Ye v esl a a nat VVUMVVUYUUOTU n ace HMEPATEL COLLEGE OF MODULE - 4 4] What do you mean b /Universalization of Education? pee mameeas tgs namely, uy ‘raion uriversaliption of enclremt universaltation of tent ion universalization of ‘daitispation and univers tilization of achievement, -Unversltatlon of Proven; Thiingtes ia adeqate shoo Lctes shoul be code to Stildten between age eroup 6 to 14 inthe country It means that orimary schools should he set u ‘within Lm from the habdtation ofthe cil, needs to open a large number of schools throus the-country, aillotlon of Encolment; alter cuking peousion or dilien, nei thing is to exe haw to oa te students in acmary schools who atin educable age The Government hes devided to ot the 3 i a ell ehildren of ate and frultfl seas ave being launched to being all chi 0 from ever srt comes of county to the arena of sca) ‘uation Pol ucts to eeeal all slde level 143 ie lo aee level 4 and achlevement of VEE by 2015 AD tivounh Education for a Univerclistion of Retention: Simply enrolling of chtdren in school wil not suffice in the way of et ec es he ened 7 of Ovation and Shae Galen sliléen remsiain seal sto zomeletion ef sth. Bat if isducation A aaa idea uivrlesiatodnan ediconem not beswceniae tefereeoetiten of Patan oc WEE (Unseen of Lenestry fea) ‘and Improvement of J Ln mest atthe dst evel ae earmgehal fr EOUCAIIC' Fon wove OHA suaRT mee eee NAPA fa er 2-course-5-modul> 4 (Copy) Paget Collepe\syllabus\semest| pb ap 8s e 6 SSA envisoges a safe and secure, clean ening In schools The SSA envisages a 3 clean and Ee, completa wilh lel, einhs Wate foities, bouriany ‘choo! compound, LscaplingConstruction of school buildings, elo eal ktehen and fond-scping. ssr00ms, LE rae, aln water howesling tens and bomday wate woe Mek soppat of Tool bodies. The SSA encourdges corwmunty paticcation in al cvl mega varnia the community i also encouraged to participate actively inthe selacion of the site, shove ot design and maintenance ofthe school fality. Up to March 2013, 1.55 millon additional clsaoms were constructed. Ths has conabted to substantial improvement inthe Shaders ; case ati (SCR fo A. in 200405 to 28 In 2013-14, Upto 2012-43, 735,200 tallets ah 22, liking wate fs vere costuced Haifa, he percentage of primary and upre : i having diokng water felity has increased from 83.1 per cant n 200806 to oe prinsy schools having 3 eretin 2013-14.The percentage of phmary and uorer primary schools wth separate lr tole hasiatessed trom 37. pt een in 200506 084.6 per cen 2013 14. However theperre ee eben uniform a5 the est. The average SP fr 3har 55. The Sates wher evan Jove percentage of schools wlth dining water faites incde Arunachal Pradesh (75 per cor) anol ndbra Pradesh (89 per cet) The Stats ath relatively ower percentage of gis tole Inder, Jami & Kashmir (51 per cent), Odisha {62 per cent), Andhra oo {67 per cent), Bihar. (67 per pil and West Bengal (73 percent). ‘Tv ‘teacher availability: Whe SSA has been investing a substantial Proportion of its Funds in “crower ol cal theses emer ee FODIRE BATT a substantial increase jin the number of teachers. The totat number of teachers engaged in teaching In schoois _suppetive envi al ‘steals imparting elementary education and Pupi-Teacher Ratio (2006-7 to 2013-14) Year Numer 8 feces schools imparing dementay edison in Mons) % hae of female eschers Por Teaches Ratio (PTR) AN schools Primary level Upper prienory level 2006-07 5.22 41.934 36 32 aoe a 98583 42.7 33 34 31 2008-08 5,79 435 32.34 31 2009-10582 44.8 32 33 32 2010-11 6,40 45.530, 3229 2011-12 6.69 46.330 31 29201233 7.35 46.427 2825 201318 7247.2 625 Soran a SE NUEPA. 3S Trlning of in-service teachers: Periodic in-service teacher taining for up to 20 days in a ‘year, 30 >) - dys of induction trtning for newly recruited teachers, and twonjear training for teachers he ae Q Not meet pressiona qualification as ld down bythe National Counc af Teacher Edvestion (NCTE) me Constitute 2h ienportant component of the quality improvement initiative. These prozrammes are a Aesioned to stzengthen teacher capablies In teaching subject contents, espedly moths, scence ‘and social studies; new pedagogical approaches like handling multl-grace classrooms, inclusive 0 eatin, and child-certred tlassroce ransatons. The taining modules include Input for specific Programmes lke eady grades reading, teaching of sclence and maths at upper pekmary stage, and énuous and corsprehensive evasion. SSA provides forin- Service traning for about four milaga {eochergnoually and for training of about 600,000 untrained teachers to acruire professional auaiificans, Teacher Cualittalion and Teacher Eiiity Test (TET. The proportion of tained teachers as Shown a positive wend during the past ew years. The proportion of professionally trined teaches 3 the elementary stage of education [Oats LY) incresed by 9.3 percentage points curing Ws Parl 2005-06 to 2013-18 (UD, WEPAL. However, the rogton of waned contact teacher | PATEL COLLEGE OF ION FOR WOMEN, UDHNAySURAT O:\2016¢1 8, College\syllabus\ senedter-2-course-Snodulet (Copy) tg Pome .tok only 48.37 per cent in 2010-11 Aawus 6-00. teachers inthe government schools across tne coun at ye to cue the auton reste yh More than 450,000 ar, ‘ ; Soa ObtIn professional q) , Out of these unteained teachers re pursuing different programmes supported by government through S50, 0 valficaions a5 per the norms. Most of these teachers are in the North-east States, a8 Well as in Bihar (191,000) Uttar Pradesh (150,000) and West Bengal (100,000). In 2012, the Cerral Board of Secondary Edueation (CBSE) conducted the fist Central Teacher tlaibility Test {CTEN for those who had completed course of preservice teacher training. In all, six CTET {examinations have been conducted until February, 2014, At the state level, barzing Karnateka, Go Sikkim, Meghalaya, Mizoram nd Tipura all the states have conducted at least one round of testing. Some have conducted more. The CTET conducted by CBSE is applicable in case of UTs without Jegislature, Strengthening academic support structures: For decentralised training and academic support to ‘teachers, 0 total of 6,742 Block resource Centres (Ics) and 77,520 Cluster resource Centr2s (CRCS) hhave been set up, The BRCs and GRcs (one CAC each for 6-10 schools) cater to the neds of a group ‘of Schools for conducting varlous in-service training programmes and also for extending resular ‘academic support andl supervision to sthools. The sublect-specific Resource Persons, based in the BACs and CRCS, conduct tralning programmes for taachers. They also visit schools In the cluster/block to provide on-site academic support to teachers on pedagogic and cortent-relatet ‘sste5. The BACs and CRCs are also invohed in aeacemie monitoring of schools, classroom ‘observations and development of cescurce materials for teachers and students, Monthly meetings ff teachers are organized at Cis for ceguar sharing of experiences relating to teaching-learning process ond to have ceilective discussions. The DIETS (District Institute of Education and Training) supervise and mentor these resource contres. Curricular reforms: Curricular reforms involving revision of sillabus and textbooks based on the National Curriulum Framework, 2005 (Box 2.6.1) prepared by the National Council of Educational Reseorch and Training {NCERT), facilitating learning in age-appropriate classes, improving learning through the provision of library and other ‘supplementery materials and the station of sppropriate pedagogy for various levels of school ‘education, multHtingual education for tribal children to facitate thelr transition from home Jangusge mother tongveto the State language of instructon, and creation of joyful learning systems constitute important aspects of quality mpsavamentinitives. As of December 2013, 18 States had renewed thelr curleulum, nine Sites/UTS using NCERT slab, 3 State/UTs using syllabi of neighbouring states and 5 were in the process curiculunt renewal and eighteen states, had completed reson of thelr textbooks Teéchers ae proved various training packages developed by different academic bodies. focussed programmes for ensuring learning: Most of the. State : ‘ntecventions tareeting children In Classes | & 1! to Improve learning uae There oes aie focussed programmes belre curently Implemented across states. Chandigarh, Uttar pradvon lmachal Pradesh Uttarakhand, Punjab, Haryana have adopted the NCERT model of early sana, Tamil Nadu, Puducherry, Kertataka, Gujarat and Nagalond are implementing. activity aed a ay methodology Andhra Pradesh, Blor,Chhatseath, Iarkhand and Mcharsshtra have acs thelr state-speaitc models for earl) reading and matheratis; Madhya Pradesh hes ech’ supplementry readers developed by CERT end conducted teacher training. with anyon ‘Nas; Assam Is iplementing a plot with 200 schools across two districts. Remahing ee start Implementation In 201415, Another area of focus has been strengthe ces learning of maths and. science in uppet primary classes. The strengthening of ee skis of maths anu cence in upper primary schools are pursued th, i ai 18 and learning My shor) i Sinorb ons wehnberine tte ae SNe sted teacher hag song Developrtient of leariing Indicators: The NCERT has developed ta ee axpected leaning gusomes of a dates coveig al sunjens, saree ze ae TH. PASTEL COLLEGE OF EDUCATION FOR WOMEN, Ut IOHNVA, SURAT D:\2 coleae\sylabsenester-Lecucesncdteafcony MO OIAB.E.iar pradesh, O's) have developed state-specitc tearing pradesh U ’ sere a an papa © ME pram Hg to fon (CCE jluation | arcu comprehensive Ove y : > amewsk for fecher performance standards for accountait: the NCEA Dereopment of a fr Performance Indestors for Elementary School Teachers (Pipi) Insdevloped amen these perfomance standards deline the citeria epetied wig, ant shred vith WM naj tasks ond dies, These are further delineated as perlorran fears te ised to observe pogtes and YO measure actual ret compared to esperea fnators that can be use rerplics wit eventualy evolve as te famework for effective teacher perfomance for “Uletive ronitoring and benchmarking across the country. Dwielopment of School leadership: Ta improve school leadership competence of sche! Feadmasters and educational administrators, a neve ‘tational Centre for School Leadership (esp vin the Nationol University of Educational Planing and Adm nitration (HUEPAY, has bean set up * TheNst has developed the framework and curricular for schoo! leadership. The programme hes teen initiated in the states of Andhra Pradesh, Gujarat, Hlmachat Pradesh, Mizoram, Rajasthan; Tami) Nadu, Uttar Pradesh, West Bengal, Chhattisgarh and KaeAatsia, Kerala, Daman & Olu and Didka & Nagar Havelh The progractime willbe futher expancied to all states in 2014-15 Development of itlicators for School performance assessment: The National University of Edxational Plaoning ond Administration (NUEPA) is in the process of developing indicators for school performance assessment. The initiatives include (a) development of schoo} performance “ttrdords to provide common core and expectations forall schools {b) guidance on strategies for hieking schools to smprove their performance, and (e) use of the perfomance standards as the feference or benchinatk for both intemal and externél evaluations of the sehoot. School peilotmance standards will be integrated and interlinked with choot leadership and teachers’ potrmance, State programmes on school standards and performance assessment like the Sijaraks Gunolsay, Odisha’s Samiksha and efforts of Kamateka Schoo} Quality Assessment ‘Organization {KSQAO) are used a: reference points. Continuous and comprehensive evaluation {CCE} A key aspect of the programmes to aster quality schiation and student learning has been the efforts under SSA to move towards comtinucus aod ‘comprehensive modes of learning assessment. Under the continuous pnd comprehensive evakiaton rocess, each child's learning progress is continually tacked as an integra} part of the teaching- ‘eamming process. CCE has been envisaged in the RTE Act, 2005 as a means to assess the progress taking plate iii 2 child over time in different subjects, to Identify individual and special needs, accordingly plen teaching-leaming situations to help the child and to provide evidence of children’s Progress to parents and community, as education is concerned with the totat all-round development * tite chit, all aspests of child's developanient are expected to be assessed rather than assessing ‘only academic achievement, which 1s present'y the Focus. Assessment would cover a range of ‘sctivities, both ‘nr and ‘out’ of the school classroom. The ATE Act mandates maintaining a profile for, 2ch learner. To help States/UTS in thelr elforts, sublect-specific sourcebooks have been developed to support teachers in Implementing contindoys assessment in fine with the principles undertying Nor 2006, Use of information sind Communtcation Technology (ICT) In schooks: The use of information and ‘omitwiication technology ta. complement: and supplement classroom teaching and learning | * purstied a5 an important strategy for fostering qualty education at elementary and secondary stages 9 Education Foy All Towards Quality with Equity INDIA of edueation, Both under SSA and RHASA, ities, These foclities would have been assisted ta provide computer hardware ond related f 7'2hs0 he leveraged to provide online course content and related materials to students. Key activities nN TS HHL PATEL COLLEGE OF EDUCATION FOR WOMEN, UOHNA, SURAT 02015-17\8.d. if oO SOO CG Oona 0‘nehide providing computer equipment £r ‘to learning materials inloca languages, and training of ‘opportunities to secondary school students to build their e enabled learning a realty, a Centrally sponsored Scheme of “Inform: Technology (ICT) in Schools” vas Iaunched in 2004. The Scheme was rev components of the revised Scheme inclide; 3 {)_patinership with State Governments and Union Territory Administrations for computer-alted education in Government and Governmentaided secondary 3 secondary scho0ls; ‘stablehment of 150 smart schools tozt s technology demonstrator ‘teacher-telated interventions, such as provision for engagement of si exclusive teacher, _ capatity enhoncement ofall teachers in ICT-and a scheme for national IGT award as a fneans. of motivation: and ‘development of e-content. Under the Scheme Financial assistance is provided for ‘procurement of computers and peripherals, educational software, traifing of teachers, development of e-contents, Internet connectivity and setting up of sar schools. Out of the ‘total target of 183,648 Government and Government-aided secondary and higher secondary ‘schools under the Scheme, around 97,000 schnols have been covered by the end of academic year 2013-14, Out of the target of setting up of 150 smart schools, 63 smart schools lave so fat been approved in 12 States and thrae Union Territories under the ‘Scheme. National Repository of Open Educational Resources (NROER): The Centrat institute of Educational Technology {CET}, NCERT has designed a National Repository of Open % Educational Resources (NROER) which is a store house of e-content, targeted at students from Classes | ta Xil. The aim of the repasitory is to bring together all digital and digitisable ‘esourees for the school system for all Classes and for all subjects jn all regional languages. oes ‘The CIET is n the process of developing an on-line course portal for training and re-training: . ‘of teachers and teacher educators on ICTin education. All NCERT textbooks are available on the website: noertwnicin. The NCERT textbooks are ‘being converted into e-books with 2% ? uuu J wy. adaltional web resources and hyner-firks with virtual labs, digltal charts, maps etc.Some of : the tentbook such as the Chemistry books for Classes IX to XIl have alreatly been converted ea ee ‘nto e-books and uploaded on NCERT website, Enhanced fonig for quality improvement; SSA funding for quality improvement includes several ‘terventions. These include teacher salary, teacher professional development, capacity building of ‘Siock and Cluster evel functlonaties, teacher and school grants, child entitlemamts of textbooks and ‘uniforms. computer-alded learning and spedific programmes for enhancing learning, For the year 2012-13, 69 fer cant ofthe otal $5A funds were earmarked for quality improvement components. Quality of Education vuw wv v - A sales of programmes have been implemented by the Central “and State/UT Governments to foster quality edieation and improve szudent learning outcomes, The SSA has been investing a ‘uostantal propetion of is funds in recruitment of additional teachers for Government schoo's. ‘Ths has brought about 2 substantial improvement in teacher available. The total nuinber of teachers engaged in teaching In seheois imparting elementary education has ‘increased from 5.2 inition in 2006:07t9 7.7 milion in 2013-14, The Pupi-feacher Ratio (PTR) atthe primary level hs Improwed from 36: ih 2006-07 to 28:1 In 2013-14, However, some States still have higher PTR. TO imowior cies learnt. levels of students in Chsses Ii, Vand, Vil, three eydes of National Acorement Sores (NAS) have een conducad singe 2001, The purpose ofthese survey 519 : 539 over pietore of what students in specie Classes ‘now and ean do and to use these Badin 0 dently gaps, agnose aceas thie need improvement and formulate polices and EA PATEL COLLEGE Gh hn ‘WH. PATEL COMLEGE OF EDI www xv ~~ ~{interventions for improving student learning. The 5 cle ts Class V NAS (vel Wh Cass i) constcted in 2012-23 indcated thatthe average a selected subject areas varied across the States/UTs, the wf. Erguty INDIA Executive Summary surveys also indicated that i ‘between their lowest and highest achieving students, and thats Performed etter than their pears belonging to Scheduled Castes, Scheluled Tribes and cehe, Dachward asses. The results of NAS for Clas il conducted in 2012-13, showed that averal Clase in students were able to answer 64 per cont of language iiems and 66 per cen of mathernatios ‘questions correctly, conducted in 210 and the chevement of students 9C85/UTS a vacied in the care students from the General Category Gender Party ad Equality: Thers has also been impressive progress toward bridging gender gopin enralment and cetention in elementary education, Between 2000-01 and 2013-14, the enrolment of Gis as percentage of total enrolment n primary education bas increased from $3.8 per cent'to 48.2 Percent, while the ensolmerit of ls as percentage of total enrolment in upper primary education Tnareased from 40.9 per cent to 48.6 per cent. The ervolment of gils as parcentage of rotal eruclratitin Classes 14-41 (secondary am igher :acondary education) increased from 38.8 per cent i 2000-61 to 47.1 per cent in 2013-14, The Gender Parity Index (GP!) for GER in primary education improved from 0,82 in 2000- 01 ta 1.03 in 2013-15, while the GPI for GER in upper primary education improved from 0,75 ta 1.08 during this period. The GPI for GER in secondary education improved from 0,79 in 2003-05 fo 1.0 in 2013-14 while the GPI for GEA in higher secondary ‘education improved from 0.80 t0 0.98 during *his period. The GP) for adult Heracy rate improved from 0.65 in 2001 to 0:75 in 2012 while the GP) for youth literacy rate improved from 0.81. to 0.91 during ths period 2] Equality of Educational Opportunities ~ (2.4) Meaning of Equality & Constitutlonal Provisions; ees cerca ses Oe : or, raslon, an rallonal reo sing ely o Ober fas ben wale y loa Peter Westen Watet aaa sonore Ia veevay olaionsio tween a gevon, sone obtedes and a dante ts ni ‘nis achonce of achieving that gaz 0 oe'ton only 3a ake Imposste ei Howeve ef that make jt img Ne ‘ines have_an opportuity il one faces inurmountabe obstores. Tir PATEL COLLEGE OF EDUCATION FOR WOMEN, UDNWR, SURAT O\aD16 1 Ey ool, Colegeayabs\samstretcoueesmodet en 5 Gots Pages = Eee © ©.0°0 6 6 6 Oo oO Ge ce‘Education sone of the most imgortant a 2 vl ‘uation that one can aspire to athieve igher status and position, So every dvicun! shoul Sinulat opQortunities focetting education, y if a Squalty of epoortunity mens to ave ecual chance io every individual for the development of his -Cupodly. tis an accepted working pslicy ofl the demoeratic natlans to make provisi xo. A Or. asian Ba ated ot ng bak Democracy ony gv that 3b ‘ell have equal optus forthe develooment.oftheicunesa| lens” maverer eel: 7 uoo : a ease wUNUUY oe on Speirs stenenscy pitted ch he onsen esl ediewonsstoen wale: ‘Free and Compulsory Education: ty rrertton aes te tevin sod Atte 21 1A) of the disetive Frode a ne fol It "The state esau" orale ain saath rhe emer ofthis Coostution ot ree and compulsory fh ste) 0, al ‘hlldren unl they com, ga.o| fourteen yenrs" Its clearly directed in Arie of Conithutlon thatthe oroison of Universal Free. jotaesponsDiltvaf the Genre andthe {2) bation of Minories ‘lle 30 of the fnian Constintion re Comoulory Eéuraticn fe astabish andainnsteredvetions nstiwions (3) Mey doun: (all minorities whether based on celigion or tanguage, shall nave thé sight to stallsh nd administer edueations} insttutionscf their choice, UThe state shall nol in moni ato cational ‘nptwions, cseiminle aiesLine educations ist lon cn thoaeou d halltnunierhe mate een Sil hehe! based onesie o neu ALanguaie Faulty: Avice 29(4} states “Any PPPPPPPPPPPPPPIAPH ILLOF the factors Influencing the ducstion of econerie_grouthin both Goveloping counties income eaualty has 2 more beiekiol impact thas lead olical institutions, and foreign investment! Fe COneept oF seonomie growths fundamental incaoitalis economies, Prodectiun aaa eee” BONS and capital must sow ta feed nto inreaed pectontice Investment of Ceuta leads to returns on investment (RO) and increased capt Sccumulation. The hypothesis that Si cas Bal asuption ita question While roving nest coos hove cae correlation cremate Bos wider specie sts of conten, tequstty nec ns Positively ceoonnnt th acoomic growth and under same condlons, shows Sopsees correlation with oth Dallanove (2013) pont ot thst overall, lol inequality between counties is more important to Brouth OF the wild economy than inequality within countries: While global economic growth Maybe a policy Priority, recent evidence about regional and national inequalities cannot be dismissed -when more local economic growth ig 3 Policy objective. The recent financial ‘ts ind globsl recession hit counties and shock fi Mover the weld. This ted to rowing inequality within countries, Moreover, recent data confirm an ‘hone nessally snc the early nineties. IereasingInequel sone . ‘OF the US and Canada: a Seca te, eemare pout Inproves government net endncheg oe i ing in ail the countries, Sovenmrent spending leds tothe decine in inequality inthe UUK but to Its increase in the US and#010 place exuity 2 the cx oe ae Bee color ccih eect elfet of Higher cestrtouton ante effect of the resulting als atc when neways ead hgh, results into rou, fay Petty 2nd Sex (2014) mote that there ae ior wal nequaly dynam, Fest, wealth concent Serta Te op ID ret ath she pcan We Oto ve en ee ws wet the tcp 10 pienlocome sare tn tne to SDoucet nee fried west saFsaae ns an § percent, vereas te bomag eee ewe ne 2010 pet na. Bott hallo headache als at tes or spre cae The easly of iter omer eee saat mathe rane: On args, mer athe oar nate elth own les thon one tenth ol te that increasing and such growth ‘ant diferences between Income and ion is always much higher than’ Income shout hall the average income. fn sim, PAPC Pie Oe ai sbitect fo large samente~it not the morte oe sepuiaton’™ ely (201) fds that wesrincome ratios, today, scene eo te setiaring to very potas. tow scone drouth counties, snr to what he els the “aged patimoniat” ‘wealth based societies of the 29th century wherein amino rity ives off ts wealth while the rest of os Popes ttn atk foe solghtence ving He sums that neath acurnfoney high becouse erowthis low qi [2.3] Private- Public school Aprivate school is autonomous and ger Student tition, private grants and endowments nerates its own Funding tough various sources like A publ thoolis government funded and ll scans attend fee of cos pacts of funtiog fom several sources pul ate chocis sy teach above and beyond the Fane gitar, may fater to s specie znd uf audents (gited, teen reeds, Pune uttlecanauKe) oe have an aernative cwricuium ikea, crams, te etc” Public schools hava to adhere to the cur Heulum charted out by the district, and connie dery Admission to any child within the residential sehcol zone. There are several precony ved notlons regarding private ond puble schools. vate schools for admission to good colleges, 1e35 disciplined and low-grade corsculum., Ths Is for parents to make an informed decision Se often assumed to be very expensive est anda better bet Pubile schools ae often thought of as shoddy, comparison offers. fat Insightinto both school HLH, PATELUON EGE OF EDUCATION FOR WOMEN, UDHINA, SURAT D:\2016-17\ B.Ed, alle ge\sytabus\senaster-2-course-Smodule-4 (Copy) Page 20 Sue cocoeooc00c0oot@ococds: s bbe nm OOOO OOBRAARRAAAAASLSS> ‘Comparison chart Intraduetion An elementary o¢secandary Schoo! sun ard supported by private insividuls or 3 cofporation rather than by a goverment 2¢ public agéncy. ., Education Dectad by the choo! board Scheulile Schedule is dictated by the schoo! ‘Teachers May or may not be certified but often hold a araduate degree or higher education, Technology __Depanés onthe school. Paate schools with higher tuition have more up-to-date technology. Funding. Tuition, gifts, endowments, private corporations, undrasing events, Accreditation Private acc edhtaton agencies Ike» National Agency Association of ridependent schnols » “WNaticnal counel for private schoo! accreditation + Commission on Transregional and international accreditation, Adiniission Not detertrined by student address, Criteria Purpose Build religious foundation for youth, Not ‘much education about teal situations, such as tax and funding. Denial of School reserves the right to deny admission a admission student if s/he does not meet the sligitlity. criteria as decided by the senool. — Hill. PATEL COLLEGE OF EOUCATION FOR WOKE Colege\slabus\semester-2-course-S-module-4 (Copy) School zoning determined by student address. IEN, UOHNA, SURAT O:\2016-17\8, An elerantary or secondaty schoct in the States supported by public fends and prov. education to children of a community oF di Mandated by state curriculum, more often = Common Core national standards. Schadule soften a mix of grackiation requir and electives Teachers must maet all state-mandated ‘requirements and be highly prolicient in the: subject ares (Le. have at least a BA with am their subject). Most teachers have Masters Depends on the school; canbe very modern ‘elatively outdated. Federal government, State government, Loca Bovernment (people's taxes), grants, awards, donations,” State Board of Education. To teach children and spend money provided! - community through taxes and bond initia School vannot deny admission to any student» the designated geographical ares of the schoo Pave 21preted oy scat ibe sarge jortten Pro aration i ‘other sents aealy No prep lementary or junior high schools. High ‘ahool shows avaicty Tn aco-ed schoo seho0l Calenar Setby schoo! to. se Funding sunk cl urd to ech ste for ed. hore tees lotedes an property tes ‘hioxssteraon funds, Some public schools th tas, ok onsising.on account of budget Suse Suhate phools rot have toa ee ee #44 PATEL COLLEGE OF EOUCATION FOR Ww! Colege\sytabus\semester-2-c¢u ess student nase Rough opts 1. YEE foionnte _Necesedudedgroups- Stale’ eto bron ‘Adviston to publi choo (seteesined bo the address ofthe students, Evry commit ha ened schol aod stulents attend thes respective 20m ed ‘av ations to this oe. Buble shpat re essed co scom modate all csrenneg ‘rionacea. endowments from donors, vate tise Ur own lurds apd ey se mst of the unding trough. tution, far en “ning or pubic schoo a Ure iced prcess. The federal government alloetes certs The state government contributes through ment ey also convibute edo Have-retorted to 9 some aodnt spe ‘tte sate sonido and have te freedom to dose thei rode (Copy) Provided by schocl within designated area ‘About 20-25 per roc, ager poo! of people allows for more socal Interaetion. Cpportunitis for sport, chibs, : ommunity service groups and other after-school tivities help broaden studens' boundaries. Vory 2001 preparation for socal aressures of cllege Decided by distri forall schools inthe district Suiying _Handledbytheprncpleordean of sient, Teachers are valved intervene and most schools Lsuypunisinentsatesspemioncrln non harecameratohei doer buying Howes School scperson, ishordlomanoge datroome itn 25 students wid inalltgous set some teachers auoid conflicts Altous __Canhave eigous favors None Minto Confeutem ‘May create own Curriculum, + Common Core standards; State standards 4 Criteria n Aavonsemat ago to atid pihate choel, there no zoning based on the stusents address, Meee glantng admission to 3 students ur to the school aythorites ands based on tests andotberrhera, chook, Certain strcs $s stata othe Comenon ©ovooeo:;0COO OC DO0: cried, ‘ONO eed, Pape 2 eeeeer 5 a. ws i. - pam6% CCC EECE Wik G1 GO ww UU uLddaedeeceue Vv w 2; vo tale > ‘Tube school re muvina towns adoption of the Common Core St SSelates, the District of Columbia ant 4 tesitoies have adopted. Randagds, ‘he Gomman Core state Standards in ‘Shas Sie Private sehools usually have smaller class sizes and could hove as ma Meer ooc - an.clemantarycassragm, Alower student tia can mean 9 more personalized interaciion Audents ond teachers, Public schools have_a large: student to teacher ratlo and have larger class sizes. This is often dye to burst cuts gr inndequate funding There can be as many 15:20 students in an elementary dstroom, Texcher Fidvate sehocts am subjective in their requicement for ieachers to be certified, some do not ‘woul catlcaion_ ard alhes may requce cenifcation but could be open to a certification” froma different state. * fublie_sehoo's sensed teachers to. be cevifed in the state ibey teach, Cerufication fequements vac ard ace determined by ach stale Teacher Pay." Private school teachers et_pald Jess than publi school teachers ang may or may not ave health insurance. itn the UK private school teachers receive higher waxes than theic state, schol countenpats | Teachers Inpbilcchaolsgetoald more thon thelr riate school czunterparts, Public schools aso clfer health insurance and reliement benefits which may vary depending on thi state, Assessment rate schools oe.fce8 to-ehaose thes en form of assessments and tess. They a not sequiced to publish results of ther tests, fee schoutare ce uleed to administer tandordeed tess to their students which a= chosen ‘yete state. The test scores ace requted tobe plished by the school, F ‘Transportation of tay ne le provision differs from: itis mandstory for public schools to provide bus transportation to all students tiving In the + school's designated residential area, ; onal oe, HM, PATEL COLLEGE OF EDUCATION FOR WOWEN, UOHNA, SURAT D:\2016-178 ca Cottege\silabuslsemester-2.course Bic a4le-4 (Copy) Page 23onal pf ale sihools to. offer more to studen fonds $00 ae aT fs, techvolony,suaoaitias, ond the disualond performing acts, ete depe deny cirzorcauneot fimiie, bie schools cnay not offer technology tools, music, art and other activities to their students, ave enough ¢ TestScores Comontizon between public ond private school \ impossible tsk hocause the Lyne of toss nay ies, andl private sch xbled thee scores, AreBrivate Schools ieally Better? fheult iL_not vivtwally ols have 9 choice to nol this sey difficult to give a conelusive answer with an absolute "Yes" or “No,” it depends on wha eorents want for their child what aral whether ihev'e walling to py to get it ite cil i capable of, While curiulum Is often considered to be more tizorous in priva ‘School, urvate schools arg_not a puarantaed access to_a better colene or university, The {ollewing videos throw light on different perspectives of private vs public schouk Aninsighton whether ovate shocks santo ave an advantare for odmision to Standotord: Howto choose : ‘oosing bewéen © tate ani ube school goes tevond ius allordailty. choosing. the sight schoo) for your éhild is process whece there's oo such thing a8 too uch information. A food place wo sort would be to shmingte dt reeonceved ction about nate al i ani Knit i mie bout te Bt fora cht oopevd the bee ‘thoabin ton.” Of cours, there's no substitute Wwylshing every short sted schoo This video presents some foes about private hook, and might help bust some myths a re can often be imiskeading, Test scores cannot be the absolute criterion to assess a school, whether oublle of arivate; there is more to 9 schoo than ore, ond is posible that a sthool with lower score may actually be more nurturing ora better Bt fora chil 2.31-RURAL-URBAN SCHOOLS: There ls» vast difference in the quality aad facies Brovdedn primary and secondary sehool vihich are operating in Rural and Urban areas in nda, omparative statement forthe school esting In rratafea and schools operating In Urban area Inyarious states of India, In india, contion of rutal education i sR improving, the condions of these rural schools fs sf ‘ery aoe There are very few schools in the rl areas and cde have to trove fr away distances to aval these facies and most schools h these locations do not provide dlnklng wate The quality of education i aso vary poor. The teaches get very less income so, most ofthe te the teachers are sther absent or they do nt teach propery There ae many nates taken by the Beverrent ut ey are rot implemented ine sche, 50 the present cena remain the same, ‘ACOMPARISON OF RURAL Vs URBAN SCHCOLS ININDIA. ‘hete are many school In cies and towns wheres thee are. very feschoos in ilages andthe ‘ural areas. : Depa congeners roiessrenecrrerranrmereneeeseme ee H.H, PATEL COLLEGE OF EDUCATION FOR WOMEN, UDHNA, SURAT 0:\z016-17\8, Collegetsyitabis\semester-2-course-S-modula-t (Copy) Page zedee, maser 0 ue y ¥ weuy SY bas ae ces sean aces Re bs pick andinuttan schools whereas enn ya ag Ir spaniel be rotting Wala raza some of he stools in vilage 8 i aren aton in un choos far abanced as compared to ihe basic Level of education in ut as : _ag no such facilities are provided for ‘students in rural schools. ver * the chiren in urbon schools while'there are no such faciities in the rural schools oes oe _developmentof the children (231 single teacher's Schools One of the statesin our county has a dite that nas pee ‘inl of schol vita single teachers When we heard about it we cout beleve but the Satis publehed by the governnnt contimed, Since we work with zoverment functionaries rye. S ‘Whats the genesis of this problem poor teacher-pupit ratio in our country? “pare ore ta UB nc ph importance in uben 238 where 95 wey L255 9 ape > Around 2000, the government took a decision that was priirlent in the context of the situstion sevairg then Ie decied tat eiléren were not coming to schoo, i ust tke the shoal ‘where they wed. Thus, 2 lower primary school was opened within a kilometre of every habitation ‘and a higher primary school within three kilometres. In fact, many states followed an approach of ‘opening 2 school in any habitation that had! more tran 20 children of school going age. It wos the need of the four, ven the fact that India had close to 59 millon outolschoat cléen ‘Subsequently, for several reasons Including concerted enrolment drives by many state governments ‘nd dts raison by parents that educations probably the ory passport for har chien future anpreedented eros. cirkrent rates ware achieved that wnt beyond 100 per ent er zeny, Thatta dropout rates also parsteds another stor, However, the pace of appointing teachers did not match the rate of enrolment of chiren Tete at tts that el not appolat angle teacher for more han ve years together No S38 Sermo aoc offered any plusbe excanatién for aot appoing thers ‘uldbemuitple reasons — some of which could = Unevabability of ade term abi Pott deci wo not recruit teach oh . lets for several reasons. seen Sinko! he srounevel sation by bath hur ~Falliig birth rates — wh ‘ensuring atiequate teacher-pupil ratio. Hoh andes lel Indeate lower futwra enrolment of chile. hia feed SFE OW the suai afd once'thehackig of to" tea tebe, and consequent unwingnessof he eovermens® oe seats ana ponent: Aue ‘OF EDUCATION FOR WOMEN, DHA, SURAT 042026371" pe? hiNementer2.couseSnokde-3(Copy)-Wet understanding the impact of exodusof chlrea from government to private ‘ernment schools ha tobe closed down due toInck of pups, habit toationalve the distribution of teachers betweca urboy/sens ‘tess 25 opposed to schools situated in remote areas — suber of teachers 1 be located in remote schools and ex postings Asa esl, we have over 100,000 schools with fone Steals varies rom stat ta state and stk to gists fer cent of schools having a muligrade situation vi Ahern several grates Inthe zane dasroom, The station becomes apeaveea when hae oa shortage of dessrooms despite aravsion ofarge budgets inthe period 000010 [The concept of mult grade teaching is not new tothe world exists in varying degree even fe developed counuies the the US, UX aed Canada and in China and other counties However, the ‘x aierence is that muldarade teachingleacning paces are an lateral pet ofthe tecahee secaion in these counties and they clten use it svategcily to thes advange. in boli, multade teaching teaming i rot an tportant part of our preservice tesshes education, Soe Ants like Karnataka attempted to develop teachers to deal with multigrade ‘teachingtearning ‘hough programmes such as Nal ol btit could neitherbe sustained nor at hed The serious issue of inadequate teacher-pupl ratios not reflected in ether national or tate Eatstes fn fet, one would find th teacher-pupil ay theoretical satfoctery, Howeves, the otis are completely deceptive ams rot othe ral story. Is ke saying te sveroge depth of there i thee feet and siting out to cost Wit is important it analre the cust sad ‘hoot lee! ceacher-popilratio, Thattels the real story, Wels unfathomable 2s to why the sists tolerate the existence of single teacher schools despite hi stated commitment ht sti ser00! wi have atleast two teachers wid deste co Jes provision by the Wht to Eatin ct for malnoning a pescibed ala, Ine sioner ‘choo, the day the teacher's ansentforany reason, the dhldren aelettto themselves, Th teacher ppl rata snot meray 3 techn ue of showing a cert a on paper. ches tox ramieations onthe iat of education in he caeroom. isthe sgle mar meee practising several tenets espoused by ou National Curriculum Framework — such a5 the centrality oF tive child inthe pzocess oF lamin pve ne tenon {0 the child, continuous and ‘emmpreesiv ascessment of chien ad soon. fe dot provide tis lb mpertant ‘education process, any talk of Improving the quality of edication is usctess, eens I preig e ecteoumber of leathers cry shod hs become physical Que to te retin ot st) td excel dbl we mat scodycevin U ete erm pid 3 ht in ry hbo tin ne ree Homes er rsa a eee crmre asad edie vege {bk vp ard implement now sons the consolation of sve mae choc no 3 ae ly aupped od ta a repiamens osu austen Wa ses hve afew sample hoy ie te Wea Schools hat met sau rasta and edvlone require its ad me cet Performing * better, There are other government schools that have the appropriate teacher-purl ratio which, has forced evar] private schoolsin aradus of 20 kn to cose down. a Probety the blast chun for, ‘rand Gover School’ would be to hee one eassrcom per grade and one teacher per cassrcom, The concept of Snte Teacher choot inclvessimole steps ike: © identifying the best educated youth from the’ lage . 7 Nota inter hoosraenprbseranig enwthig snd spe ‘him / her of the Poet ae ‘eurationists. , *_Rednescoverlecem bev, onal ace nes 1198 of insed shee under divi Seton Up a och boon peer lit Ta AT ESO CAT NUBIA Sma OTR college eylebulsen este 2-cou se moc Cony) é eee. “Page 2 S schools — some! ban sceas with better this includes unwilingness of a larga ertion of political pressure for teacher eachers, The percentage of single teacher A the national level, thlshas led ta over 75 ith one teacher being compelled to teach ies ©2C0CO@L20Nn oob6 PPPPPPDPNDDDPOPADOAADADOADONDODDOODDS