Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Right to education: Issues and Challenges. Arvind Waghela
Right to Education: Issues and Challenges.
Issues faced by right to education Act, 2010 and What are the challenges which is currently faced by RTE ACT in its implementation.
This presentation discusses about Early Childhood Care and Education, Integrated Child Development Services (ICDS) scheme, Role of Government and Non-government Organization in organizing ECE, Capacity building of personnel in ECCE and Problems and issues in ECCE
Right to education: Issues and Challenges. Arvind Waghela
Right to Education: Issues and Challenges.
Issues faced by right to education Act, 2010 and What are the challenges which is currently faced by RTE ACT in its implementation.
This presentation discusses about Early Childhood Care and Education, Integrated Child Development Services (ICDS) scheme, Role of Government and Non-government Organization in organizing ECE, Capacity building of personnel in ECCE and Problems and issues in ECCE
This presentation is about the current problems of primary education which mainly emphasizes on barriers associated with each students who are suffering and not getting quality education. But don't you think they should be provided a quality education for their better future and the nation as well.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
This presentation is about the current problems of primary education which mainly emphasizes on barriers associated with each students who are suffering and not getting quality education. But don't you think they should be provided a quality education for their better future and the nation as well.
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
By Madhu S and D. Dhanuraj
This paper seeks to analyse how the Kerala Education Rules, framed on the sidelines of the Act of 1957, helps in reality for the setting up of schools in Kerala which helped the establishment of both private and public schools on a spree over the decades. It tries to find out the real position with respect to what the law actually speaks and also what makes Kerala standout from other states in school education.
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Teacher education power point presentationJRNRV Udaipur
Dr.Ami Rathore presented paper in International conference at LMTT College Dabok ,Janardan rai Nagar Rajasthan Vidyapeeth (Deemed to be university) Udaipur
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. RTE ACT 2010: PROBLEMS TO REDRESS
Dr. AMI RATHOD
Assistant Professor,
Lokmanya Tialk Teachers Training College (CTE),Dabok
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed To Be) University
UDAIPUR (RAJ.)
313022
Mob-9829302820
Education is the basis for development and empowerment for every nation. It plays a
vital role in understanding and participating in day to day activities of today's world. It
builds one's character and plays a significant role in transmitting one's culture, beliefs
and values to others in society. It helps in creating innovations and meeting the growing
needs of every nation. It is the key which takes a country to remarkable heights.
India has joined the elite league of few countries where education is the fundamental
right for every child. This historic moment has happened on April 1, 2010 when historic
Right to Education (RTE) act comes into force. The act focuses on providing
elementary education compulsorily to all children in India. The Act clearly mandates a
responsibility upon appropriate authorities to establish and maintain infrastructural
mechanisms to facilitate the guarantee of this right.
The salient features of the Right of Children for Free and Compulsory Education
act are-
Free and compulsory education to all children of India in the six to 14 age group;
2. No child shall be held back, expelled, or required to pass a board examination
until completion of elementary education;
A child above six years of age has not been admitted in any school or though
admitted, could not complete his or her elementary education, then, he or she
shall be admitted in a class appropriate to his or her age; Provided that where a
child is directly admitted in a class appropriate to his or her age, then, he or she
shall, in order to be at par with others, have a right to receive special training, in
such manner, and within such time- limits, as may be prescribed: Provided
further that a child so admitted to elementary education shall be entitled to free
education till completion of elementary education even after fourteen years.
Proof of age for admission: For the purposes of admission to elementary
education. The age of a child shall be determined on the basis of the birth
certificate issued in accordance with the provisions of the Births. Deaths and
Marriages Registration Act, 1856 or on the basis of such other document, as may
be prescribed. No child shall be denied admission in a school for lack of age
proof;
A child who completes elementary education shall be awarded a certificate;
Calls for a fixed student-teacher ratio;
Will apply to all of India except Jammu and Kashmir;
Provides for 25 percent reservation for economically disadvantaged communities
in admission to Class One in all private schools;
Mandates improvement in quality of education;
School teachers will need adequate professional degree within five years or else
will lose job;
3. School infrastructure (where there is problem) to be improved in three years, else
recognition cancelled;
Financial burden will be shared between state and central government;
The mere proclamation of a right cannot tantamount to its fulfillment, and its “actual
enjoyment” is possible only when effective institutions are in place to guarantee that
right. A right to education is ineffective in the absence of a school to ensure the
enrollment of a child and to impart free, elementary education. By taking on the duty to
establish a school in every neighborhood, and stipulating conditions to aid the
functioning of such schools, the Government has taken the first step in the right
direction. Having stated that, there exist a number of problematic areas which need
redressal in the scheme of this legislation.
Clarity is missing even on the basic under- standing of who is a child. The United
Nations Convention on Rights of the Child (UNCRC) defines any individual below
18 years of age as a child. While the Juvenile Justice Act in our country
considers persons below 14 years of age to be children, the RTE Act narrows the
definition down to persons between six to 14 years.
Unnikrishnan emphatically proclaimed the right of all children to elementary
education till the age of 14, subsequent legislations and even the Constitutional
Amendment have diluted its ambit and confined free and elementary education to
children between six and fourteen.
In failing to realize the right of children to free and compulsory education, the
State has not taken on board the acute social milieu which has hitherto
presented problems in ensuring elementary education. In order to cope with the
burgeoning problem of child labor, it is important to ensure that children below
the age of six are also brought within the targets of the Act.
Significantly, there is no effective mechanism to enforce the right guaranteed
under the Act. As provisions stated in the preceding segments indicate, a local
4. authority having jurisdiction may take up the complaint. The provisions fail to
identify the correct authority or State agency that will hear grievances and
enforce the right.
Further, the provisions result in a situation where the local authorities are both
the implementing functionaries (in school management, curriculum development
etc) and grievance redressal institutions. Clearly, there would be several
instances where interests conflict, which might result in an inappropriate
enforcement of the right. Consequently, the State’s correlative duty to guarantee
the enjoyment of the right is considerably affected in the absence of effective
enforcement mechanisms.
Whereas the Act guarantees a right to seek transfer to any other school where
the child is required to move from the one in his/her neighborhood, there are no
measures to ensure that such a transfer will be a smooth transition for the child.
In this regard, the Act seems blissfully unaware of the major phenomenon of
labor migration between rural and urban areas; consequent to the transfer of
their migrant laborer-parents, children would need specially adapted curricula
that would serve to their linguistic and cultural requirements. It is also desired
that adequate residential facilities be provided to children if they so require upon
migration to an urban area.
The Act lists key norms and standards that would need to be adhered to by
all schools, failing which no school may be established. This provision is
contradicted when the government gives three more years after the Act takes
effect to schools that do not comply with the norms as specified in the schedule.
To add to this, the central government may rule to change the schedule by
adding or even omitting norms and standards. It is acceptable if items or
qualifications are added to the existing parameters; it is an- other matter that
even now the government is unable to set the basic minimum requirements for a
school.
5. There is no clarity on who will take the lead in financing the Act. Ideally, the
central government ought to be shouldering this duty in the light of the poor fiscal
situation in most states. Acknowledging this reality, the Act notes that the states
may seek a predetermined percentage of expenditure as grants-in-aid from
the central government, based on the recommendations of the finance
commission on assessment of additional resource requirements for any state.
Be that as it may, the Act reveals an obvious contradiction when, on the one
hand, it suggests that both the union and state governments have concurrent
responsibility to finance the Act, with the centre preparing estimates of capital
and recurring expenditure under the Act.
Any indicative benchmarks for teachers’ salary are a significant oversight in the
Act. Further, while the Act suggests that no teacher should be engaged in any
non-educational tasks, it excludes their engagement in the population census,
duties pertaining to disaster relief and elections at various levels. Not only does
the act turn a blind eye to the workload and the absence of motivation among
teachers, it forbids them from taking private tuitions.
One of the most glaring deficiencies in the Act is the complete absence of any
qualitative enforcement mechanisms during the period of completing elementary
education. While the Act espouses a no-detention policy, such a provision is not
backed by any steps to measure the quality and standard of education (such as
child learning levels, competencies etc). A passing reference to ensuring ‘good
quality’ education is enlisted as one of the duties of a school under the Act;
nonetheless, the only standards and norms under the Schedule to the Act are
measured by the number of instruction hours in a year.
Even the duties of a teacher are assessed in terms of punctuality and
attendance, and there is no attempt to secure qualitative learning outcomes from
elementary education. In the absence of any student or faculty assessment, it is
not difficult to conclude that the system of elementary education would produce
students who are below par, as has been substantiated by a recent NCERT
6. study.Further, the Act also takes away the option of parents/guardians to hold
back their children in school, until core competencies are acquired.
The Act must enforce stop-gap measures to maintain the level of enrollment and quality
in elementary education.
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7. study.Further, the Act also takes away the option of parents/guardians to hold
back their children in school, until core competencies are acquired.
The Act must enforce stop-gap measures to maintain the level of enrollment and quality
in elementary education.
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