Each child gets a second birth on getting proper rearing and education just as a girl gets another birth at marriage by shifting from parents to in-laws home.
Hence a child’s rearing and education to adulthood through education must be based on evidence based ideal curriculum on the pattern of national curriculum framework prepared by NCERT for school children in the year 2000.
Maidan Summit 2011 - Mona Shipley, British CouncilMaidan.in
In her discourse at Maidan Summit 2011, Ms Mona Shipley presented her experience with developing the Physical Education Cards (PEC). She held that one should harness engagement, effectiveness and simplicity of sport-based programmes and use them at the grassroots level to begin transformation.
She said that sport is an integral part of culture in almost every country, and pointed at how women get segregated because it is traditionally associated with masculinity. Ms Shipley felt the need to challenge the discrimination based on gender in sports. She highlighted the need to have an advocacy platform, where people come to become aware of their rights and eventually drive change from within.
Status of Health & Environment Education Teachers in IndiaVANDANA KANSAL
No subject can be properly developed without the regular production of relevant subject teachers.The status of health and environmental education teachers is yet to be considered by NCTE.
Each child gets a second birth on getting proper rearing and education just as a girl gets another birth at marriage by shifting from parents to in-laws home.
Hence a child’s rearing and education to adulthood through education must be based on evidence based ideal curriculum on the pattern of national curriculum framework prepared by NCERT for school children in the year 2000.
Maidan Summit 2011 - Mona Shipley, British CouncilMaidan.in
In her discourse at Maidan Summit 2011, Ms Mona Shipley presented her experience with developing the Physical Education Cards (PEC). She held that one should harness engagement, effectiveness and simplicity of sport-based programmes and use them at the grassroots level to begin transformation.
She said that sport is an integral part of culture in almost every country, and pointed at how women get segregated because it is traditionally associated with masculinity. Ms Shipley felt the need to challenge the discrimination based on gender in sports. She highlighted the need to have an advocacy platform, where people come to become aware of their rights and eventually drive change from within.
Status of Health & Environment Education Teachers in IndiaVANDANA KANSAL
No subject can be properly developed without the regular production of relevant subject teachers.The status of health and environmental education teachers is yet to be considered by NCTE.
EDUCATIONAL REGULATIONS OF POST INDEPENDENCE PERIOD
Education Commission (1964-66)
Challenge of Education: A policy perspectives of Govt. of India (1985)
National Policy on Education (1986)
POA (Programme of Action)(1990)
The Declining Profile of Physical Education Programme in Educational Institut...IOSR Journals
Abstract: Since the early days of Nigerian history, Physical Education has always been considered as an
integral part of educational system as obtained in several nations of the world. The awareness of the values of
physical activities and sports, gave a boost to the prominence given to the practical and pedagogical aspects of
physical education in all segments of educational system in Nigeria, between 1950s and 1980s. Physical
Education was a compulsory subject in the curriculum of primary and teacher education, while the National
Policy on Education of 1970s and 1980s accommodated the programme for secondary education. However, it is
rather disturbing to note that there has been a systematic decline in the fortune of physical education in
Nigerian schools since 1990 to date. This paper therefore, examines the acceptability and recognition of
physical education programmes in Nigerian schools, and the inherent factors responsible for the steady decline
of its profile over the years.
Keywords: Physical Education, health education, sport’s programme, curriculum instruction, educational
institution,
EDUCATIONAL REGULATIONS OF POST INDEPENDENCE PERIOD
Education Commission (1964-66)
Challenge of Education: A policy perspectives of Govt. of India (1985)
National Policy on Education (1986)
POA (Programme of Action)(1990)
The Declining Profile of Physical Education Programme in Educational Institut...IOSR Journals
Abstract: Since the early days of Nigerian history, Physical Education has always been considered as an
integral part of educational system as obtained in several nations of the world. The awareness of the values of
physical activities and sports, gave a boost to the prominence given to the practical and pedagogical aspects of
physical education in all segments of educational system in Nigeria, between 1950s and 1980s. Physical
Education was a compulsory subject in the curriculum of primary and teacher education, while the National
Policy on Education of 1970s and 1980s accommodated the programme for secondary education. However, it is
rather disturbing to note that there has been a systematic decline in the fortune of physical education in
Nigerian schools since 1990 to date. This paper therefore, examines the acceptability and recognition of
physical education programmes in Nigerian schools, and the inherent factors responsible for the steady decline
of its profile over the years.
Keywords: Physical Education, health education, sport’s programme, curriculum instruction, educational
institution,
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WHILE SWAMI VIVEKANANDA WAS VERY CRITICAL OF THE CURRENT FORMER EDUCATION , HE WAS VERY CLEAR ABOUT THE REQUIRED BALANCED EDUCATION OF SOUL, MIND AND BODY NEEDED TO BE GIVEN TO REALIZE INNER PERFECTION OF SOUL ALREADY PRESENT IN ALL HUMAN BEINGS.
ESSENTIAL THINGS FOR INTRODUCING VIVEKANANDA'S BALANCED EDUCATION.Devinder Kansal
IN ORDER TO GIVE JUSTICE, UNDERGRADUATE COLLEGE STUDENTS MUST BEIMPARTED EDUCATION IN ESSENTIAL COMPONENTS OF BALANCED EDUCATION THROUGH BEST REGULAR APPLICATION OF VIVEKANANDA'S ECLECTIC EDUCATION OF BODY, HEART, MIND AND ABOVE ALL THAT OF THE SOUL.
Currently , we are producing educated people without teaching any paper of the subject of Education . As per Human Rights, all students' education must be directed to all round development of personality (UDHR<Art.26. 1948)
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Balanced EducationShould Be Treated As A Compulsory Subject for all Undergra...Devinder Kansal
As per Universal Declaration of Human Rights Article 26, Education must be directed to all round development.
However till date majority of the universities have not implemented UDHR(1948).
A PROPOSAL FOR BALANCED EDUCATIONon reforms pptDevinder Kansal
WITHOUT CREATING DEPARTMENTS OF BALANCED EDUCATION IN EACH UNIVERSITY, IT IS NOT POSSIBLE TO REFORM CURRENT DEFECTIVE UNBALANCED EDUCATION WHICH IS A GROSS INJUSTICE TO STUDENTS.
NATIONAL SPORTS POLICY,INDIA INDICATES INTEGRATION OF SPORTS WITH EDUCATIONDevinder Kansal
IMPLEMENTATION NEEDS TO BE MADE SUCCESSFUL BY ATTACHING A MAP WITH THE DECISION.
MOST OF THE POLICIES , BOTH AT NATIONAL AND INTERNATIONAL LEVEL REMAIN ON PAPER WITHOUT ANY FOLLOW UP OR PREPARING ANY IMPLEMENTATION PLAN.
WE CAN'T REACH THE DESTINATION WITHOUT MAKING A MAP FOR THE SAME.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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http://sandymillin.wordpress.com/iateflwebinar2024
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1. IMMINENT NEED TO INTRODUCE CDC FOR
BALANCED EDUCATION TO ASSURE YES PE
• DEVINDER K. KANSAL, Ph.D.
• Head, Deptt. of Physical Education & Sports Sciences
,University of Delhi.
&
• Principal, Indira Gandhi Institute of Physical Education
& Sports Sciences .
• Tuesday, January 21, 2014
• Presented in second national conference at ASPESS,
Amity University,Noida, UP.
2. ABBREVIATIONS USED
• CDC = Centre for Development of master
Curriculum for various courses run by a
university.
• YES PE = Youth Enrichment through Sports and
Physical Education.
• CAKE = Centre for the Application of
multidisciplinary Knowledge Evaluated for its
authenticity.
• BE PAT = Balanced Education possible only with
the inclusion of Physical Activity Technology .
3. PHILOSOPHY OF VISION
“If at first the idea is not absurd,
then there is no hope for it”.
Alfred Einstein,1940
4. A SCIENTIFIC HYPOTHESIS
• Almost all universities are lacking in the
management of knowledge for YES PE, CAKE
and CDC.
• This is because management is a new subject
and is yet to be included in the core
curriculum of undergraduate course structure
and that of pre-service teacher training
courses like B.Ed.,B.P.Ed etc.
5. A SCIENTIFIC OBSERVATION
• All autonomous bodies like Universities ,
National School Education Boards of various
countries & Departments of Education are yet
to use the standardized definition of
‘Education’ inclusive of all four pillars as
recommended by the UNESCO 1996 and
UNO charter (1978) regarding human rights
for physical education & sports.
6. Another SCIENTIFIC OBSERVATION
• We are yet to use scientific standards
for evaluating quality of educational
institutions based on the contents
being taught, required for human
needs and those needed for the
holistic development of personality.
7. Another SCIENTIFIC OBSERVATION
• Universities and school education boards
are yet to focus their tools and courses
on quality contents of education
(described by UNO, UNESCO, CDC (USA),
WHO Mahatma Gandhi, Aurobindo
Ghosh, National Education Policy 1986
(India).
8. Another SCIENTIFIC OBSERVATION
• Most of the recommendations made
by experts at national and
international conferences remain
unimplemented due to non-existent
system of management of
knowledge through any CAKES.
9. Another SCIENTIFIC OBSERVATION
• We are yet to establish a unit of
measurement for measuring an educated
person where as the National Association
of Physical Education and Sports (USA)
has already standardized in 1994, the
practicable definition with measurable
standards of a physically educated
person.
10. A SCIENTIFIC FACT
• If any individual or agency is given autonomy or
freedom to call ‘7’ as ‘2’, ‘5’ as ‘7’ and ‘8’ as ‘3’, etc.,
there will be a total chaos in counting business.
• A similar chaos is existing today in educational
course contents .Consequently balanced educational
contents are yet to be started for teaching in the
universities and schools under the umbrella term of
autonomy to universities and school education
boards without the use of any scientific technology
(Explainable by the acronym ‘PROVE’ i.e. Precise,
Reliable, Objective, Valid and Expertise based
evaluation /accreditation).
11. CONCLUSION
• The scientific method of sports training
metaphor used by management experts,
is imminently needed for adoption by the
universities for YES PE (Youth Enrichment
through Sports & Physical Education) and for
developing CDC (Curriculum Development
Council) as well as CAKE (Center for the
Application of Knowledge Evaluated).
12. APPENDIX TO PROVE IGNORANCE
OF UNIVERSITIES TO BALANCED
EDUCATION
Please see next four slides
13. INTERNATIONAL CHARTER OF PHYSICAL
EDUCATION AND SPORT
(Adopted by the General Conference at its twentieth session, Paris, 21 November 1978)
• Article 1. 1.1. Every human being has a
fundamental right of access to physical education
and sport, which are essential for the full
development of his personality. The freedom to
develop physical, intellectual and moral powers
through physical education and sport must be
guaranteed both within the educational system
and in other aspects of social life.
14. Article 2. Physical education and sport
form an essential element of lifelong
education in the overall education system.
2.1. Physical education and sport, as an essential
dimension of education and culture, must develop the
abilities, will-power and self-discipline of every human
being as a fully integrated member of society. The
continuity of physical activity and the practice of
sports must be ensured throughout life by means of a
global, lifelong and democratized education.
15. 1.2. Everyone must have full opportunities, in
accordance with his national tradition of
sport, for practising physical education and
sport. developing his physical fitness and
attaining a level of achievement in sport which
corresponds to his gifts.
1.3. Special opportunities must be made available
for young people, including children of pre-school
age, for the aged and for the handicapped to
develop their personalities to the full through
physical education and sport programmes suited to
their requirements.
16. 2.3. Every overall education
system must assign the
requisite place and importance
to physical education and sport
in order to establish a balance
and strengthen links between
physical activities and other
components of education.