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1.1 concept, features, need, importance and goals of educational policy
Specialization III:- Educational Policy, Economics of Education and Educational Planning in Secondary Education
Impact of political change on professional education
CHANGE IS INEVITABLE.THE CHANGE IN EVERY ASPECT GIVES SOME IMPACT IN LIFE INCLUDING EDUCATION.THESE PRESENTATION ARE ABOUT IMPACT OF POLITICAL CHANGES IN PROFESSIONAL EDUCATION IN INDIA
ECONOMICAL FACTORS AFFECTING EDUCATIONAL PLANNING
This document discusses how economic factors affect educational planning. It begins by defining key economic concepts like investment, saving, consumption, and production, and how they relate to educational planning. It explains that educational planning requires understanding economics because resources are limited and choices must be made. The document also discusses applying economic concepts to educational planning, characteristics of analyzing education through an economic lens, and some weaknesses of economic influences on education. Overall, the document analyzes how economics influences educational planning and decision making.
impact of social, economical, political & technological changes on education
This document discusses various topics related to changes in education including social, economic, political and technological changes. It defines education and discusses how education affects social change. It outlines different types of social change and factors influencing social change. It also examines the relationship between social change and education and discusses educational and social changes that have occurred in India. Finally, it analyzes the economic, political and technological impacts on education.
Education System in Pakistan, Developing Quality Assurance Model in Govt. Sch...
Education System in Pakistan, Developing Quality Assurance Model in Govt. Sch...Comsats Institute of Information Technology Attock, Punjab Pakistan
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Enriching NIT System of Education through the Ideals of Vivekananda
Enriching NIT System of Education through the Ideals of VivekanandaNational Institute of Technology, Hamirpur,India
This document discusses a proposed project to study how to enrich the National Institute of Technology (NIT) system of education in India through the ideals of Swami Vivekananda.
The objectives are to analyze different facets of technical education at NITs to identify areas for quality improvement, and to suggest a model for NIT education based on studying Swami Vivekananda's ideals. His ideals focused on man-making through an integrated education system fusing science and humanities.
The study would use one NIT as a sample case and look at aspects like teacher-student relationships, teaching pedagogy, research and development activities, and balancing eastern and western approaches. The goal is to make NITPedagogic Transformation: Comparing Educational Technology in the US and India
In the last 15 years, the US and India have witnessed increasing bilateral cooperation on broad and multi-sectoral matters especially in the field of education and technology. This has led to enormous policy borrowing and practice sharing in educational technology from the US. Acknowledging the contemporary strategic ties between the countries, this paper compares the historic evolution of educational technology as pedagogic transformation within the K-12 classrooms to identify the critical factors contributing to the contemporary educational technology scenario in the respective countries. The TPACK framework of educational pedagogy is used to analyze and determine the evolutionary journeys of pedagogic transformation during the Digital Phases: the personal computer and the internet. While comparing the two countries, it is found that independent socio-cultural and political factors have influenced the specific trajectory. Thereby, making the scientific investigation of the ‘contextual forces’ affecting the pedagogic transformation of educational technology within both the home (the US) and the target (India) key to policy-makers.
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1.1 concept, features, need, importance and goals of educational policy
Specialization III:- Educational Policy, Economics of Education and Educational Planning in Secondary Education
Impact of political change on professional education
CHANGE IS INEVITABLE.THE CHANGE IN EVERY ASPECT GIVES SOME IMPACT IN LIFE INCLUDING EDUCATION.THESE PRESENTATION ARE ABOUT IMPACT OF POLITICAL CHANGES IN PROFESSIONAL EDUCATION IN INDIA
ECONOMICAL FACTORS AFFECTING EDUCATIONAL PLANNING
This document discusses how economic factors affect educational planning. It begins by defining key economic concepts like investment, saving, consumption, and production, and how they relate to educational planning. It explains that educational planning requires understanding economics because resources are limited and choices must be made. The document also discusses applying economic concepts to educational planning, characteristics of analyzing education through an economic lens, and some weaknesses of economic influences on education. Overall, the document analyzes how economics influences educational planning and decision making.
impact of social, economical, political & technological changes on education
This document discusses various topics related to changes in education including social, economic, political and technological changes. It defines education and discusses how education affects social change. It outlines different types of social change and factors influencing social change. It also examines the relationship between social change and education and discusses educational and social changes that have occurred in India. Finally, it analyzes the economic, political and technological impacts on education.
Education System in Pakistan, Developing Quality Assurance Model in Govt. Sch...
Education System in Pakistan, Developing Quality Assurance Model in Govt. Sch...Comsats Institute of Information Technology Attock, Punjab Pakistan
Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, QUALITY SCHOOL EDUCATION IN PAKISTAN, CHALLENGES, SUCCESSES AND STRATEGIES OF EDUCATION IN PAKISTAN,Developing Human Capital in National Education Blueprint 2006-2010
The document discusses Malaysia's National Education Blueprint 2006-2010 which aimed to develop quality human capital. It outlines 6 strategic thrusts: 1) Nation Building 2) Developing Human Capital 3) Strengthening National Schools 4) Bridging Education Gaps 5) Improving the Teaching Profession 6) Accelerating Excellence in Educational Institutions. The document provides details on the approaches, objectives, and implementation strategies for developing human capital with knowledge, skills, and moral values to meet national development needs.
Enriching NIT System of Education through the Ideals of Vivekananda
Enriching NIT System of Education through the Ideals of VivekanandaNational Institute of Technology, Hamirpur,India
This document discusses a proposed project to study how to enrich the National Institute of Technology (NIT) system of education in India through the ideals of Swami Vivekananda.
The objectives are to analyze different facets of technical education at NITs to identify areas for quality improvement, and to suggest a model for NIT education based on studying Swami Vivekananda's ideals. His ideals focused on man-making through an integrated education system fusing science and humanities.
The study would use one NIT as a sample case and look at aspects like teacher-student relationships, teaching pedagogy, research and development activities, and balancing eastern and western approaches. The goal is to make NITPedagogic Transformation: Comparing Educational Technology in the US and India
In the last 15 years, the US and India have witnessed increasing bilateral cooperation on broad and multi-sectoral matters especially in the field of education and technology. This has led to enormous policy borrowing and practice sharing in educational technology from the US. Acknowledging the contemporary strategic ties between the countries, this paper compares the historic evolution of educational technology as pedagogic transformation within the K-12 classrooms to identify the critical factors contributing to the contemporary educational technology scenario in the respective countries. The TPACK framework of educational pedagogy is used to analyze and determine the evolutionary journeys of pedagogic transformation during the Digital Phases: the personal computer and the internet. While comparing the two countries, it is found that independent socio-cultural and political factors have influenced the specific trajectory. Thereby, making the scientific investigation of the ‘contextual forces’ affecting the pedagogic transformation of educational technology within both the home (the US) and the target (India) key to policy-makers.
Changing trends in national curriculam frame work
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.
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This document provides an introduction to a research proposal that will examine whether holistic education is a myth in Malaysia's tertiary education system. It defines holistic education as an integrated curriculum approach that is both practical and focuses on inner student development. The study aims to identify how holistic education is characterized, how it is addressed in Malaysia's Higher Education Blueprint, and its role in developing student quality and achievement. However, the study has limitations due to its small sample size of only 300 undergraduates from universities in one Malaysian city.
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The document outlines the educational aims of the Indian Education Commission from 1964-1966 and the National Policy on Education from 1986. The 1964 commission aimed to increase productivity by linking education and vocational skills, promote social and national integration through a common school system and language policy, and modernize education to keep pace with changes. The 1986 policy aimed for holistic child development, efficient resource use, reducing disparities, and developing moral, physical, social, cultural, and lifelong learning values through expanding vocational, adult, and distance education opportunities.
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The document discusses India's National Policy on Education from 1968 to the present. It outlines the key goals of promoting access, quality, and equality in education. While progress has been made in building the education system and increasing literacy rates, challenges remain around low standards in rural areas, lack of funding, and ensuring quality education for all. The policy calls for a unified national system with common structure, better facilities and support for teachers, and performance-linked accountability to improve implementation and make the vision of education for all a reality.
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This document is a collection of working papers on various topics related to language and education. It contains an introductory note by the editor and 11 individual papers contributed by different authors. The sixth paper in the collection, authored by Eva Thun, discusses approaches to gendering the school curriculum from an educational policy perspective in Hungary. The paper seeks to identify critical stances informed by feminist analyses of educational reforms and gender equality policies internationally, and to interrogate the direction of educational change in Hungary with regards to including gender issues.
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The document summarizes the education system in Pakistan. It is divided into five levels: primary, middle, high, intermediate, and university. At independence, Pakistan only had one university, but now has over 132 universities, 73 public and 59 private. Poor education is due to low public investment, lack of government funding for institutions, administrative issues, and cultural and income factors. Improving the system requires a suitable education for all classes, prioritizing education, increasing funding utilization, and improving rural education. Famous Pakistani education achievers are also listed.
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The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
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Research is a movement, a movement from the known to unknown. It is actually a voyage of discovery. In short, the search for knowledge through objective and systematic method of finding solution to a problem is research. When research is seen as a process carried on by people, question can be asked, such as where do research topics come from Where is research come Why does research Who uses research How it is shared How it is funded Research is an academic activity in all the disciplines including teacher .education. The aim of this paper is to highlights the status, areas, research themes, Financial support for research and publication of research report. V. Manikandan | Dr. V. Ambedkar "Research in Teacher Education" 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/ijtsrd39983.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/39983/research-in-teacher-education/v-manikandan
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The document discusses educational planning and types of plans. It defines educational planning as preparing for post-secondary education by making arrangements to facilitate learning and skill development. There are three main elements in educational planning: predetermined objectives, use of scarce resources, and decision making. Educational planning ensures coordination of the education system and helps achieve goals like universal primary education. Strategic plans define long-term goals and priorities over 3-5 years while financial plans help achieve life goals through proper investment and money management.
Educational planning and Management
This document summarizes an educational planning and management program presented by Dr. Shazia Zamir. It discusses the importance of education for Pakistan's progress in a globalized world. The purpose of educational planning is to facilitate development of the education system through visioning, objective setting, policy review, and resource assessment. Education aims for complete human development through knowledge, skills, values and habits. Management functions like planning, organizing, leading, staffing and controlling are discussed. The scope of educational management includes decision making, communication, team building, staff and resource provisioning, activities organization, and evaluation. Career opportunities for the program include leadership and management positions in education settings in both public and private sectors.
Malaysian Philosophy of Education
The document summarizes the Malaysian philosophy of education and its objectives. It outlines the five stages of education in Malaysia which are pre-school, primary, secondary, tertiary, and post-graduate. It then discusses the vision and mission of Malaysian education to develop students' potential through quality education. The rest of the document discusses 12 elements of the Malaysian education policy for molding human capital, including developing individual potential, a holistic and continuous education process, and producing citizens who are knowledgeable, noble, and able to contribute to society.
Education planning
Educational planning aims to make education more effective and efficient in responding to student and societal needs. It involves applying rational analysis to the educational development process. While educational planning has ancient roots, the rapid changes in the postwar period necessitated a new approach with longer time horizons, comprehensive scope, integration with broader development plans, involvement in management, and focus on both quantitative and qualitative improvement. Recent progress emphasizes these elements of modern educational planning theory and methodology.
11.political leadership and the development of education programme in nigeria...
This document discusses the relationship between political leadership and education program development in Nigeria and lessons for other African nations. It finds that successive Nigerian governments, both military and civilian, have pursued education programs aligned with their ideologies and priorities. Funding has been inadequate and dependent on the ruling government's priorities. Many African countries experienced political instability in the 1990s, compounding education spending issues. To reduce illiteracy and achieve education for all goals, Nigeria and other African nations need focused political leadership that develops long-lasting education programs to advance their nations technologically. The political system influences education policy formulation and resource allocation. Education policy reflects the ruling party's ideology.
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1. This document summarizes the history and development of the Malaysian education system. It discusses the various systems that existed during different periods of influence, including Pondok schools, Malay schools, English schools, and vernacular schools for Chinese and Indians.
2. It then describes the establishment of a national education system beginning in the 1950s to unite a multiracial population, drawing from reports by Barnes and Fenn Wu, Razak, and Rahman Talib. Key aspects included using Malay as the medium of instruction and a common curriculum/examination system.
3. The document outlines continued reforms, including the introduction of KBSR and KBSM, to develop a system oriented around skills
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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.
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NATIONAL CURRICULUM FRAMEWORK - 2005
This slide (NCF-2005 OF INDIA) made for online teaching. Information are taken from slides (from slideshare), journals, websites, blogs, and books.
NPE.pptx
The National Policy on Education (NPE) of 1986, also known as the New Education Policy, outlines India's vision for education. The policy is divided into 12 parts and 157 articles focusing on developing human resources. It aims to promote all-round development, national integration, equality, and scientific temper. Key reforms included reorganizing education stages, vocationalization, continuous and comprehensive evaluation, and a child-centered pedagogy with common core curriculum, manual work, and emphasis on values. The NPE of 1986 remains the guiding policy for Indian education.
Structure and Curriculum of Teacher Education-Unit 05- 8626
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Changing trends in national curriculam frame work
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.
Rp chapter 1
This document provides an introduction to a research proposal that will examine whether holistic education is a myth in Malaysia's tertiary education system. It defines holistic education as an integrated curriculum approach that is both practical and focuses on inner student development. The study aims to identify how holistic education is characterized, how it is addressed in Malaysia's Higher Education Blueprint, and its role in developing student quality and achievement. However, the study has limitations due to its small sample size of only 300 undergraduates from universities in one Malaysian city.
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The document outlines the educational aims of the Indian Education Commission from 1964-1966 and the National Policy on Education from 1986. The 1964 commission aimed to increase productivity by linking education and vocational skills, promote social and national integration through a common school system and language policy, and modernize education to keep pace with changes. The 1986 policy aimed for holistic child development, efficient resource use, reducing disparities, and developing moral, physical, social, cultural, and lifelong learning values through expanding vocational, adult, and distance education opportunities.
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The document discusses India's National Policy on Education from 1968 to the present. It outlines the key goals of promoting access, quality, and equality in education. While progress has been made in building the education system and increasing literacy rates, challenges remain around low standards in rural areas, lack of funding, and ensuring quality education for all. The policy calls for a unified national system with common structure, better facilities and support for teachers, and performance-linked accountability to improve implementation and make the vision of education for all a reality.
Gendering the school curriculum 2004 thun éva
This document is a collection of working papers on various topics related to language and education. It contains an introductory note by the editor and 11 individual papers contributed by different authors. The sixth paper in the collection, authored by Eva Thun, discusses approaches to gendering the school curriculum from an educational policy perspective in Hungary. The paper seeks to identify critical stances informed by feminist analyses of educational reforms and gender equality policies internationally, and to interrogate the direction of educational change in Hungary with regards to including gender issues.
1 education in pakistan 1
The document summarizes the education system in Pakistan. It is divided into five levels: primary, middle, high, intermediate, and university. At independence, Pakistan only had one university, but now has over 132 universities, 73 public and 59 private. Poor education is due to low public investment, lack of government funding for institutions, administrative issues, and cultural and income factors. Improving the system requires a suitable education for all classes, prioritizing education, increasing funding utilization, and improving rural education. Famous Pakistani education achievers are also listed.
The Influence of Pedagogic Supervision on School Effectiveness in Public Prim...
The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo
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TOPIC - national policy on education 1986
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This document summarizes an educational planning and management program presented by Dr. Shazia Zamir. It discusses the importance of education for Pakistan's progress in a globalized world. The purpose of educational planning is to facilitate development of the education system through visioning, objective setting, policy review, and resource assessment. Education aims for complete human development through knowledge, skills, values and habits. Management functions like planning, organizing, leading, staffing and controlling are discussed. The scope of educational management includes decision making, communication, team building, staff and resource provisioning, activities organization, and evaluation. Career opportunities for the program include leadership and management positions in education settings in both public and private sectors.
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The document summarizes the Malaysian philosophy of education and its objectives. It outlines the five stages of education in Malaysia which are pre-school, primary, secondary, tertiary, and post-graduate. It then discusses the vision and mission of Malaysian education to develop students' potential through quality education. The rest of the document discusses 12 elements of the Malaysian education policy for molding human capital, including developing individual potential, a holistic and continuous education process, and producing citizens who are knowledgeable, noble, and able to contribute to society.
Education planning
Educational planning aims to make education more effective and efficient in responding to student and societal needs. It involves applying rational analysis to the educational development process. While educational planning has ancient roots, the rapid changes in the postwar period necessitated a new approach with longer time horizons, comprehensive scope, integration with broader development plans, involvement in management, and focus on both quantitative and qualitative improvement. Recent progress emphasizes these elements of modern educational planning theory and methodology.
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1. This document summarizes the history and development of the Malaysian education system. It discusses the various systems that existed during different periods of influence, including Pondok schools, Malay schools, English schools, and vernacular schools for Chinese and Indians.
2. It then describes the establishment of a national education system beginning in the 1950s to unite a multiracial population, drawing from reports by Barnes and Fenn Wu, Razak, and Rahman Talib. Key aspects included using Malay as the medium of instruction and a common curriculum/examination system.
3. The document outlines continued reforms, including the introduction of KBSR and KBSM, to develop a system oriented around skills
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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.
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The National Policy on Education (NPE) of 1986, also known as the New Education Policy, outlines India's vision for education. The policy is divided into 12 parts and 157 articles focusing on developing human resources. It aims to promote all-round development, national integration, equality, and scientific temper. Key reforms included reorganizing education stages, vocationalization, continuous and comprehensive evaluation, and a child-centered pedagogy with common core curriculum, manual work, and emphasis on values. The NPE of 1986 remains the guiding policy for Indian education.
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TEACHER EDUCATION - STRUCTURE AND CURRICULUM OF TEACHER EDUCATION - UNIT 5 - COURSE CODE 8626 - AIOU - B.ED
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This document discusses the structure and curriculum of teacher education in Pakistan. It begins by explaining the importance of teacher development for improving education. It then defines teacher education, discussing its meaning, nature, and key components like teaching skills, pedagogical theory, and professional skills. The document also examines the need for teacher education, its scope at different education levels, and gaps in its existing structure and curriculum. It proposes a framework for reform and discusses policy recommendations to improve teacher education and quality of education in Pakistan.
Directions for education sector reform
The education system is the main enabler providing knowledgeable human capital for all the sectors. A modern, effective and efficient educational system is vital to the society which fosters economic competitiveness, social development, and citizens’ well-being while also enhancing the country’s growth and employment prospects.
Therefore, the development of the human capital, skills and qualified labor force – through education and long life training – are the foundation of well positioned knowledge-based economy.
The workforce has to be highly skilled to fit the labor market requirements and be efficient and innovative in work. Graduates should be able to successfully compete in a globalized knowledge economy.
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Presentation1.pptx
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.
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Dr.Omprakash H M
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.
A Brief Note On National Curriculum Framework (NCF) 2005
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ramanpreet.pptx
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.
bases of curriculum K&C.pptx
Poorvika K R presented on the topic "Bases of Curriculum" at JSS Institute of Education Sakleshpur in 2021-22. A curriculum is determined by the aims of life and society and is a program of study that spells out what topics will be taught and in what order. There are several bases that inform curriculum development including philosophical, political, economic, technological, social, psychological, and sociological bases. These different bases provide guidelines for developing a useful curriculum that can be tailored to meet the needs of learners in a particular society or nation.
Education studies
This document discusses the difference between curriculum policy and the enacted curriculum in South African schools. It notes that while the government has introduced new curriculum policies aimed at improving education quality, there remain impediments between policy goals and practical implementation. Specifically, it argues that curriculum policy is often too prescriptive and does not adequately consider the needs and resources of all learners or allow for teacher autonomy. As a result, the enacted curriculum in classrooms sometimes fails to effectively build students' knowledge and skills as intended by policymakers. The author concludes that curriculum design should involve teachers and respond directly to the realities of teaching and learning to better scaffold student development.
Ncfte 2009
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Educational policy 1978 1992 (1)
The document summarizes key aspects of Pakistan's educational policies from 1978 to 1992. The 1978 policy focused on Islamizing education by making Islamiat a compulsory subject and revising curricula according to Islamic principles. It aimed to groom students as good Muslims. The 1992 policy aimed to restructure the education system based on Islamic principles to create a progressive democratic society. It recognized primary education as a fundamental right and aimed to achieve universal enrollment by the end of the decade. Both policies outlined reforms and programs to improve access, quality, and management at various levels of education.
PRESENTATION on NEF 2005 in AMPG BHU Varanasi
The document summarizes the key aspects of the National Curriculum Framework 2005 in India. It discusses how NCF-2005 was developed to address issues raised in the 1993 Learning Without Burden report. It outlines the framework's focus on child-centered learning, inclusive education, connecting knowledge across subjects, and assessing students in a way that benefits teachers and learners. Additionally, it emphasizes the importance of critical thinking, multilingual education, infrastructure development, community participation, and vocational training in the school system. Overall, NCF-2005 aims to provide high-quality, inclusive education for all children in India.
Ict and teacher_education.ppt[1]
This document discusses the role of information and communication technologies (ICTs) in teacher education. It argues that ICTs have transformed how people communicate and do business globally. For education to reap the full benefits of ICTs, teachers need basic ICT skills and competencies. Teacher education programs must provide leadership in using new technologies and modeling new pedagogies. A shift from teacher-centered to learner-centered instruction is needed to help students acquire 21st century skills. ICTs can support this shift by providing tools for collaboration, access to information, and new ways for students to demonstrate understanding. The role of teachers is changing from knowledge transmitter to learning facilitator.
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Structure and Curriculum of Teacher Education-Unit 05- 8626
Structure and Curriculum of Teacher Education-Unit 05- 8626
TEACHER EDUCATION - STRUCTURE AND CURRICULUM OF TEACHER EDUCATION - UNIT 5 ...
TEACHER EDUCATION - STRUCTURE AND CURRICULUM OF TEACHER EDUCATION - UNIT 5 ...
A Brief Note On National Curriculum Framework (NCF) 2005
A Brief Note On National Curriculum Framework (NCF) 2005
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Reading and reflecting section a
- 2. Introduction:- This policy is popularly known as the NEW EDUCATION POLICY. It is a magna carta of the education for the days to come. This document contains nearly ten thousand word spread over 29 pages and is divided into 12 parts with 157 articles.
- 4. THE ESSENCE AND ROLE OF EDUCATION NATIONAL SYSTEM OF EDUCATION EDUCATION FOR EQUALITY REORGANIZATION OF EDUCATION AT DIFFERENT STAGES TECHNICAL AND MANAGEMENT EDUCATION
- 5. MAKING THE SYSTEM WORK REORIENTING THE CONTENT AND PROCESS OF EDUCATION THE TEACHER THE MANAGEMENT OF EDUCATION RESOURCES AND REVIEWS THE FUTURE
- 6. EDUCATION FOR ALL DEVELOPMENT OF MANPOWER CULTIVATING MORAL AND ETHICAL VALUES PROVIDING LIFELONG AND NON FORMAL EDUCATION PROVIDING NATIONAL SYSTEM OF EDUCATION
- 7. COMMON CORE CURRICULUM INTERACTIVE TEACHING SPORTS AND PHYSICAL EDUCATION TO STRENGTHEN THE LEARNING PROCESS SYNTHESIS BETWEEN TECHNOLOGY AND CULTURE ENHANCEMENT FOR EMPLOYABILITY NON FORMAL AS TO SUPPLEMENT THE FORMAL EDUCATION
- 9. At the end , it can be concluded that national policy of education 1986 is formulated on the principle that “education is unique investment in present and future”. This implies that education is for all and promotes the goals of socialism secularism and democracy.
- 10. The NPE 1986 entrusted NCERT with the responsibility of reviewing and developing National Curriculum of Framework at frequent intervals. The review and revision of NCF is also necessary to respond to the new development and concerns like curriculum load,tyranny of examination,commitment to universal education and address to future requirements of school education by turn of century
- 11. TO REDUCE CURRICULAR BURDEN BROAD AIMS OF EDUCATION PRINCIPLES OF CURRICULUM DEVELOPMENT SOCIAL CONTEXT OF EDUCATION PRIMACY OF THE LEARNER LEARNER AS THE CONSTRUCTOR OF KNOWLEDGE CURRICULAR AREAS ASSESSMENT AND EVALUATION
- 12. SCHOOL AND CLASSROOM ENVIRONMENT SCHOOL ETHOS FORMULATING TEACHER EDUCATION PARTNERSHIP BETWEEN SCHOOL SYSTEM AND CIVIL SOCIETY GROUPS
- 13. This is carefully designed document which foregrounds the fact that curriculum reform must be about pedagogy as much as it is about content. It seeks to produce self-reliant,confident and creative students and reposes trust in their abilities. It also led to a shift in teacher education programmes from teache centeric to learner centeric with flexible designs and processes providing wider social context.