National council of educational research and trainingparulagarwal81
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.
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
Role of MHRD, UGC, NCTE and AICTE in Higher EducationPoojaWalia6
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.
The National Curriculum Framework 2005 document outlines the process undertaken to revise the national school curriculum in India. A National Steering Committee and 21 National Focus Groups composed of experts were formed to research and prepare position papers on various curricular areas and reforms. Their work was informed by nationwide consultations, including with teachers, NGOs, and over 2000 public responses. The framework emphasizes making learning more child-centered, connected to life outside school, and shifting away from rote memorization. It calls for reforms across subject areas as well as systemic reforms to assessment and teacher training.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
The document discusses the National Policies on Education (NPE) of 1968 and 1986 in India. The 1968 NPE aimed to equalize educational opportunities and achieve national integration. It established principles like free and compulsory education. The 1986 NPE continued the goal of equalizing opportunities and removing disparities. It focused on universal elementary education, computer literacy at secondary level, and vocationalization of education. Both policies advocated for integrated education for mildly disabled children and special schools for severely disabled children, as well as teacher training on disability and developing assessment tools.
National council of educational research and trainingparulagarwal81
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.
Ncfte- 2009 (National Curriculum Framework for Teacher Education)MDFAIZANALAM4
The document summarizes the National Curriculum Framework for Teacher Education (NCFTE) 2009 in India. It was created by a committee headed by Prof. C.L. Annand to improve teacher education. The framework has 6 chapters addressing the context, curriculum areas, evaluation, professional development, preparing teacher educators, and implementation strategies. Its objectives are to produce good teachers by improving teacher education qualitatively and quantitatively. It focuses on the social, personal and emerging school needs and promotes flexibility.
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
Role of MHRD, UGC, NCTE and AICTE in Higher EducationPoojaWalia6
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.
The National Curriculum Framework 2005 document outlines the process undertaken to revise the national school curriculum in India. A National Steering Committee and 21 National Focus Groups composed of experts were formed to research and prepare position papers on various curricular areas and reforms. Their work was informed by nationwide consultations, including with teachers, NGOs, and over 2000 public responses. The framework emphasizes making learning more child-centered, connected to life outside school, and shifting away from rote memorization. It calls for reforms across subject areas as well as systemic reforms to assessment and teacher training.
The National Curriculum Framework (NCF) 2005 provides guidelines for developing school curricula, textbooks, and teaching practices in India. It was developed by the National Council of Educational Research and Training (NCERT) based on previous government reports and focus group discussions. The NCF 2005 aims to shift learning away from rote memorization and make it more student-centered and connected to life outside of school. It recommends integrating examinations into classroom learning and enriching the curriculum beyond textbooks. Key goals include implementing the three language formula, using the mother tongue as the medium of instruction, developing thinking skills, and incorporating art, health, and peace education into the curriculum.
The document discusses the National Policies on Education (NPE) of 1968 and 1986 in India. The 1968 NPE aimed to equalize educational opportunities and achieve national integration. It established principles like free and compulsory education. The 1986 NPE continued the goal of equalizing opportunities and removing disparities. It focused on universal elementary education, computer literacy at secondary level, and vocationalization of education. Both policies advocated for integrated education for mildly disabled children and special schools for severely disabled children, as well as teacher training on disability and developing assessment tools.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in 2009 to improve access to and quality of secondary education in India. Its goals include increasing secondary school enrollment rates from 52% to 75% and providing universal access to secondary education. RMSA aims to open new secondary schools, upgrade existing schools, improve infrastructure, increase the number of teachers, reform curricula and teaching practices, and provide scholarships and hostels to promote equity. The program is jointly funded by central and state governments and has led to the construction of new schools, classrooms, laboratories and other facilities across many states.
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
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.
The National Curriculum Framework 2005 aimed to reform India's education system. It was developed by the National Council of Educational Research and Training under the leadership of Prof. Yash Pal with input from various committees and public consultations. The framework sought to shift away from rote learning and make education more flexible, learner-centered, and connected to the outside world. It recommended reforms across various subjects, focusing on developing critical thinking, using local knowledge and experiences, and evaluating students in a comprehensive manner. It also emphasized the need to improve school infrastructure, resources, and the overall learning environment to be more inclusive, participatory, and supportive of democratic values.
This document discusses inclusive education, which promotes the full development of all learners regardless of their abilities or backgrounds. It outlines key principles of inclusive education like non-discrimination and equal opportunities for all students. The document also covers India's policies and initiatives to promote inclusive education from 1985 onwards. It discusses the needs, aims, challenges and strategies of implementing inclusive education effectively in schools. The roles of teachers in inclusive classrooms and reforms needed in curriculum, teaching methods, classroom design and addressing barriers are also described.
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.
The document discusses the National Policy on Education (NPE) of India and the Ramamurti Commission. The key points are:
1. The NPE was formulated in 1968 and 1986 to promote education across India. It aimed to make education accessible, improve quality, and increase financial support.
2. The 1986 policy focused on universal primary education, scientific/technological development, and social/cultural advancement. It emphasized values of national identity and integration.
3. The Ramamurti Commission reviewed the implementation of the 1968 policy and recommended reforms such as reorganizing education stages and promoting vocational training and equality of opportunity.
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.
CHANGES IN THE NATURE , STRUCTURE AND PURPOSE OF EDUCATION WITH REFERENCE TO:...Jaseel CM
CHANGES IN THE NATURE , STRUCTURE AND PURPOSE OF EDUCATION WITH REFERENCE TO: INDUSTRIALIZATION ,WHAT IS INDUTRIALISATION,IT'S CHARECTERESTICS, POSTIVE IMPACTS
The document summarizes key aspects of India's National Policy on Education (NPE) of 1986. It discusses establishing a national system of education with common structure from primary to higher education (10+2+3). It emphasizes providing equal access to education for all sections of society regardless of gender, location, caste, or creed. It also outlines plans to promote adult education, teacher training, vocational education, use of new technologies, and improving rural education.
The National Curriculum Framework was drafted by a committee led by Dr. Yashpal and supported by 21 focus groups. It aimed to address issues like the inflexibility of the school system, isolated learning disconnected from students' lives, and an overemphasis on students' futures over their present. The framework suggested making learning more interactive, reducing textbook reliance, and incorporating new subjects like art, health, and environmental education.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
The document summarizes the structure of education in India. It outlines the common 10+2+3 pattern of education consisting of primary, secondary, and higher secondary levels. It describes the roles and responsibilities of central and state governments in education. Key organizations that govern education in India include the Ministry of Human Resource Development at the central level, state education ministries, and statutory bodies like the UGC, NCERT, NCTE, NAAC, and DIETs that regulate standards and support education.
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
Universalization of elementary educationAbid Nazir
This PowerPoint Presentation have Concept of Universalisation of Elementary Education,
Promotion of UEE through Sarva Shiksha Abhiyan,
Aims and Objectives of Sarva Shiksha Abhiyan
Strategies for Promotions of Sarva Shiksha Abhiyan.
The document discusses wastage and stagnation in education. Wastage is defined as premature withdrawal from school before completing primary education. Stagnation is being detained in a lower class for over a year. The causes of wastage and stagnation include social factors like illiteracy and child marriage, economic issues like poverty, and educational problems such as a lack of school facilities, unsuitable teaching methods, and fear of exams. The document proposes remedial measures such as minimizing age heterogeneity, providing allowances for rural teachers, expanding support services, and adopting new evaluation techniques.
1. Rabindranath Tagore was a renowned Indian philosopher and poet who established an experimental school called Visva-Bharati in 1921 based on his philosophy of education.
2. Tagore believed that education should be centered around nature and focus on developing students' physical, mental, moral, and spiritual faculties through activities like gardening, crafts, and connecting with the community. Formal classroom learning was deemphasized.
3. Tagore's philosophy promoted naturalism and regulated student freedom over an idealistic, teacher-centered approach. He saw the teacher's role as providing guidance and conducive environments for learning through experience rather than bookish knowledge.
A Brief Note On National Curriculum Framework (NCF) 2005Jose Katab
The National Curriculum Framework is published by the National Council of Educational Research and Training in India to provide guidance for syllabi, textbooks, and teaching practices in school education. The 2005 framework has influenced 17 state syllabi and been translated into 22 languages. It identifies broad educational aims like independent thinking, social sensitivity, flexibility, and participation in democracy. The framework proposes five principles for curriculum development: connecting knowledge to life outside school; ensuring learning shifts from rote methods; enriching curriculum beyond textbooks; making exams more flexible and integrated with classroom learning; and nurturing democratic values. It covers perspectives on various curriculum areas like language, mathematics, science, social sciences, work, art, peace, health and physical education.
This document outlines key aspects of India's new National Education Policy. It discusses:
1. Establishing foundational literacy and numeracy for all students by 2025 as a top priority and national mission. This includes tutoring programs to support students.
2. Ensuring universal access to free and compulsory education for ages 3-18 by 2030, with a focus on bringing dropouts back into school. Infrastructure will be expanded.
3. Transforming curriculum and pedagogy by 2022 to encourage skills like critical thinking through a new 5+3+3+4 structure with flexibility and choice of subjects. Education will be in the home language initially with exposure to other Indian languages.
The Rashtriya Madhyamik Shiksha Abhiyan (RMSA) was launched in 2009 to improve access to and quality of secondary education in India. Its goals include increasing secondary school enrollment rates from 52% to 75% and providing universal access to secondary education. RMSA aims to open new secondary schools, upgrade existing schools, improve infrastructure, increase the number of teachers, reform curricula and teaching practices, and provide scholarships and hostels to promote equity. The program is jointly funded by central and state governments and has led to the construction of new schools, classrooms, laboratories and other facilities across many states.
The document summarizes the key aspects of the National Curriculum Framework 2005 (NCF 2005) in India. The NCF 2005 aims to provide guidelines for educational experiences and reform the school education system. It advocates for a learner-centered and constructivist approach. It emphasizes the holistic development of the child, connecting knowledge to their life experiences and promoting critical thinking. The NCF 2005 also focuses on multilingual education, making learning engaging, continuous and comprehensive assessment, and increasing community participation in schools.
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.
The National Curriculum Framework 2005 aimed to reform India's education system. It was developed by the National Council of Educational Research and Training under the leadership of Prof. Yash Pal with input from various committees and public consultations. The framework sought to shift away from rote learning and make education more flexible, learner-centered, and connected to the outside world. It recommended reforms across various subjects, focusing on developing critical thinking, using local knowledge and experiences, and evaluating students in a comprehensive manner. It also emphasized the need to improve school infrastructure, resources, and the overall learning environment to be more inclusive, participatory, and supportive of democratic values.
This document discusses inclusive education, which promotes the full development of all learners regardless of their abilities or backgrounds. It outlines key principles of inclusive education like non-discrimination and equal opportunities for all students. The document also covers India's policies and initiatives to promote inclusive education from 1985 onwards. It discusses the needs, aims, challenges and strategies of implementing inclusive education effectively in schools. The roles of teachers in inclusive classrooms and reforms needed in curriculum, teaching methods, classroom design and addressing barriers are also described.
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.
The document discusses the National Policy on Education (NPE) of India and the Ramamurti Commission. The key points are:
1. The NPE was formulated in 1968 and 1986 to promote education across India. It aimed to make education accessible, improve quality, and increase financial support.
2. The 1986 policy focused on universal primary education, scientific/technological development, and social/cultural advancement. It emphasized values of national identity and integration.
3. The Ramamurti Commission reviewed the implementation of the 1968 policy and recommended reforms such as reorganizing education stages and promoting vocational training and equality of opportunity.
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.
CHANGES IN THE NATURE , STRUCTURE AND PURPOSE OF EDUCATION WITH REFERENCE TO:...Jaseel CM
CHANGES IN THE NATURE , STRUCTURE AND PURPOSE OF EDUCATION WITH REFERENCE TO: INDUSTRIALIZATION ,WHAT IS INDUTRIALISATION,IT'S CHARECTERESTICS, POSTIVE IMPACTS
The document summarizes key aspects of India's National Policy on Education (NPE) of 1986. It discusses establishing a national system of education with common structure from primary to higher education (10+2+3). It emphasizes providing equal access to education for all sections of society regardless of gender, location, caste, or creed. It also outlines plans to promote adult education, teacher training, vocational education, use of new technologies, and improving rural education.
The National Curriculum Framework was drafted by a committee led by Dr. Yashpal and supported by 21 focus groups. It aimed to address issues like the inflexibility of the school system, isolated learning disconnected from students' lives, and an overemphasis on students' futures over their present. The framework suggested making learning more interactive, reducing textbook reliance, and incorporating new subjects like art, health, and environmental education.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
The document summarizes the structure of education in India. It outlines the common 10+2+3 pattern of education consisting of primary, secondary, and higher secondary levels. It describes the roles and responsibilities of central and state governments in education. Key organizations that govern education in India include the Ministry of Human Resource Development at the central level, state education ministries, and statutory bodies like the UGC, NCERT, NCTE, NAAC, and DIETs that regulate standards and support education.
The document discusses curriculum transaction and modes of curriculum transaction. It defines curriculum transaction as the effective implementation of curriculum contents based on the objectives. There are two main modes of curriculum transaction: face-to-face and distance. Face-to-face involves direct interaction between teachers and learners through lectures, discussions, etc. Distance mode does not involve direct contact and uses mediums like print, audio, video for instruction. Recently, interactive television and online platforms like Zoom, Google Meet, and YouTube Live have also been used for curriculum transaction during the COVID-19 pandemic.
Universalization of elementary educationAbid Nazir
This PowerPoint Presentation have Concept of Universalisation of Elementary Education,
Promotion of UEE through Sarva Shiksha Abhiyan,
Aims and Objectives of Sarva Shiksha Abhiyan
Strategies for Promotions of Sarva Shiksha Abhiyan.
The document discusses wastage and stagnation in education. Wastage is defined as premature withdrawal from school before completing primary education. Stagnation is being detained in a lower class for over a year. The causes of wastage and stagnation include social factors like illiteracy and child marriage, economic issues like poverty, and educational problems such as a lack of school facilities, unsuitable teaching methods, and fear of exams. The document proposes remedial measures such as minimizing age heterogeneity, providing allowances for rural teachers, expanding support services, and adopting new evaluation techniques.
1. Rabindranath Tagore was a renowned Indian philosopher and poet who established an experimental school called Visva-Bharati in 1921 based on his philosophy of education.
2. Tagore believed that education should be centered around nature and focus on developing students' physical, mental, moral, and spiritual faculties through activities like gardening, crafts, and connecting with the community. Formal classroom learning was deemphasized.
3. Tagore's philosophy promoted naturalism and regulated student freedom over an idealistic, teacher-centered approach. He saw the teacher's role as providing guidance and conducive environments for learning through experience rather than bookish knowledge.
A Brief Note On National Curriculum Framework (NCF) 2005Jose Katab
The National Curriculum Framework is published by the National Council of Educational Research and Training in India to provide guidance for syllabi, textbooks, and teaching practices in school education. The 2005 framework has influenced 17 state syllabi and been translated into 22 languages. It identifies broad educational aims like independent thinking, social sensitivity, flexibility, and participation in democracy. The framework proposes five principles for curriculum development: connecting knowledge to life outside school; ensuring learning shifts from rote methods; enriching curriculum beyond textbooks; making exams more flexible and integrated with classroom learning; and nurturing democratic values. It covers perspectives on various curriculum areas like language, mathematics, science, social sciences, work, art, peace, health and physical education.
This document outlines key aspects of India's new National Education Policy. It discusses:
1. Establishing foundational literacy and numeracy for all students by 2025 as a top priority and national mission. This includes tutoring programs to support students.
2. Ensuring universal access to free and compulsory education for ages 3-18 by 2030, with a focus on bringing dropouts back into school. Infrastructure will be expanded.
3. Transforming curriculum and pedagogy by 2022 to encourage skills like critical thinking through a new 5+3+3+4 structure with flexibility and choice of subjects. Education will be in the home language initially with exposure to other Indian languages.
Curriculum development in the philippines in new societySharel Mae Ponce
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
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
The document discusses the concept of curriculum and its objectives. It defines curriculum as the tool used by teachers to mold students according to educational aims and ideals. The curriculum includes all activities that promote students' intellectual, personal, social and physical development. It then discusses different types of curriculum and the principles of curriculum construction. The objectives of curriculum are to develop students' character and prepare them for citizenship. Finally, it concludes that the curriculum should be constructed according to the needs of society to inculcate qualities of sociability and citizenship in students.
Validity and Significance of Course Content, Consistency with Social Reality,...USMAN GANI AL HAQUE
This document discusses the validity and significance of course content at the secondary and higher secondary level in India. It summarizes the National Curriculum Framework from 2005 on various school subjects like languages, mathematics, science, social science, art education, health and physical education. It emphasizes the importance of incorporating social realities into the curriculum to ensure consistency, such as gender issues, vocational education, inclusive education. It also discusses how curriculum contexts should be adapted based on situational analysis to meet changing societal demands over time, for example the growing emphasis on technology and sex education. The document concludes by stressing the important role of governments, teachers, and education committees in regularly reviewing and updating curriculum to integrate these key aspects.
The document outlines India's proposed National Education Policy. Key points include:
1. The policy aims to transform India's education system to develop skills like critical thinking, creativity, and problem solving to meet 21st century needs.
2. It proposes a new curriculum structure of 5+3+3+4 years with increased flexibility and choice of subjects.
3. Foundational literacy and numeracy for all children by 2025 is identified as a top priority to address India's learning crisis. National and community programs will be developed to help students achieve this.
4. Ensuring access to education for all is emphasized, especially for dropout students, through infrastructure expansion, tracking attendance, and remedial support
This document provides an overview of the National Curriculum Framework (NCF) 2005 and the Kerala Curriculum Framework 2007. It discusses the key features and perspectives of the NCF 2005, including focusing on holistic student development, making learning enjoyable, and strengthening national identity. It also covers aspects of the curriculum like language, mathematics, computers, and incorporating work-related education. The document then briefly discusses the higher secondary applications and notes that the existing Kerala syllabus is based on the 2007 Framework, which emphasizes activity-based learning and a student-centric approach.
The document discusses the National Policy on Education 1986 and its key principles of education being a fundamental right for all and promoting socialism, secularism, and democracy. It outlines the goals of the policy including all-round development, international cooperation, developing human resources, and establishing minimum learning levels. The policy tasked the NCERT with regularly reviewing and developing the national curriculum framework. The National Curriculum Framework 2005 then led to a shift in focus from teacher-centric to learner-centric education and emphasizing pedagogy, content, and building confident students.
The document provides an overview of the Philippine education system from pre-Spanish period to the 21st century. It discusses the aims, content, and methods of education during different historical periods in the country. It also covers the sociological and anthropological foundations of education including concepts like culture, socialization, and theories of ethics.
Development of the four pronged approachHazel Hall
This document discusses the history and development of approaches to teaching reading in the Philippine education system. It outlines a four-pronged approach focusing on developing genuine love for reading, critical thinking, mastery of language structure, and transfer of skills. This approach emerged from revisions to the basic education curriculum aimed at strengthening global competitiveness. The 1987 Philippine Constitution and subsequent laws like the Governance of Basic Education Act of 2001 established frameworks to promote quality, accessible education for all citizens. This included objectives like citizenship, ethics, science and technology. Recent curriculum reforms like the Restructured Basic Education Curriculum in the 2000s further aimed to improve literacy and develop life skills through a reduced subject focus.
The document discusses curriculum contextualization in the Philippines. It provides background on legal bases and initiatives that promote contextualization. Contextualization aims to make education relevant to students' environments by localizing or indigenizing curriculum content. The document outlines the process of contextualizing curriculum, which involves community engagement, situation analysis, education planning, and developing contextualized teaching and learning resources. It also discusses classroom assessment policies and guidelines in the K to 12 program.
The document discusses the proposed K-12 curriculum for the Philippine basic education program. It provides background on the need for reforming the basic education system by extending it from 10 to 12 years to be more competitive globally. The key features of the K-12 curriculum include adding kindergarten, using the mother tongue as the language of instruction in early grades, ensuring inclusive education, integrating technology, and including senior high school. The curriculum is competency-based, learner-centered, and aligned with international standards. It covers core subjects through 12 years of schooling and allows for specialization in senior high school through tracks for academics, technical-vocational, and sports/arts. The goal is to produce holistically developed graduates with
This document discusses the National Policy on Education (NPE) 1986 and the National Curriculum Framework (NCF) 2005. It provides an overview of the key objectives of NPE 1986, which include all-round development, promotion of socialism, secularism and democracy, and developing human resources. It also discusses important aspects covered by NPE 1986 like minimum learning levels, education for the environment, and work experience. The document then covers the shift recommended by NCF 2005 from a syllabus-based approach to a learner-centric one. It discusses moving from rote learning to problem solving and from teacher-centered to learner autonomous education.
The document discusses international and national trends in primary level curriculum development. It outlines how curriculums are developed through a reform cycle in Pakistan, with input from federal and provincial authorities. Curriculums are aimed to meet national education policies while allowing for regional adaptation. The development process involves syllabus formulation, textbook writing, and review/approval procedures to ensure standards are met.
The document discusses NCERT, SCERT, and NCF. It provides background on NCERT as an apex organization that assists the central and state governments on academic matters. It describes how the NCF 2005 was formed through deliberations with educators, experts, and stakeholders. It also outlines SCERT Delhi's role in providing academic support to education departments. The document focuses on participation in developing the KCF 2005 and NCF 2005 to reform curriculum and reduce cognitive load on children.
National Policy on Education 1986 by dr.c.t. Thanavathi C
The National Policy on Education (NPE) 1986 aimed to enable India to stand amongst nations in the 21st century by removing disparities and equalizing educational opportunities. It reviewed the country's education system and policies since independence. The NPE 1986 contained recommendations across 12 parts and 157 paragraphs on reorganizing education at all levels, promoting equality, improving teacher training, management of the education system, and making necessary resources available. The policy focused on providing universal access to education and promoting inclusiveness, while strengthening vocational training and improving learning outcomes.
This document discusses contextualizing curriculum by relating content and teaching methods to students' experiences and environment. It emphasizes using local resources, interests and issues to make lessons more meaningful. Some benefits are improving relevance, developing skills like problem-solving, and strengthening the connection between school, home and community. The document provides steps for contextualizing lessons and suggests areas for further research like evaluating its impact on learning and communities.
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- 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.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. A R N A B B H A T T A C H A R Y A
"THE STATUS OF THE TEACHER RELICTS THE SOCIO-CULTURAL ETHOS OF THE SOCIETY;
IT IS SAID THAT NO PEOPLE CAN RISE ABOVE THE LEVEL OF THE TEACHERS.”
- NATIONAL POLICY ON EDUCATION (NPE 1986)
2. “THE DESTINY OF INDIA IS NOW BEING SHAPED IN HER CLASSROOMS”
-Education Commission (1964-66).
“THE STATUS OF THE TEACHER REFLECTS THE SOCIO-CULTURAL ETHOS OF
THE SOCIETY, IT IS SAID THAT NO PEOPLE CAN RISE ABOVE THE LEVEL OF
ITS TEACHER” -National Policy on Education
(1986).
The revised national curriculum framework (NCF) opens with a quotation from Rabindranath Tagore's
essay, civilisation and progress, in which the poet reminds us that a ‘creative spirit’ and ‘generous joy’
are key in childhood, both of which can be distorted by an unthinking adult world.
–NCF, 2005.
3. HISTORICAL BACKGROUND
• THE NCF IS THE OF 4 CURRICULUM
FRAMEWORKS PUBLISHED IN
1975, 1988, 2000, 2005 BY NCERT*.
(NEP:1968, 1986, 1992, 2020)
• PROVIDES THE FRAMEWORK FOR MAKING SYLLABI,
TEXTBOOKS AND TEACHING PRACTICES WITHIN
SCHOOL EDUCATION PROGRAMMES IN INDIA.
*NATIONAL COUNCIL OF EDUCATIONAL RESERCH AND
TRAINING
STATES DEVELOPED SCF (STATE
CURRICULUM FRAMEWORK) IN LINE
WITH NCF.
4. FORMATION OF NCF-2005
UPA GOVT. TOOK OVER THE CENTRE (GOVT.) IN 2004 REPLACING NDA;
CLAIMED THAT THE SAFFRONISATION OF THE CURRICULUM 2000 WAS
HARMFUL TO SECULAR COUNTRY.
THEREFORE, A NEW CURRICULUM SHOULD BE CONSTRUCTED.
HUMAN RESOURCE DEVELOPMENT MINISTRY CONVENED THE
WORKING MEETING OF THE NCERT, RAN FROM 14TH JULY TO 19TH JULY,
2004.
NEP, 1986 HAD THE STRESSED THE NEED FOR REVIEW AND
AMENDMENT TO THE CURRICULUM EVERY FIVE YEARS, TO MATCH THE
CHANGING WORLD. (e.g. ICT)
5. AS PER DIRECTION OF HRD MINISTER, THE NCERT TOOK UP ASSIGNMENT OF
REVIEWING THE NCF FOR SCHOOL EDUCATION IN THE LIGHT OF THE REPORT
LEARNING WITHOUT BURDEN (1993).
A NATIONAL STEERING COMMITTEE UNDER THE CHAIRMANSHIP OF PROF.
SHRI YASH PAL FORMED 21 NATIONAL FOCUS GROUP (NFG).
NFGs CHAIRED BY RENOWED SCHOLARS AND PRACTITIONERS.
APPROVED BY CABE IN Sept, 2005; PUBLISHED AT DEC, 2005.
NCF 2005 HAS BEEN TRANSLATED INTO 22 LANGUAGES AND HAS INFLUENCED
THE SYLLABUS IN 17 STATES.
THE NCERT PROVIDED A GRANT OF RS.10,00,000 TO ALL STATES TO PROMOTE
NCF IN THEIR LOCAL LANGUAGE AND TO COMPARE ITS CURRENT SYLLABUS
WITH THE SYLLABUS PROPOSED.
6. THIS EXERCISE IS BEING EXECUTED WITH THE SUPPORT OF STATE
COUNCILS FOR EDUCATIONAL RESEARCH AND TRAINING (SCERT) AND
DISTRICT INSTITUTES OF EDUCATION AND TRAINING (DIET).
THIS FRAMEWORK PRESENTS A COMPLETE OUTLINE FOR CLASSES
RIGHT FROM 1 TO 12; EARLIER NCF WAS BASED ON BEHAVIOURALISM
PSYCHOLOGY BUT NCF 2005 BASED ON CONSTRUCTIVISM.
ITS DRAFT DOCUMENT WAS CRITICIZED BY THE CENTRAL ADVISORY
BOARD OF EDUCATION (CABE) IN FEB, 2008; KRISHNA KUMAR, THEN THE
DIRECTOR OF NCERT, ALSO DISCUSSED THE CHALLENGES FACED BY
THE DOCUMENT.
THE SYLLABUS AND TEXTBOOKS BASED ON IT ARE BEING USED BY ALL
THE CBSE SCHOOLS AND MULTIPLE STATE SCHOOLS.
8. VISION AND PERSPECTIVE
TO UPHOLD VALUES ENSHRINED IN THE CONSTITUTION OF INDIA.
TO REDUCE OF CURRICULUM LOAD.
TO ENSURE QUALITY EDUCATION FOR ALL.
TO INITIATE CERTAIN SYSTEMIC CHANGES.
9. GUIDING PRINCIPLES
CONNECTING KNOWLEDGE TO LIFE OUTSIDE THE SCHOOL.
ENSURING THAT LEARNING IS SHIFTED AWAY FROM ROTE METHODS.
ENRICHING CURRICULUM SO THAT IT GOES BEYOND TEXT BOOK.
MAKING EXAMINATION MORE FLEXIBLE AND NON-THREATENING.
DISCUSS THE AIMS OF EDUCATION.
BUILDING COMMITMENT TO DEMOCRATIC VALUES OF EQUALITY, JUSTICE,
SECULARISM AND FREEDOM.
10. SUMMARY OF NCF-2005
Strengthening a national system of education in a pluralistic society.
Reducing the curriculum load based on insights provided in ‘learning without burden’.
Systemic changes in tune with curricular reforms.
Curricular practices based on the values enshrined in the constitution (social justice, and
equality and secularism).
Ensuring quality education for all.
Building a citizenry committed to democratic practices, values, sensitivity towards gender
justice, problems faced by the scheduled castes and the scheduled tribes, needs of the
disabled, and capacities to participate in economic and political processes.
CHAPTE
R -1
11. SUMMARY OF NCF-2005
Reorientation in our perception of learners and learning.
Holistic approach in the treatment of learners’ development and learning.
Meeting learning disability needs through data based and need specific programmes.
Learner engagement for construction of knowledge and fostering creativity.
Active learning through experiential mode.
Adequate room for voicing children’s thinking, curiosity and questions in curricular practices.
Connecting knowledge across disciplinary boundaries to provide a broader frame for
insightful construction of knowledge.
CHAPTE
R -2
12. SUMMARY OF NCF-2005
Forms of learner engagement-observing, exploring, discovering, analysing, critical reflection,
etc.-are as important as the content of knowledge.
Activities for developing critical perspectives on socio-cultural realities need to find space in
curricular practices.
Local knowledge and children’s experiences are essential components of textbooks and
pedagogic practices.
School years are a period of rapid development with changes and shifts in capabilities,
attitudes and interests that have implications for choosing and organising the content and
process of knowledge.
CHAPTE
R -2
13. SUMMARY OF NCF-2005
LANGUAGE
Language skills-speech and listening, reading and writing-cut across school subjects and
disciplines.
A renewed effort should be made to implement the three language formula, emphasizing
recognition of children’s mother tongue(s) as the best medium of instruction. These
include tribal languages.
Success in learning English is possible only if it builds on sound language pedagogy in the
mother tongue.
The multilingual character of Indian society should be seen as a resource for enrichment
of school life.
CHAPTE
R -3
14. SUMMARY OF NCF-2005
MATHEMATICS
Mathematization (ability to think logically, formulate and handle abstractions) rather than
‘knowledge’ of mathematics(formals and mechanical procedures) is the main goal of teaching
mathematics.
The teaching of mathematics should enhance the child’s ability to think and reason, to
visualize and handle abstractions, to formulate and solve problems.
Access to quality mathematics education is the right of every child.
CHAPTE
R -3
15. SUMMARY OF NCF-2005
SCIENCE
Content, process and language of science teaching must be commensurate with learner’s age
range and cognitive reach.
Science teaching should engage the learner in acquiring methods and processes that will
nurture their curiosity and creativity, particularly in relation to the environment.
Science teaching should be placed in the wider context children’s environment to equip them
with the requisite knowledge and skills to enter the world of work.
Awareness of environmental concerns must permeate the entire school curriculum.
CHAPTE
R -3
16. SUMMARY OF NCF-2005
SOCIAL SCIENCES
Social science teaching should aim at equipping children with moral and mental energy so as
to provide them the ability to think independently and reflect critically on social issues.
Interdisciplinary approaches, promoting key national concerns such as gender justice, human
rights and sensitivity to marginalized groups and minorities.
Civics should be recast as political science, and significance of history as a shaping influence
on the child’s conception of the past and civic identity should be recognized.
CHAPTE
R -3
17. SUMMARY OF NCF-2005
WORK
Work should be infused in all subjects from the primary stage upwards.
Agencies and settings offering work opportunities outside the school be formally recognized.
Design of Vocational Education and Training Programme is based on the perspective of 10-12 years of work-
centred education.
ART
Arts (folk and classical forms of music and dance, visual arts, puppetry, clay work, theatre, etc.) and heritage
crafts should be recognised as integral components of the school curriculum
Awareness of their relevance to personal, social, economic and aesthetic needs should be built among parents,
school authorities and administrators.
The art should comprise a subject at every stage of school education.
CHAPTE
R -3
18. SUMMARY OF NCF-2005
PEACE
Peace-oriented values should be promoted in all subjects throughout school years with the
help of relevant activities.
Peace education should form a component of teacher education.
Health and physical education.
Health and physical education are necessary for the overall development of learners.
Through health and physical education programmes (including yoga), it may be possible to
handle successfully the issues of enrolment, retention and completion of school.
CHAPTE
R -3
19. SUMMARY OF NCF-2005
Availability of minimum infrastructure and material facilities, and support for
planning a flexible daily schedule are critical for improved teacher performance.
A school culture that nurtures children’s identities as learners’ enhances the
potential and interests of each child.
Specific activities ensuring participation of all children-able and disabled- are
essential conditions for learning by all.
The value of self discipline among learners through democratic functioning is as
relevant as ever.
CHAPTE
R -4
20. SUMMARY OF NCF-2005
Participation of community members in sharing knowledge and experience in a
subject area helps in forging a partnership between school and community.
Reconceptualization of learning resources in terms of:
Textbooks focused on elaboration of concepts, activities, problems and exercises
and exercises encouraging reflective thinking and group work.
Supplementary books, workbooks, teachers’ handbooks etc. based on fresh thinking
on fresh thinking and new perspectives.
Multimedia and ICT as sources for two way interaction rather than one way
reception.
CHAPTE
R -4
21. SUMMARY OF NCF-2005
Decentralised planning of
school calendar and daily
schedule and autonomy for
teacher professionalism
practices are basic to creating
a learning environment.
CHAPTE
R -4
School library as an intellectual space for teachers, learners and members of the community
to deepen their knowledge and connect with the wider world.
22. SUMMARY OF NCF-2005
Quality concern a key feature of systemic reform.
A broad framework for planning upwards. (Identifying Focuses Areas, School-cluster,
Decentralised Planning Strategy at the District Level)
Meaningful academic planning has to be done in a participatory manner by
Headmasters and teachers.
Panchayat Raj system should be strengthened by evolving a mechanism to regulate
the functioning of parallel bodies at the village level so that democratic participation
in development can be realised.
CHAPTE
R -5
23. SUMMARY OF NCF-2005
Professional training of teachers can be strengthened by linking it to:
Post-graduate studies in different subjects.
Provisions for integrated undergraduate studies in teacher education.
Inclusion of a course on language proficiency as an integral component.
Engaging the trained with the larger context of education, interacting with children in real contexts
and critically questioning their own beliefs about knowledge and learning, gender, caste, equity
and justice. (reflective learning)
Shifting the focus from pure disciplinary knowledge to the learner and his/her context.
In-service education needs to become a catalyst for change in school practices.
CHAPTE
R -5
24. SUMMARY OF NCF-2005
Examination reforms to reduce psychological stress particularly on children in
class X and XII –
Shift from content based testing to problem solving and competency based
assessment
Examinations of shorter duration
Flexible time limit
Change in typology of questions
No public examination till class VIII
Class X board exam to be made optional (in long term)
CHAPTE
R -5
25. Guidelines for Syllabus Development –
Topics and Themes for relevant stages of children’s development.
Continuity from one level to the next.
Pervasive resonance of all the values enshrined in the constitution of India.
Inter-disciplinary and thematic linkages between topics listed for different
school subjects & discrete disciplinary areas.
Linkage between school knowledge and concern in all subjects & at all levels.
Sensitivity to gender, caste, class, peace, health & children with special need.
Integration of work related attitudes and values in every subject and all levels.
Need to nurture aesthetic sensibility and values.
26. Development of Support Material –
Audio/video programmes on NCF-2005 and textbooks
Source-book on learning assessment
Exemplar problems in Science and Mathematics
Science and Mathematics kits
Teachers’ handbooks and manuals.
Teacher Training Packages.
Developed syllabi and textbooks in new areas such as Heritage Craft, Media Studies, Art
Education, Health and Physical Education, etc.
Taken various initiatives in the area of ECCE (Early Childhood Care Education), Gender,
Inclusive Education, Peace, Vocational Education, Guidance and Counseling, ICT, etc.
27. OUTLINE FOR CLASSES : I – XII
CLASSES: I-V
• MOTHER TONGUE
• ENGLISH
• MATHEMATICS
• INTEGRATED ENV.STUDIES
• ART & CRAFT
• HEALTH & PHYSICAL EDUCATION
• WIRK EXPERIENCE
CLASSES: VI-VIII
• MOTHER TONGUE
• MODERN INDIAN LANGUAGE
• ENGLISH
• SCIENCE
• MATHEMATICS
• SOCIAL STUDY (HISTORY, GEOGRAPHY, CIVICS & ECONOMICS)
• ART EDUCATION
• HEALTH & PHYSICAL EDUCATION
• WORK EXPERIENCE
28. OUTLINE FOR CLASSES : I – XII
CLASSES: IX-X
• MOTHER TONGUE
• SANSKRIT / URDU / OTHERS
• MATHEMATICS
• SCIENCE
• SOCIAL STUDY (HISTORY,
GEOGRAPHY, CIVICS & ECONOMICS)
• COMPUTER
• WORK EXPERIENCE
• PEACE EDUCATION
• ART EDUCATION
CLASSES: XI-XII
• MOTHER TONGUE
• ENGLISH
• MATHEMATICS
• COMPUTER
• PHYSICS
• CHEMISTRY
• BIOLOGY
OPTIONAL
FOR
SCIENCE
CATEGORY
• POL. SCIENCE
• GEOGRAPHY
• HISTORY
• ECONOMICS
• SOCIOLOGY
• PSYCHOLOGY
OPTIONAL
FOR ART
CATEGORY
• COMMERCE
• ACCOUNTANCY
OPTIONAL
FOR
COMMERCE
CATEGORY
• ART EDUCATION
• OTHER OPTIONAL SUBJECT
29. CRITICISM
1) STRESS OVER ENGLISH ALONG WITH MOTHER TONGUE FROM CLASS-I.
2) COMPUTER COURSE INCLUDED IN CLASSES IX-XII, WHEREAS IMPLEMENTATION
REQUIRE INFRASTRUCTURE, TRAINED TEACHERS.
3) THERE IS NOTHING NEW IN WHATEVER HAS BEEN SAID IN THE CONTEXT OF
TEACHING DIFFERENT SUBJECTS OF THE CURRICULUM, THE TEACHERS ARE
ALREADY IN THE KNOW OF IT.