Jiddu Krishnamuti's View On Nationalism and His Interrelationship of Education and Nationalism.
By- All India Khilafat College of Education. F.Y.B.Ed Students.
GROUP MEMBERS :
Fatima Ansari-02
Umama Ansari-05
Mittal Kamariya-09
Lareb Khan-11
Afsheen Malim-13
Riba Sayed-18
Shaikh Zeba-22
Zahra Sonkachwala-25
Alfiya Surve-26
Jiddu Krishnamuti's View On Nationalism and His Interrelationship of Education and Nationalism.
By- All India Khilafat College of Education. F.Y.B.Ed Students.
GROUP MEMBERS :
Fatima Ansari-02
Umama Ansari-05
Mittal Kamariya-09
Lareb Khan-11
Afsheen Malim-13
Riba Sayed-18
Shaikh Zeba-22
Zahra Sonkachwala-25
Alfiya Surve-26
Salient features of national policy on educationAbu Bashar
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Salient Features of National Policy on Education (1986)
National Policy on Education: Feature # 1.
The Essence and Role of Education:
1. All-round Development:
тАЬIn our national perception education is essential for all, as it is fundamental to our all round developmentтАФmaterial and spiritualтАЭ.
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 spiritтАФthus 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.
This PPT contains all about Buddhist Education. That is about Mahatma Buddha, Buddhist scriptures, noble truths, Pubjja and Upsampada ceremony and famous Buddhist universities.
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing.
De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
Salient features of national policy on educationAbu Bashar
┬а
Salient Features of National Policy on Education (1986)
National Policy on Education: Feature # 1.
The Essence and Role of Education:
1. All-round Development:
тАЬIn our national perception education is essential for all, as it is fundamental to our all round developmentтАФmaterial and spiritualтАЭ.
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 spiritтАФthus 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.
This PPT contains all about Buddhist Education. That is about Mahatma Buddha, Buddhist scriptures, noble truths, Pubjja and Upsampada ceremony and famous Buddhist universities.
Presentation for Assessment for Learning, Gradation, Entrance Examination and Positive and Negative Impact of Examination. Examination for gradation, social selection and placement.
Impact of the prevailing examination system on student learning and stakeholders.
Entrance tests and their influence on students and school system (2)
Impact of examination-driven schooling on pedagogy: Content-confined, Information focused Testing, Memory centric teaching and testing.
De-linking school based assessment from examinations: Some possibilities and alternate Practices
Dimensions and levels of learning to be assessed (Contexts of assessment: subject-related and learner-related)
National Curriculum Framework 2005, B.Ed Syllabus, M.Ed Syllabus. M.Ed 1st Sem Chapter, Baba Saheb Ambedkar Education University. UGC NET/SET Syllabus.
The presentation briefly discusses the main features of National Curriculum for Elementry and Secondary Education - A Framework - 1988, The Curriculum for The Ten Year School - A Framework - 1975, National Curriculum Framework for School Education - 2000, and National Curriculum Framework - 2005
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnтАЩt one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Andreas Schleicher presents at the OECD webinar тАШDigital devices in schools: detrimental distraction or secret to success?тАЩ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus тАШManaging screen time: How to protect and equip students against distractionтАЩ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective тАШStudents, digital devices and successтАЩ can be found here - https://oe.cd/il/5yV
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
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Ncf
1. Presentation On NCF 2005
BY
Miss Manisha Uniyal
Assistant Professor
Nalanda College Of Education
Miyawala Dehradun
2. NCF 2005
National Curriculum Framework
2005
Guiding Principles of NCF 2005
The fact that learning has become a source of burden and stress on
children and their parents is an evidence of a deep distortion in
educational aims and quality. To correct this distortion, the present NCF
proposes five guiding principles for curriculum development:-
1. Connecting knowledge to life outside the school.
2. Ensuring that learning shifts away from rote methods.
3. Enriching the curriculum so that it goes beyond textbooks.
4. Making examinations more flexible and integrating them with
classroom life.
5. Nurturing an overriding identity informed by caring concerns within
the democratic polity of the country.
3. тАвChange in outlook to the school curriculum
The following change in outlook to the school curriculum can be seen:-
тАвIn all the four familiar areas of the school curriculum, i.e., language,
mathematics, science and social science.
тАвThis NCF recommends the softening of subject boundaries so that
children can get a taste of integrated knowledge and joy of understanding.
тАвIn language, a renewed attempt to implement the three-language
formula is suggested, along with an emphasis on the recognition of
childrenтАЩs mother tongues, including tribal language, as the best
medium of education.
тАвThis teaching of maths should enhance the childтАЩs resources
to think and reason, to visualize and handle abstractions,
to formulate and solve problems.
тАвThe teaching of science should be recast so that enables children to examine an
analyze everyone experiences.
4. тАвAdditional Curricular Areas
яБ╢Art as a subject- Music, Dance, visual arts and theatre.
яБ╢Well- Planned physical activity programmes.
яБ╢Peace Education.
тАвSchool Timetable
тАвEducational Reforms
тАвExamination Reforms
тАвInteraction between school and community
5. Important Characteristics of National Curriculum
Framework,2005
Chapter 1: Perspective
тАвReducing the curriculum load based on insights provided in
тАЬLearning Without BurdenтАЭ
тАвStrengthening a national system of education in a pluralistic
society.
тАвEnsure quality education for all children.
6. Chapter 2: Learning and
knowledge
яВЧ Reorientation of our perception of learners and learning.
яВЧ Holistic approach in the treatment of learnersтАЩ development and learning.
яВЧ Creating an inclusive environment in the classroom for all students.
яВЧ Active learning through the experiential mode.
яВЧ Local knowledge and childrenтАЩs experiences are essential components of text
books and pedagogic practices.
яВЧ Children engaged in undertaking environment, with changes and shifts in
childrenтАЩs capabilities, attitudes and interests that have implications for choosing
and organizing the content and process of knowledge.
7. Chapter 3: Curricular Areas,
Schools Stages and
Assessment Language
яВЧ Language Skills- Speech and Listening, Reading and
writing
яВЧ A renewed effort should be made to implement the three-
language formula, emphasizing the recognition of childrenтАЩs
home language(s) or mother tongue(s) as the best medium
of instruction. These include tribal languages.
яВЧ English needs to find its place along with other Indian
languages.
яВЧ The multilingual character of Indian Society should be seen
as a resource for the enrichment of school life.
8. яВЧ Mathematics (ability to think logically, to formulate and
solve problems)
яВЧ Science (engage the learners in acquiring methods and
processes, awareness of environmental concerns must
permeate the entire school curriculum)
яВЧ Social Science (Interdisciplinary approaches, promoting
key national concerns such as gender, justice, human rights,
and sensitivity to marginalized groups and minorities)
яВЧ Work (School curricula from the pre-primary stage to the
senior secondary stage need to be reconstructed to realize
the pedagogic potential of work as a pedagogic medium in
knowledge acquisition, developing values and multiple-skill
formation)
9. яВЧ Art (folk and classical forms of music and dance, visual
arts, puppetry, clay work theatre etc.) and heritage crafts
should be recognized as integral components of the school
curriculum.
яВЧ Peace (Peace oriented values should be promoted in all
subjects throughout the school years with the help of
relevant activities)
яВЧ Health and Physical Education ( It is necessary for the
overall development of learners(Yoga))
яВЧ Habitat and Learning ( Environmental education may be
best pursued by infusing the issue and concerns of the
environmental into the teaching of different disciplines at all
levels)
10. Chapter 4: School and
classroom Environment
яВЧ Availability of minimum infrastructure and material
facilities, and support for planning a flexible daily schedule,
are critical for improved teacher performance.
яВЧ Specific activities ensuring participation of all children.
яВЧ The value of self-discipline among learners through
democratic functioning is as relevant as ever.
яВЧ Supplementary books, workbooks, etc based on fresh
thinking and new perspectives.
яВЧ Multimedia and ICT
яВЧ School library
яВЧ School Calendar, Daily schedule
11. Chapter 5: Systemic Reforms
яВЧ Quality concern, a key feature of systemic reform, implies the
systemтАЩs capacity to reform itself by enhancing its ability to remedy
its own weaknesses and to develop new capabilities.
яВЧ A broad framework for planning upward.
яВЧ Meaningful academic planning has to be done in a participatory
manner by headmasters and teachers.
яВЧ In- Service education needs to become a catalyst for change in school
practices.
яВЧ Sharing of teaching experiences and diverse classroom practices to
generate new ideas and facilitate innovation and experimentation.
яВЧ Development of syllabi, textbooks and teaching- learning resources
could be carried out in a decentralized and participatory manner
involving teachers, experts from universities, NGOs and teachersтАЩ
organizations.