside the first Prime Minister Liaquat Ali Khan. He continued giving guidance and messages of hope, courage, and confidence in Pakistan
Similar to CONSTITUTIONAL VALUES AND EDCUATION.pptx (20)
Efforts for resolving problems and national solidarity
Efforts for resolving problems and national solidarity
ย
Recently uploaded
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Wound healing PPT
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 bodyโs 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.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
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.
BรI TแบฌP Bแป TRแปข TIแบพNG ANH 8 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2023-2024 (Cร FI...
BรI TแบฌP Bแป TRแปข TIแบพNG ANH 8 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2023-2024 (Cร FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdย
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Recently uploaded (20)
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
ย
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ย
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ย
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
ย
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
ย
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
ย
BรI TแบฌP Bแป TRแปข TIแบพNG ANH 8 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2023-2024 (Cร FI...
BรI TแบฌP Bแป TRแปข TIแบพNG ANH 8 Cแบข NฤM - GLOBAL SUCCESS - NฤM HแปC 2023-2024 (Cร FI...
ย
CONSTITUTIONAL VALUES AND EDCUATION.pptx
- 2. Constitution of India ๏ต Constituent Assembly prepare the Constitution on 9 December, 1946. ๏ต Dr. Rajendra Prasad was elected as its President on 11 December, 1946. ๏ต Dr. Baba Saheb Bhimrao Ambedkar was the Chairman of the Drafting Committee. The ๏ต Constituent Assembly met for 166 days, spread over a period of 2 years, 11 months and 18 days. ๏ต Completed on 26 November, 1949 when the Constituent Assembly adopted the Draft Constitution of India.
- 3. Constitution of India ๏ต Basic objectives ๏ต (a) the territories that India will comprise, ๏ต (b) citizenship, ๏ต (c) fundamental rights, ๏ต (d) directive principles of state policy and fundamental duties, ๏ต (e) the structure and functioning of governments at union, state and local levels, and ๏ต (f) several other aspects of the political system.
- 4. Constitutional Values ๏ต Constitutional values are reflected in the entire Constitution of India ๏ต Preamble embodies โthe fundamental values and the philosophy on which the Constitution is basedโ
- 5. Constitutional Values ๏ต Sovereignty ๏ต Socialism ๏ต Secularism ๏ต Democracy ๏ต Republic ๏ต Justice ๏ต Liberty ๏ต Equality ๏ต Unity and Integrity ๏ต Fundamental Duties
- 6. Education - Constitution ๏ต Free and Compulsory Education โ Art 21-A - 86th Amendment 2002 Article 45 ๏ต Education of Minorities โ Article 30 ๏ต Education of Weaker Sections โ Article 15, 17, 46 ๏ต Secular Education โ Article 25, 28, 30 ๏ต Equality of Opportunity in Education Institutions โ Article 29 ๏ต Instruction in Mother Tongue โ Article 26, 350 A ๏ต Language Safeguards โ Article 29 ๏ต Higher Education and Research โ Entry 63, 66 of Union List ๏ต Womenโs Education โ Article 15 ๏ต Education and Cultural Relations with other Foreign Countries โ Entry 13 Union List
- 7. Conclusion ๏ต Learning from Schools - Last long in the young minds ๏ต Need to bring Holistic development of Children ๏ต Imbibing Values and Moral โ Lacking in society ๏ต Fundamental Duty โ Every Citizen ๏ต Create a better world for Everyone
- 9. Thank You Be Safe โ Be Healthy