Development of a Replicable Training Strategy for Development of Essential Competencies Among Primary Teachers
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The Direction and Condition of Modern Education in Bihar Niraj
ISSN: 2456–4397 RNI No.UPBIL/2016/68067 Vol-5* Issue-6* September-2020 Anthology : The Research The Direction and Condition of Modern Education in Bihar Paper Submission: 15/09/2020, Date of Acceptance: 26/09/2020, Date of Publication: 27/09/2020 Abstract The State of Bihar is one of the major hubs of learning in the country of India. Since long back, this state has been a centre of education. Presently, a huge gap got created in between the demand of education and supply. This gap between the school education and higher education has brought the literacy rate of the state a bit down. This signifies the importance of establishment of more schools in the field of modern education. This craving for higher education among the general population of Bihar has led to a migration of the student community from the state. This has led to a flooding of students to seek educational opportunities in other state, even for graduation level college education. Patna has become an educational hub for the Eastern India. It is an important centre for preparation of exam like IIT, IAS, Engineering and Medical entrance. The quality education of schools is better in Patna than New Delhi. But Bihar still lacks behind in Higher Education. We need an initiative from educational ministry of Bihar to take proper step in opening technical institutes for students of Bihar which will help them to stay in their state and also attracts students from different states. If we all work toward these steps, we will see a rise in education system of Bihar which will be very fruitful for betterment of Bihar and its people. -
Budgeting for School Education: What Has Changed And
Budgeting for School Education: What Has Changed and What Has Not? Analysis of Six States in the 14th Finance Commission Recommendation Period This document is for private circulation and is not a priced publication. Reproduction of this publication for educational and other non-commercial purposes is authorised, without prior written permission, provided the source is fully acknowledged. Copyright@2018 Centre for Budget and Governance Accountability (CBGA) and Child Rights and You (CRY) Author: Protiva Kundu For more information about the study, please contact: [email protected] Designed by: Common Sans, 1729, Sector 31, Gurgaon, Haryana Published by: Centre for Budget and Governance Accountability (CBGA) B-7 Extension/110A (Ground Floor), Harsukh Marg, Safdarjung Enclave, New Delhi-110029 Tel: +91-11-49200400/401/402; Email: [email protected] Website: www.cbgaindia.org and Child Rights and You (CRY) 189/A, Anand Estate, Sane Guruji Marg, Mumbai-400011 Website: www.cry.org Financial support for the study: This study has been carried out with inancial support from CRY and IDRC-Think Tank Initiative (from the institutional support provided to CBGA). Views expressed in this report are those of the author and do not necessarily represent the positions of CRY or IDRC. Contents List of Abbreviations 02 List of Figures 03 List of Tables 05 Foreword 06 Acknowledgement 09 Executive Summary 10 I. Introduction 15 II. Spending capacity of state governments in the Fourteenth 20 Finance Commission period III. How much did states allocate and spend on school education 25 in the 14th FC period? • Share of school education budget in the total state budget • Extent of increase in school education budget vis-a-vis state budget • Per child and per student spending on school education IV. -
Growth of Education in Odisha During Colonial Rule
International Journal of Humanities and Social Science Invention (IJHSSI) ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org ||Volume 7 Issue 12 Ver. III ||December 2018 || PP 13-15 Trends of Educational Development in Colonial Odisha from 1866 to 1947: A Retrospective Umakanta Nayak, Senior Lecturer in History, Simulia College, Markona Balasore, Odisha Research Scholar, Fakir Mohan University, Balasore ABSTRACT: In ancient times, India had the Gurukul system of education in which anyone who wished to study went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru's place and help in all activities at home. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house. The guru taught everything the child wanted to learn, from Sanskrit to the Holy Scriptures and from Mathematics to Metaphysics. All learning was closely linked to nature and to life, and not confined to memorizing some information. The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary. Teaching was confined to classrooms and the link with nature was broken, as also the close relationship between the teacher and the student. This drawbacks of modern education system should be clearly understood and necessary rectification should be introduced. The purpose of the study is to point out the merits of the old education system and the defects of the English education which is continuing till now. -
Distance Education
DISTANCE EDUCATION MA [Education] Second Semester EDCN 803C [ENGLISH EDITION] Directorate of Distance Education TRIPURA UNIVERSITY Reviewer Dr Sitesh Saraswat Reader, Bhagwati College of Education, Meerut Author: Neeru Sood Copyright © Reserved, 2016 Books are developed, printed and published on behalf of Directorate of Distance Education, Tripura University by Vikas Publishing House Pvt. Ltd. All rights reserved. No part of this publication which is material, protected by this copyright notice may not be reproduced or transmitted or utilized or stored in any form of by any means now known or hereinafter invented, electronic, digital or mechanical, including photocopying, scanning, recording or by any information storage or retrieval system, without prior written permission from the DDE, Tripura University & Publisher. Information contained in this book has been published by VIKAS® Publishing House Pvt. Ltd. and has been obtained by its Authors from sources believed to be reliable and are correct to the best of their knowledge. However, the Publisher and its Authors shall in no event be liable for any errors, omissions or damages arising out of use of this information and specifically disclaim any implied warranties or merchantability or fitness for any particular use. Vikas® is the registered trademark of Vikas® Publishing House Pvt. Ltd. VIKAS® PUBLISHING HOUSE PVT. LTD. E-28, Sector-8, Noida - 201301 (UP) Phone: 0120-4078900 • Fax: 0120-4078999 Regd. Office: 7361, Ravindra Mansion, Ram Nagar, New Delhi – 110 055 • Website: www.vikaspublishing.com • Email: [email protected] SYLLABI-BOOK MAPPING TABLE Distance Education Syllabi Mapping in Book Unit - I Distance Education: Significance, Meaning and Characteristics, Unit 1: Introduction to Distance Present status of Distance Education. -
Report Teacher Training)
COPP/SS/2/1964 REPORT ON TEACHER TRAINING) GOVERNMENT OF INDIA COMMITTEE ON PLAN PROJECTS (Study Team for Selected Educational Schemes) New Delhi May 1964 ^ CJnh» 9 * . I * * - i v r lacatioBil N atio: i i. v' . ■•! r; -tl P la n ;- . <hi-nooii 17-B" l i t ? ....... ‘ D C v , O ' Pd-h* ...IhiJdL I L - ____ _ CONTENTS Paras Pages C hapter I—INTRODUCTION . 1.01-1.09 1—3 C hapter II—OBJECTIVES OF TEACHER EDUCATION AND TRENDS OF DEVELOPMENT 2.01-2.05 4—6 C hapter in—PROCEDURE AND PREPARATION . 7—13 Procedure of work . 3.01-3.04 7_ Collection of d a t a ......................................... 3.05-3.07 7—8 Recent S t u d i e s ......................................... 3.08-3.10 8—9 Recommendations of the Secondary Edu cation Com m ission......................................... 3.11-3.24 9—12 Report of a Study by an International Team . 3.25-3.26 12—13 Qther Documents . 3.27-3.31 13 Chapter IV—PRESENT POSITION .... 14—53 I. Analysis o f D ata . 4.01-4.18 14—19 (a) Confusion in Nomenclature 4.02 14 (b) Trained and Untrained Teachers 4.03-4.07 14—15 (c) Training Institutions and their Intake Capacity . 4.08-4.09 15—16 (d) Types of Training .... 4.10-4.13 16—17 (e) Women Teachers .... 4.14-4.16 17—18 (/) Financial Provision .... 4.17-4.18 18—19. II. Position in the States & Union Territories 19—53 Chapter V—SOME ASPECTS OF TEACHER EDUCATION 54—69 Staff of Training Schools and Training Colleges . -
Implemention of Rastriya Ucchatar Sikhya Aviyan in Mizoram
SJIF Impact Factor: 7.001| ISI I.F.Value:1.241| Journal DOI: 10.36713/epra2016 ISSN: 2455-7838(Online) EPRA International Journal of Research and Development (IJRD) Volume: 5 | Issue: 9 | September 2020 - Peer Reviewed Journal IMPLEMENTION OF RASTRIYA UCCHATAR SIKHYA AVIYAN IN MIZORAM Vanlalchhanhimi Research Scholar Prof. Lokanath Mishra Director, Faculty Development Centre, Mizoram University ABSTRACT Rastriya Ucchatar Sikhya Aviyan (RUSA) a central sponsored programme to attain higher levels of access, equity and excellence in the state higher education system with greater efficiency, transparency, accountability and responsiveness. Mizoram is a north eastern state having 32-degree colleges only not progressed much in higher education with respect to quality and accesses. The present study examined the awareness on RUSA among college teachers in Mizoram and study the best practices implemented in the colleges of Mizoram. evaluated the RUSA programme in Mizoram. A structured interview schedule was developed and administered to collect the data from the 52 respondents. The findings of the study that the teachers of Mizoram are not aware about the centrally sponsored scheme RUSA. Government of Mizoram must take care of that and arrange orientation training programme for the degree college teachers on RUSA. Government of Mizoram must take care to proper utilize the funds under RUSA and colleges should give more emphasis to increase GER. KEYWORDS- Higher education, Gross enrolment ratio, RUSA, Quality, Access, Equity INTRODUCTION education together with the assessment of institutions The Higher Education system of a country is and their accreditation. These issues are of vital the gateway of its recognition in the global platform. -
BIORESOURCE INVENTORY and EMERGING CONSERVATION STRATEGIES with SPECIAL Dr
First Circular About the Conference: The Northeast region is inhabited by various ethnic groups which have About the Host Institution: National Conference invaluable traditional knowledge about utilisation of plants and animals as Pachhunga University College (PUC) is a constituent college of the On food, medicine and other purposes. But information on bioresource inventory Mizoram University, a Central University established by an Act of “BIORESOURCE INVENTORY AND EMERGING is very scanty and lots need to be explored. So, this national conference Parliament of India. It is the grandest and a premier institute in the CONSERVATION STRATEGIES WITH SPECIAL would provide an important platform and opportunities for the academicians, entire state of Mizoram. The 760 acre campus covered with a verdant REFERENCE TO NORTHEAST INDIA” research scholars and students working and studying in Mizoram to share and reserve of forest makes a serene environment and picturesque scenery. It remains the only institute of higher education in Mizoram to manage (BICON2013) gained knowledge by interacting with eminent resource persons. The conference is expected to benefit lot of young students, researchers and under-graduate courses in three disciplines, namely arts, science and 7th - 8th March, 2013 teachers on the focal theme of the national conference bioresource inventory commerce. It also remains the only institution in Mizoram to have been and emerging conservation strategies with special reference to Northeast awarded the prestigious Indira Priyadarshini Vriksha Mitra (IPVM) in India. It would also serve the purpose of spreading awareness amongst the 1995, the national award for pioneering and innovative contribution in young scientific fraternity of the Northeast region on bioresource inventory, the field of afforestration/wasteland management from the Ministry of conservation and its sustainable utility. -
Annual Report 1983-84
ANNUAL REPORT 1983-84 N IEP A DC GOVERNMENT OF INDIA MINISTRY OF EDUCATION AND CULTURE (Department of Education and Department of Culture') NEW DELHI atj0; V t ....,;i L'lducationa* * ... :t'o n r . - ^ a r, • ........ .........~ ~ CONTENT'S DEPARTMENT OF EDUCATION Cl AMEKS PAGHS Introductory .................................................. (vii) 1. Organisation ........................................................................ 1 2. Suhoot Education and Physical Education ........ 3 3. higher Education and R esearch ....................................... .......... 26 4. Technical Education ............................................................. 38 5. \dult Education ............ 46 6 . Education in the Union Territories ........... 53 7. Scholarships .................................................................................................................. 60 8 . 3ook Promotion and C o p y r i g h t ..................................................................................................... 63 9. Promotion of Languages .............. ................................................................................... 67 10. iiidian National Commission for Cooperation with Unesco ...... 81 11. )ther Activities ............................................................................................................... 86 DEPARTMENT OF CULTURE introductory ............ (xv) 1. Archaeology ................................................................................................................ 95 2. -
The Problems of English Teaching and Learning in Mizoram
================================================================= Language in India www.languageinindia.com ISSN 1930-2940 Vol. 15:5 May 2015 ================================================================= The Problems of English Teaching and Learning in Mizoram Lalsangpuii, M.A. (English), B.Ed. ================================================================= Abstract This paper discusses the problems of English Language Teaching and Learning in Mizoram, a state in India’s North-Eastern region. Since the State is evolving to be a monolingual state, more and more people tend to use only the local language, although skill in English language use is very highly valued by the people. Problems faced by both the teachers and the students are listed. Deficiencies in the syllabus as well as the textbooks are also pointed out. Some methods to improve the skills of both the teachers and students are suggested. Key words: English language teaching and learning, Mizoram schools, problems faced by students and teachers. 1. Introduction In order to understand the conditions and problems of teaching-learning English in Mizoram, it is important to delve into the background of Mizoram - its geographical location, the origin of the people (Mizo), the languages of the people, and the various cultures and customs practised by the people. How and when English Language Teaching (ELT) was started in Mizoram or how English is perceived, studied, seen and appreciated in Mizoram is an interesting question. Its remoteness and location also create problems for the learners. 2. Geographical Location Language in India www.languageinindia.com ISSN 1930-2940 15:5 May 2015 Lalsangpuii, M.A. (English), B.Ed. The Problems of English Teaching and Learning in Mizoram 173 Figure 1 : Map of Mizoram Mizoram is a mountainous region which became the 23rd State of the Indian Union in February, 1987. -
Cuttack City : Promotion of Education in Orissa in the Pre-Independence Era
Orissa Review * February-March - 2007 Cuttack City : Promotion of Education in Orissa in the Pre-Independence Era Dinabandhu Dehury Kataka, being the capital city of ancient Utkala, According to Madala-Panji, Raja Nrupa has been the nerve-centre of Orissan history, Keshari, a martial and ambitious prince, who politics and culture since 989 A.D. witnessing was always fighting with his neighbours, is said to the rule of the Somavamsis, the Gangas, the have first planted the city on site of the modern Gajapatis, the Afghans, the Mughals, the Cuttack about 989 A.D. Marathas, the British and finally the elected The city was in the past connected with the democratic Government of Independent Orissa. important centres of the country by Rajapathas During the long span of one thousand years, the and by the water ways leading to the Bay of city imbibed the quintessence of cultural waves Bengal and in the modern period by the railway from eastern, northern, central and southern India and thus mingled in her cultural waves from lines and motor communication. eastern, northern, central and Southern India Like other important capital towns of and thus adapted in her cultural matrix all the medieval India, its Court was embellished with heterogenous elements. Under the successive rule the illustrious poets, musicians, kinsmen, courtiers, of the medieval dynasties, the boundaries of commanders, sports men and other dignitaries. Orissa extended from the river Ganga in the north Cuttack was then well protected having been to the river Godavari in the South. There after circumscribed by rivers in three sides which the State saw the sudden decline for internecine provided natural defence. -
Resource Requirements for Right to Education (RTE): Normative and the Real
NIPFP Working paper series NIPFP Working Working paper Paper series No. 201 Resource requirements for Right to Education (RTE): Normative and the Real No. 201 09-Dec-2017 Sukanya Bose, Priyanta Ghosh and Arvind Sardana National Institute of Public Finance and Policy New Delhi Accessed at http://nipfp.org.in/publications/working-papers/1773 Page 1 Working Paper No. 201 Resource requirements for Right to Education (RTE): Normative and the Real1 Sukanya Bose, Priyanta Ghosh and Arvind Sardana Abstract The paper examines the issue of resource adequacy for Right to Education (RTE) by estimating the resource requirement for universalization of elementary education across twelve Indian States. Using RTE norms as the base, a framework for estimating school and system level resource requirements is laid down. Apart from the official norms, framing of the normative must necessarily take into account the present structure of schools including the pattern of enrolment in government schools vis-à-vis private schools, existing infrastruc- ture in these schools, school size etc. Database of school-level information has been used for the purpose. Actual budgetary expenditure presents the distance from the normative. The results indicate that even with minimal norms, there is a vast amount of under- spending by governments. Except in the case of Tamil Nadu, the required expenditure per student is short of the normative requirement. In States like Bihar, Jharkhand, Orissa and Madhya Pradesh, not only is the requirement many times the present levels of expenditure, the burden of additional requirement falls disproportionately on these poorer States. The present set of policy interventions and inter-governmental resource sharing arrangements fail to adequately address the specific resource needs of these States for fulfilling the basic entitlement. -
The Access and Quality of Primary Education in Karnataka
Science, Technology and Development ISSN : 0950-0707 The Access and Quality of Primary Education in Karnataka Komaraswamy D H Department of studies and Research in Economics Vijayanagara Sri Krishnadevaraya University, Ballari Karnataka, India, 583105 Niranajan R Department of studies and Research in Economics Vijayanagara Sri Krishnadevaraya University, Ballari Karnataka, India, 583105 Abstract: -The quality of education in Karnataka the ASER team surveyed the quality of primary education. The main objective of this study is to know the reading level results of primary schools in Karnataka. To examine the Arithmetic Level Results Elementary schools in Karnataka and understand the Enrolment Level Schools in Karnataka. This studythe data has used secondary data from ASER reports from 2006-2018. This study found that reading level results, arithmetic reading level results, and enrollment. Keywords: Quality of education, mathematical test, and enrollment. I Introduction: Education in all forms leads to individual freedom and empowerment; it yields significant societal development gains and makes an individual self-reliant. It has been seen as the foundational for the society, enabling economic & human wealth, social prosperity, and political stability. (Chandrappa 2014). In India, the education system consists of primary, secondary, and higher education. The contribution of primary education to socio- economic development is significant, and it is the backbone of the entire education system. The quality of primary education has its value; it provides a literate workforce; on the other, it works as a feeder for the following stages of education. Therefore, the progress and development of a nation depend directly on the quality of primary education,lack of proper physical infrastructure facility,the inadequacy of teachersstrength and training,poor administration, low quality of teachers, and gross disinterest in the activities of the school are among many reasons cited in the literature for the poor quality of primary education.