PRAGNA PROFILE EXEL AND PDF
Teacher working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
Daily Latest Job Updates, daily Gujarat samachar, Latest upcoming Gujarat information, various jobs wolk in Interview, interview please and other important information given below address.
Gujarat educational department latest news report akila news report and other popular news report. Gujarat samachar Sandesh news paper Divya Bhaskar news report akila news report and other all news report.
Education Department, Government of Gujarat by its GR dated 31-3-2010 (Annex-A)
constituted a Committee to re draft the Gujarat ( Bombay )Primary Education Act, 1947 and Gujarat
Compulsory Primary Education Act, 1961 in the context of, and in consonance with The Right of
Children to Free and Compulsory Education Act, 2009 (RtE Act) enacted by Government of India. The
GR also mandated the Committee to draft rules and suggest procedure to give effect to provisions of
admission of disadvantaged children and recognition of unaided schools in the RtE Act.
The Committee co-opted a few members and held several meetings. It constituted three sub
groups to work on
(i) admission of disadvantaged children to unaided schools
(ii) recognition of unaided schools
(iii) Gujarat (Bombay ) Primary Education Rules 1949
The Committee held meetings with teachers, school managements and association
representatives in Ahmedabad, Surat, Vadodara and Rajkot and greatly benefited from their views.
The Committee submitted draft of Gujarat Elementary Education Act to State Government in
August 2010. As requested by the Education Department, the Committee submitted draft rules on the
admission of disadvantaged children and recognition of unaided schools in July 2010. Draft of revised
Gujarat Elementary Education Rules was submitted in January 2011.
Education Department, Government of Gujarat by its GR dated 31-3-2010 (Annex-A)
constituted a Committee to re draft the Gujarat ( Bombay )Primary Education Act, 1947 and Gujarat
Compulsory Primary Education Act, 1961 in the context of, and in consonance with The Right of
Children to Free and Compulsory Education Act, 2009 (RtE Act) enacted by Government of India. The
GR also mandated the Committee to draft rules and suggest procedure to give effect to provisions of
admission of disadvantaged children and recognition of unaided schools in the RtE Act.
The Committee co-opted a few members and held several meetings. It constituted three sub
groups to work on
(i) admission of disadvantaged children to unaided schools
(ii) recognition of unaided schools
(iii) Gujarat (Bombay ) Primary Education Rules 1949
The Committee held meetings with teachers, school managements and association
representatives in Ahmedabad, Surat, Vadodara and Rajkot and greatly benefited from their views.
The Committee submitted draft of Gujarat Elementary Education Act to State Government in
August 2010. As requested by the Education Department, the Committee submitted draft rules on the
admission of disadvantaged children and recognition of unaided schools in July 2010. Draft of revised
Gujarat Elementary Education Rules was submitted in January 2011.
The Committee examined many complex and controversial issues associated with RtE Act. The
thinking of the Committee on some of these issues is summarized in the following paragraphs as this
will explain the reasons for some of its recommendations:
The RtE Act increases Government control in elementary education and this could result in administrative malpractices. The Committee felt that there should be adequate checks and balances to reduce the opportunities for misuse of authority, particularly in the context of requirement of all unaided schools to obtain recognition. The Committee has recommended that all applications for recognition should be examined not by Education Department but by committees consisting of retired teachers andGovernment officials, and educationists; and grant of recognition or otherwise should be based on the report of these independent committees.
6 The Committee has also recommended that the existing practice of annual inspections by Education Inspectors should discontinue as it no longer serves any useful purpose. The Committee has recommended that academic committees consisting of educationists should be given responsibility of academic supervision and guidance of elementary schools. The Committee has also recommended thatreputed schools and other education institutions should also be associated in academic supervision.
Primary school inspector duties
Every elementary school should have the benefit of such supervision at least twice a year and the report of such supervision should be forwarded to CRCs and DIETS for providing suitable training and other academic assistance to teachers.
7 The RtE Act puts enormous responsibility on local bodies for successful implementation of free and compulsory elementary education to all children within their jurisdiction. While District and Taluks Panchayats, and Municipal Corporations in Gujarat are well equipped for this, most of the municipalities are not. The Committee was informed that out of 165 Municipalities and Municipal Corporations only
19 are providing elementary education and such municipalities, are called ‘authorized municipalities’. The remaining 146 have resolved that they are not in a position to take this responsibility and the State Government has therefore entrusted this responsibility to the concerned District Panchayat. The Committee was informed that the main reason for the refusal of unauthorized municipalities to manage elementary education was that State Government provided only 95% of expenditure and the remaining5% was to be borne by the local body. Since these municipalities did not have financial resources, they opted not to provide this service. The Committee was firmly of the view that ULBs cannot avoid
IMPORTANT LINK
⬇️⬇️⬇️⬇️⬇️⬇️
⬇️⬇️⬇️⬇️⬇️⬇️
