This presentation summarizes key Indian education policies and frameworks. It discusses the National Policy on Education (NPE) of 1986, outlining its aims of making education accessible to all and developing skills for economic growth. It also discusses the National Curriculum Framework (NCF) of 2005, how it emphasizes pedagogy and evaluation. The presentation examines how textbooks address gender, health and environment, and reviews reports on learning and human development.
The document summarizes the key aspects of the National Policy on Education (NPE) 1986 and the National Curriculum Framework (NCF) 2005 in India. The NPE 1986 aimed to provide lifelong education for all, equal access to education, and overall development of children. It emphasized interactive teaching and a common core curriculum. The NCF 2005 provided the framework for syllabus, textbooks, and teaching practices according to the NPE 1986. Its goals included democratic values, creativity, meaningful work, and empowering all children to learn. It advocated for a child-centered pedagogy and continuous, comprehensive evaluation.
The document summarizes the report titled "Learning Without Burden" submitted by the Yashpal Committee to the Indian government in 1993. The committee, chaired by Professor Yashpal, studied the prevalent school curricula and textbooks in India. The report identified several problems with the curriculum load on students, including joyless learning, an excessive focus on examinations, and treating textbooks as the sole source of truth. It also examined the roots of these problems, such as the isolation of experts developing curricula from classroom realities. The report recommended greater involvement of teachers in curriculum development and reducing homework and tests for young students.
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.
The Pakistani economy achieved 4.2% growth in 2014-15, the highest since 2008-09, despite floods, protests, and declining commodity prices. Per capita income was $1,512 and unemployment was 6%. Inflation remained under 10% due to effective monetary policy. The services and industrial sectors grew 4.95% and 3.62% respectively. The trade deficit was $17 billion with exports of $26.9 billion and imports of $44 billion. The budget deficit was 5% and tax revenues were expected to increase to 11.5% of GDP. China and Pakistan signed $45 billion in agreements and China-Pakistan Economic Corridor agreements were deemed "credit positive" by ratings agencies.
The document summarizes the National Policy on Education (NPE) of 1986 in India. It discusses the key aims of the NPE, which include universal access to education, equality of educational opportunities, integration of education and national development, and scientific and technological education. The NPE is divided into 12 parts and covers elementary to higher education. It emphasizes developing values of socialism, secularism, and democracy through education. While the policy set lofty goals, challenges remain in its implementation due to lack of infrastructure, resources, and proper monitoring. Suggestions to improve the policy include more effective implementation of schemes, focus on quality of education, and evaluation of teachers.
This presentation summarizes key Indian education policies and frameworks. It discusses the National Policy on Education (NPE) of 1986, outlining its aims of making education accessible to all and developing skills for economic growth. It also discusses the National Curriculum Framework (NCF) of 2005, how it emphasizes pedagogy and evaluation. The presentation examines how textbooks address gender, health and environment, and reviews reports on learning and human development.
The document summarizes the key aspects of the National Policy on Education (NPE) 1986 and the National Curriculum Framework (NCF) 2005 in India. The NPE 1986 aimed to provide lifelong education for all, equal access to education, and overall development of children. It emphasized interactive teaching and a common core curriculum. The NCF 2005 provided the framework for syllabus, textbooks, and teaching practices according to the NPE 1986. Its goals included democratic values, creativity, meaningful work, and empowering all children to learn. It advocated for a child-centered pedagogy and continuous, comprehensive evaluation.
The document summarizes the report titled "Learning Without Burden" submitted by the Yashpal Committee to the Indian government in 1993. The committee, chaired by Professor Yashpal, studied the prevalent school curricula and textbooks in India. The report identified several problems with the curriculum load on students, including joyless learning, an excessive focus on examinations, and treating textbooks as the sole source of truth. It also examined the roots of these problems, such as the isolation of experts developing curricula from classroom realities. The report recommended greater involvement of teachers in curriculum development and reducing homework and tests for young students.
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.
The Pakistani economy achieved 4.2% growth in 2014-15, the highest since 2008-09, despite floods, protests, and declining commodity prices. Per capita income was $1,512 and unemployment was 6%. Inflation remained under 10% due to effective monetary policy. The services and industrial sectors grew 4.95% and 3.62% respectively. The trade deficit was $17 billion with exports of $26.9 billion and imports of $44 billion. The budget deficit was 5% and tax revenues were expected to increase to 11.5% of GDP. China and Pakistan signed $45 billion in agreements and China-Pakistan Economic Corridor agreements were deemed "credit positive" by ratings agencies.
The document summarizes the National Policy on Education (NPE) of 1986 in India. It discusses the key aims of the NPE, which include universal access to education, equality of educational opportunities, integration of education and national development, and scientific and technological education. The NPE is divided into 12 parts and covers elementary to higher education. It emphasizes developing values of socialism, secularism, and democracy through education. While the policy set lofty goals, challenges remain in its implementation due to lack of infrastructure, resources, and proper monitoring. Suggestions to improve the policy include more effective implementation of schemes, focus on quality of education, and evaluation of teachers.
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 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.
Unit VIII Language Policy in Education Dr.C.ThanavathiThanavathi C
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
Social Diversity-Contemporary India and Educationpraveenraj265
This document discusses the development of education in India after independence. It covers:
1) Expansion of general education through initiatives like free and compulsory primary education, midday meals, and increased number of schools and universities. Literacy rates rose from 19.3% in 1951 to 65.4% in 2001.
2) Development of technical education through institutions like IITs, NITs, IIMs, and increased medical and dental colleges.
3) Focus on women's education through schemes to promote girls' enrollment and literacy.
The National Policy on Education 1986 aimed to remove disparities and equalize educational opportunities, especially for women, Scheduled Tribes, and Scheduled Castes. It called for expanding scholarships, recruiting more teachers from disadvantaged groups, and providing incentives for poor families to send children to school. The policy emphasized elementary education, launched Operation Blackboard to improve primary schools, and expanded open universities. It also proposed rural universities to promote local development. The policy sought to achieve these aims through various programs and initiatives.
Universalization of elementary educationVipin Shukla
This document discusses universalization of elementary education in India. It defines universalization as providing education for all children up to age 14 without discrimination. It notes factors like ensuring provision of schools within walking distance for all children, universal enrollment of all 6-14 year olds, and universal retention through completion of 8th class. The importance of elementary education is discussed in terms of personal, social and economic development as well as cultural preservation. Problems in achieving universalization like inadequate funding, large populations, and illiterate parents are outlined. Suggested measures include increasing funding, mid-day meals, free supplies, and improving teaching quality. Wastage and stagnation in schools is also examined along with their causes and suggestions to address them
This presentation is very helpful for teachers and students. It consists of history, effects, objectives, importance and recommendations of Wood's Despatch 1854.
Rural Urban Inequality in School Education in IndiaPallab Kumar Nath
Why is rural-urban inequality in school education in India still prevalent?
Provide some suggestive measures to remove rural-urban inequality in school education.
The document discusses India's Three Language Formula policy for promoting multilingualism and national integration. The policy recommends that in Hindi-speaking states, students learn Hindi, English, and one Modern Indian Language. In non-Hindi states, students learn the regional language, Hindi or English, and a Modern Indian Language. There have been implementation issues due to uneven adoption of the 3+1/-1 formula and preference for English. Fully implementing mother tongue education and managing the language load are ongoing challenges. Improving resources for teaching additional languages and making duration requirements consistent could help address non-implementation.
The document discusses universalization of elementary education in India and various state projects aimed at achieving this. It outlines the stages of school education in India and defines universalization of elementary education as universal access, enrolment, retention, and achievement through quality education. It then describes in detail three state projects - the Uttar Pradesh Basic Education Project, Bihar Education Project, and Lok Jumbish program in Rajasthan - outlining their objectives, strategies, and activities which focused on increasing enrollment, reducing dropout rates, and improving education quality for all, especially girls and disadvantaged groups.
HUMAN DEVELOPMENT REPORT 2014 (UNDP-INDIA)GK Dutta
The 2014 Human Development Report is the latest in the series of global Human Development Reports published by UNDP since 1990 as independent, empirically grounded analyses of major development issues, trends and policies.
The document summarizes the Yashpal Committee report from 1992-1993 that studied the prevalent school curriculum and textbooks in India. The committee identified several problems with the education system including excessive curriculum loads, a lack of joy in learning, and centralized control over curriculum. The committee determined the roots of these problems were an overemphasis on information over knowledge, convention of only teaching textbooks, and a competitive social environment that lacked academic focus. The committee's recommendations included greater teacher involvement in curriculum/textbooks, reducing testing at early levels, limiting homework, using more audio/visual materials, and improving teacher-student ratios.
The recomendations of ncf 2005 and 2009jakeerhusain1
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.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
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.
Privatization in Education and its impact on Indian SociertRushita Thakkar
Details of why Privatization occurred in Education, its effects, pros and cons, the comparison between private and public sector in education, economic perspectives etc.
The UGC was established in 1953 and became a statutory body in 1956. It aims to coordinate, determine, and maintain standards of university education in India. The UGC plays a key role in curriculum development by recommending the introduction of programs like B.Ed to train effective teachers and the Choice Based Credit System (CBCS) to provide flexibility. The CBCS allows students to learn core subjects while exploring other disciplines and benchmarks courses with best practices. The UGC also recommends a 70% uniform curriculum for undergraduate programs across universities.
The document discusses the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a centrally sponsored scheme launched in 2009 in India to improve access to and quality of secondary education. RMSA aims to increase secondary school enrollment rates from 52.26% to 75% by 2014 through universal education for 15-16 year olds. Its objectives include improving education quality, removing socioeconomic/gender barriers, and achieving universal retention by 2020. The scheme funds additional classrooms, labs, libraries, toilets, and teacher housing to enhance facilities. It also focuses on reducing pupil-teacher ratios, in-service training, STEM education, curriculum/teaching reforms, and empowering disadvantaged groups
This document discusses reflections on two 8th grade textbooks in India regarding their treatment of gender, health, and environmental issues. It analyzes chapters in science and math textbooks and finds that while some topics related to these issues are covered, gender portrayal is often unequal and many opportunities are missed. Changes are needed in both textbooks to better integrate these important elements and promote learning.
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.
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.
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.
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 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.
Unit VIII Language Policy in Education Dr.C.ThanavathiThanavathi C
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
Social Diversity-Contemporary India and Educationpraveenraj265
This document discusses the development of education in India after independence. It covers:
1) Expansion of general education through initiatives like free and compulsory primary education, midday meals, and increased number of schools and universities. Literacy rates rose from 19.3% in 1951 to 65.4% in 2001.
2) Development of technical education through institutions like IITs, NITs, IIMs, and increased medical and dental colleges.
3) Focus on women's education through schemes to promote girls' enrollment and literacy.
The National Policy on Education 1986 aimed to remove disparities and equalize educational opportunities, especially for women, Scheduled Tribes, and Scheduled Castes. It called for expanding scholarships, recruiting more teachers from disadvantaged groups, and providing incentives for poor families to send children to school. The policy emphasized elementary education, launched Operation Blackboard to improve primary schools, and expanded open universities. It also proposed rural universities to promote local development. The policy sought to achieve these aims through various programs and initiatives.
Universalization of elementary educationVipin Shukla
This document discusses universalization of elementary education in India. It defines universalization as providing education for all children up to age 14 without discrimination. It notes factors like ensuring provision of schools within walking distance for all children, universal enrollment of all 6-14 year olds, and universal retention through completion of 8th class. The importance of elementary education is discussed in terms of personal, social and economic development as well as cultural preservation. Problems in achieving universalization like inadequate funding, large populations, and illiterate parents are outlined. Suggested measures include increasing funding, mid-day meals, free supplies, and improving teaching quality. Wastage and stagnation in schools is also examined along with their causes and suggestions to address them
This presentation is very helpful for teachers and students. It consists of history, effects, objectives, importance and recommendations of Wood's Despatch 1854.
Rural Urban Inequality in School Education in IndiaPallab Kumar Nath
Why is rural-urban inequality in school education in India still prevalent?
Provide some suggestive measures to remove rural-urban inequality in school education.
The document discusses India's Three Language Formula policy for promoting multilingualism and national integration. The policy recommends that in Hindi-speaking states, students learn Hindi, English, and one Modern Indian Language. In non-Hindi states, students learn the regional language, Hindi or English, and a Modern Indian Language. There have been implementation issues due to uneven adoption of the 3+1/-1 formula and preference for English. Fully implementing mother tongue education and managing the language load are ongoing challenges. Improving resources for teaching additional languages and making duration requirements consistent could help address non-implementation.
The document discusses universalization of elementary education in India and various state projects aimed at achieving this. It outlines the stages of school education in India and defines universalization of elementary education as universal access, enrolment, retention, and achievement through quality education. It then describes in detail three state projects - the Uttar Pradesh Basic Education Project, Bihar Education Project, and Lok Jumbish program in Rajasthan - outlining their objectives, strategies, and activities which focused on increasing enrollment, reducing dropout rates, and improving education quality for all, especially girls and disadvantaged groups.
HUMAN DEVELOPMENT REPORT 2014 (UNDP-INDIA)GK Dutta
The 2014 Human Development Report is the latest in the series of global Human Development Reports published by UNDP since 1990 as independent, empirically grounded analyses of major development issues, trends and policies.
The document summarizes the Yashpal Committee report from 1992-1993 that studied the prevalent school curriculum and textbooks in India. The committee identified several problems with the education system including excessive curriculum loads, a lack of joy in learning, and centralized control over curriculum. The committee determined the roots of these problems were an overemphasis on information over knowledge, convention of only teaching textbooks, and a competitive social environment that lacked academic focus. The committee's recommendations included greater teacher involvement in curriculum/textbooks, reducing testing at early levels, limiting homework, using more audio/visual materials, and improving teacher-student ratios.
The recomendations of ncf 2005 and 2009jakeerhusain1
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.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
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.
Privatization in Education and its impact on Indian SociertRushita Thakkar
Details of why Privatization occurred in Education, its effects, pros and cons, the comparison between private and public sector in education, economic perspectives etc.
The UGC was established in 1953 and became a statutory body in 1956. It aims to coordinate, determine, and maintain standards of university education in India. The UGC plays a key role in curriculum development by recommending the introduction of programs like B.Ed to train effective teachers and the Choice Based Credit System (CBCS) to provide flexibility. The CBCS allows students to learn core subjects while exploring other disciplines and benchmarks courses with best practices. The UGC also recommends a 70% uniform curriculum for undergraduate programs across universities.
The document discusses the Rashtriya Madhyamik Shiksha Abhiyan (RMSA), a centrally sponsored scheme launched in 2009 in India to improve access to and quality of secondary education. RMSA aims to increase secondary school enrollment rates from 52.26% to 75% by 2014 through universal education for 15-16 year olds. Its objectives include improving education quality, removing socioeconomic/gender barriers, and achieving universal retention by 2020. The scheme funds additional classrooms, labs, libraries, toilets, and teacher housing to enhance facilities. It also focuses on reducing pupil-teacher ratios, in-service training, STEM education, curriculum/teaching reforms, and empowering disadvantaged groups
This document discusses reflections on two 8th grade textbooks in India regarding their treatment of gender, health, and environmental issues. It analyzes chapters in science and math textbooks and finds that while some topics related to these issues are covered, gender portrayal is often unequal and many opportunities are missed. Changes are needed in both textbooks to better integrate these important elements and promote learning.
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.
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.
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.
PPT Reading and reflecting on text B.Ed sem 1dz2dk8zgp6
The document summarizes key aspects of several education policies and reports in India, including the National Policy on Education 1986, National Curriculum Framework 2005, Learning to Be (UNESCO Report), and Learning Without Burden (Yashpal Committee Report 1993).
The National Policy on Education 1986 aimed to promote education across India through measures like implementation of free and compulsory education, increasing literacy rates, and modernizing curriculum. The National Curriculum Framework 2005 focused on a child-centered approach, experiential learning, and reducing rote learning.
The UNESCO report Learning to Be emphasized lifelong learning through four pillars - learning to know, learning to do, learning to be, and learning to live together. The
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
Changing trends in national curriculam frame worksanbinrays3336
1) The document discusses changing trends in India's national curriculum framework, moving from a traditional teacher-centered model to a more student-centered constructivist approach.
2) Key shifts highlighted include moving from rote learning to promoting students' innate spirit of inquiry, taking an interdisciplinary approach to knowledge, and evaluating students in a comprehensive manner beyond examinations.
3) The role of the teacher is also changing from sole knowledge imparting authority to a facilitator who supports student learning and knowledge construction.
Changing trends in national curriculam frame worksanbinrays3336
1) The document discusses changing trends in India's national curriculum framework, moving from a traditional teacher-centered model to a more student-centered constructivist approach.
2) Key shifts highlighted include moving from rote learning to promoting students' innate spirit of inquiry, taking an interdisciplinary approach to knowledge, and evaluating students in a comprehensive manner beyond examinations.
3) The role of the teacher is also changing from sole knowledge imparting authority to a facilitator who supports student learning and knowledge construction.
Changing trends in national curriculam frame worksanbinrays3336
1) The document discusses changing trends in India's national curriculum framework, moving from a traditional teacher-centered model to a more student-centered constructivist approach.
2) Key shifts highlighted include moving from rote learning to promoting students' innate spirit of inquiry, taking an interdisciplinary approach to knowledge, and evaluating students in a comprehensive manner beyond examinations.
3) The role of the teacher is also changing from sole knowledge imparting authority to a facilitator who supports student learning and knowledge construction.
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUMMina Badiei
The document outlines the stages of curriculum development and evaluation involved in updating an entire curriculum. It discusses 1) establishing general aims from educational policies, 2) the tasks of curriculum developers in determining subject balance and time allocation, 3) defining major educational objectives, 4) important concepts like critical changes in society and minimum learning requirements, and 5) constraints like political, socio-cultural and psychological factors. It emphasizes evaluating objectives, content scope and sequence, teaching strategies, and instructional materials using expert reviews and trials to ensure the curriculum achieves its aims.
Character Formation Has Education Failed Us An Academic X Tray on Today’s Sys...YogeshIJTSRD
The oxford Dictionary defines Education as “The process of receiving or giving systematic instruction, especially at a school or universityâ€. It is “a kind of teaching, an enlightening experienceâ€. For Mark Smith, “Education is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life†…“Education is seen as a deeply practical activity – something that we can do for ourselves what we could call self education , and with others.†Smith, M. 2020 . Azebeokhai Benedict O "Character Formation: Has Education Failed Us? An Academic X-Tray on Today’s System of Education in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40038.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/40038/character-formation-has-education-failed-us-an-academic-xtray-on-today’s-system-of-education-in-nigeria/azebeokhai-benedict-o
Education involves lifelong learning and the development of both individuals and society. It aims to achieve objectives through a curriculum delivered via instruction by teachers. Students learn through this process, and their performance is evaluated. Education should promote culture, have practical and effective programs for all types of learners, and focus on child-centered learning and growth rather than just subject matter. Key elements include objectives, curriculum, teachers, instruction, learning, students, and evaluation. The principles guide education to consider social conditions, bring schools closer to communities, and formulate objectives based on student growth.
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
NCERT is a autonomous organization established in 1961 by the Government of India to assist and advise central and state governments on policies and programs to improve school education qualitatively. It undertakes research, training, publishing, and other programs. The National Curriculum Framework provides guidelines for syllabi, textbooks, and teaching practices for school education programs. NCF 2005 drew from previous reports and focus group discussions. It is divided into five areas and aims to reduce curriculum load while ensuring national integration and quality education.
This document discusses the author's experiences with physical education and health studies from childhood to present. It provides context on how physical education has historically focused on fitness, health promotion and social regulation. It notes that physical education sometimes has lower status than other school subjects. The document also outlines expectations and qualifications of PDHPE teachers and defines the goals and focus of the NSW PDHPE K-6 syllabus to develop students' knowledge, skills, values and attitudes around health and wellbeing. It concludes by listing factors needed to be a confident PDHPE teacher, including a focus on health lifestyle choices and teaching personal and social skills.
The document outlines the National Policy of Education 1986 in India and the National Curriculum Framework 2005. The National Policy of Education 1986 aims to adopt a common 10+2+3 educational structure, develop a national curriculum framework, promote equality, and strengthen research. It focuses on early childhood education, elementary education, school facilities, and non-formal education. The National Curriculum Framework 2005 provides the framework for syllabi, textbooks, and teaching practices. It aims for lifelong learning, democratic values, creativity, life skills, independent thought, and holistic development of children.
This document outlines the course objectives and syllabus for a course on "Contemporary India and Education". The course aims to develop an understanding of the nature of social diversity in India and the educational demands of diverse communities. It will examine issues in contemporary India like industrialization, urbanization, and policies during pre- and post-independent periods. The syllabus covers 5 units - educational context in the constitution, social diversity, demands of individuals and communities, language policy, and implications of equal opportunities. Suggested activities include reports and discussions on implementing constitutional provisions for equality. Course outcomes include understanding education types, diversity, universalization, language policies, and eliminating inequalities.
The Revised Basic Education Curriculum 2002 aimed to improve Philippine education standards. It sought to provide learners with knowledge, skills, attitudes and values to develop personally and contribute to society. It emphasized functional literacy and life skills. The curriculum was decongested into five core subjects - Filipino, English, Math, Science and Makabayan (civics). Values education was integrated across all subjects to develop learners who are patriotic, humane, environmentally conscious and spiritual. The goal was to produce well-rounded citizens through an interactive and skills-focused education system.
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 Kothari Commission report of 1964-66 laid out guiding principles for educational reconstruction in India, including introducing work experience and social service into education, vocationalization of secondary education, strengthening advanced study centers, special emphasis on teacher training, and prioritizing agricultural education. It established task forces on various levels and aspects of education. The Programme of Action in 1992 aimed to establish a national system providing comparable quality education to all students regardless of attributes. It focused on quality, pacesetting schools, vocationalization, research-driven higher education, and evaluation methods. The Yashpal Committee report reviewed teacher education and recommended reducing academic burden on students through more joyful, experience-based learning and addressing the roots of curriculum issues.
The document discusses India's National Education Policies and National Curriculum Frameworks. It provides context on how policies have changed over time, from NEP 1986 to the draft NEP 2019, with proposed changes to India's schooling structure. It also outlines the history and objectives of India's National Curriculum Frameworks, particularly NCF 2005. NCF 2005 aims to make education learner-centered and inclusive, focusing on developing independent, flexible thinkers who can contribute to society and economic processes. It emphasizes assessing learning continuously and comprehensively to provide immediate student support.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
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3. INTRODUCTION…
National Policy On Education (NPE-1986)
is a policy formulated by the government
of India to promote education amongest
Indian people. The first NPE was
promulgated in 1968 by the government
of Prime Minister Indira Gandhi, and
second by Prime Minister Rajiv Gandhi in
1986.
4. 1. Common Core Curriculum.
2.Minimum Level Of Learining.
3. Cultural Prespective.
4. Value Education.
5. Work Experience.
6. Education And Environment.
7. Science and Mathematics Education.
8. Sports And Physicall Education.
9. Education For International Understanding.
10. Common Educational Structure(10+2+3) Format.
SALIENT FEATURES OF NPE-1986.
5. On july 29, 2020, Union
Cabinet Approved
National Education
Policy (NEP-2020) Which
has replaced NPE-1986.
Human Resource And
Development Ministry
has been renamed as
Ministry Of Education.
6. FEATURES OF NEP-2020
1. Common Educational Structure(5+3+3+4) Format.
2. Board Examination-Objective And Descriptive And
Occur Twice a Year.
3. No Hard Sepration Of Arts, Commerce And
Science.
4. One Vocational Subject From Class 6 To 8.
5. Coding To be Tought From Class 6 Onwards.
6. Three Language Formula- State Language,
Regional language , Choice Of Student.
7. AIM OF EDUCATION ACCORNING TO NPE-
1986
1. All-Round Development.
2. Life Long Education.
3. Education For Equality.
4. Vocational Education.
5. International Coorporation and Peaceful
Existance.
6. Development Of Human Resource And Man Power.
9. 1. Common Structure of Education.
2. Environment Consciousness.
3. Common Core Curriculum.
4. Synthesis Between Technology and Culture.
5. Teacher with Greater Accountability.
6. Important To Value Education.
7. Child-Centered and Activity Based Approch.
8. Effective and Easy Accessibility to Books.
10. REFLECTION ON CORE ELEMENTS OF NPE-1986 WITH
RESPECT TO EVALUATION
1. Recast the Examination System.
• Evaluation at Elementory Stage-Continous
Comprehensive Evaluation (CCE).
• Evaluation at Secondary Stage-By the State Board at
Class 9 to 12.
• Evaluation at Higher Education Stage.
2. Evaluation as Continuous
Process.
11. NATIONAL
CURRICULUM
FRAMEWORK 2005
NCF 2005 is one of the four
national curriculum
frameworks published in
1975, 1988, 2000 and 2005.
Published by National Council
of Educational and Training.
12. FEATURES OF NCF-2005
• Learning and Knowledge.
• Curriculum Areas, School Stages and Assesssment.
• School And Classroom Environment.
• Primacy of Learner.
• Quality Education For All.
13. 1.Learning without Burden.
2. Commitment on Democratic Values.
3. Independence of Thoughts and Actions.
4.To Develop Sense of Self-Reliance and Dignity.
5. To Inculcate feeling of Oneness, Democracy.
Child Centered Approach.
AIMS OF EDUCATION ACCORDING TO
NCF-2005
15. 1. From Burdensome Learning to Burden-
Free Learning.
2. From Subject-Centred Curriculum to
Integrated Curriculum.
3. From Reception of Knowledge to
Construction of Knowledge.
4. From Rote Learning to Problem Solving.
5. From Teacher-Dominance to Learner
Autonomy.
6. From Content Based Testing to
Competency Based Testing.
16. 1. Purposeful Assessment.
2. Not to be Tested for Marks.
3. Examination Reform.
4. Self-Assessment and Feedback.
5. For Paper Setting, Examining and
Reporting.
REFLECTION ON CORE ELEMENTS OF NCF 2005 WITH
RESPECT TO EVALUATION
17. Reflection On
Core Elements in School Textbook of Science
Class-ix
with Respect to
1. Gender
2. Environmrnt
3. Health
18. Introduction…
Matter in our
surroundings.
Atoms and Molecules.
Structure of Atom.
Diversity in Living
organism.
Natural Resources.
Tissues.
Motion.
Gravitation.
Work and Energy.
19. Effect of this book
on Gender
No Gender discrimination
is observed Artist is Male
and coordinator is
Female.
In some pictures there
are only Girls or Boys and
in some pictures Both
can be seen.
Girls are represented in
a modernized way .
20. Effect of this book
on Health
This book does not
cause any ill effect on
Health of Reader.
Explain topic related
to Health and Hygiene.
Explain importance of
Balanced Diet.
21. Effect of this book
on Environment
This book provide
clear understanding
regarding nature and
surroundings.
Natural resources and
its conservation is the
key Topic of this Book.
23. Introduction…
To be means To Become which has bot
been attained so far in one’s life And has
potential in becoming through education.
PRINCIPLES OF LEARNING TO BE .
. Education a fundamental right.
. Value education.
. Need based curriculum.
. Adult Education.
25. .Yash Pal Committee Report, ‘ Learning
without Burden’ (1993) Observes that
Learning has become a source of burden
and stress on child and parents.
.AIM OF EDUCATION In 21st CENTURY:
• . Development of Natural Abilities.
• . Character Buliding.
• . Preparation for Adult Life.
. Creation of Useful Citizen.
. Child Centered Education.
27. The Economic Survey of India is an annual
document of the Ministry of Finance,
Government of India. The department of
Economic Affairs, Ministry of Finance presents
the Survey in Parliament every year before
Union Budget.
Economic Survey is estimated and a growth of
8 percent for final year 2016 is compared to the
growth rate of 7.4%.