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Student Almanac Important Tips and Techniques for Ensuring Quality Learning

Student Almanac Importance and Benefits for Ensuring Quality Education

Student Almanac is an effective tool for student, teacher and parent for keeping information for a long time. ‘Student Almanac’ is abridge for connecting among student, class teacher, subject teacher, school and parents. Proper use of ‘Student Almanac’ ensures quality learning. Teacher and parent can ensure effective learning using Student Almanac. Proper use of‘Student Almanac’ can bring overall massive change in student’s learning outcome. ‘Student Almanac’ is basically a reminder tool. It is generally observed that active learner uses ‘Student Almanac’ properly which reflects in his overall personality.

Intensive Observation of ‘Student Almanac’

When we were going through‘Student Almanac’ in a surprise check, we found that homework which was written by the student on daily basis; that was not in uniform manner. All sincere students of the class write all the information given by concerned teacher on proper place. If a student is writing all the information properly and clearly;it means that s/he is sincere about his/her learning. Since s/he wrote all the information, it means s/he will try to complete it also on time for showing to their concerned teacher. This type of student is ready to take pain at home for completing his/her teachers’ assigned work.

Finding of Student Almanac Observation

Going through the ‘Student Almanac’ of class 4th; we found that 20/40 students wrote all the information date wise i.e. homework given by all teachers in detail, 10/40 students wrote the homework however it was not written systematically, 3/40 students could not bring their ‘Student Almanac’ regularly, 2/40 students brought ‘Student Almanac’ but could not write homework for a long time and 5/40 students have not ‘Student Almanac’ due to several reasons. We found horrible condition in class 6th where so many good students have not been maintaining their ‘Student Almanac’ properly for a long time. Subject teacher and class teacher have not noticed their faults.

After going through more than thousands ‘Student Almanac’ in several ‘academic session’, we noticed so many general characteristics among learners. These are as follows:-

Good students maintain their ‘Student Almanac’ properly i.e.

  1. Write complete information on Information page
  2. Write homework on daily basis
  3. Write all subject homework given by  subject teachers
  4. Show ‘Student Almanac’ regularly to his parent
  5. Bring ‘Student Almanac’ on daily basis
  6. Get his/her parent’s signature wherever it is required

General Students maintain their ‘Student Almanac’ halfheartedly i.e.

  1. Do not write complete information on Information Page
  2. Do not write homework on daily basis (alternate day or leaving 1-2 days )
  3. Do not write complete homework (may leave 1-2 subject)
  4. Do not show his Student Almanac to the parent

How ‘Student Almanac’ is an effective tool for teacher and parent?

Since, student note downs each and every activity on daily basis in his ‘Student Almanac’ which can be seen by teacher, class teacher, principal and parent on any time. Principal can also verifies completion of syllabus with teachers’ data. Parent can help his wards for mentioned activities in ‘Student Almanac’ according to learners’ age and class. Parent can see the current status of syllabus i.e.

  1. Which lesson is being taught by the teacher?
  2. Which lesson has been completed by the subject teacher?
  3. What types of homework is being given by the subject teacher?
  4. How much homework/other assignments have been given by different teachers?
  5. What is dead line for completing different assignments given by differentteachers on different occasions?

Why Student Almanac is an effective tool for teacher and the principal?

A wise educator can identify several personality and learning characteristics of a learner through ‘Student Almanac’ i.e.

a.       Students’ regularity

b.       Students’ punctuality

c.       Students’ Sincerity

d.       Students Attitude towards learning

‘Student Almanac’ can be used more efficiently and beneficially by the class teacher, subject teacher and the parents. So many students return back to school and announce that they did not get homework and they have completed all tasks. When parent checks it,s/he finds that there is no homework, however the student has not written the homework. Next day if a teacher asks her about completion of home work; student gives some ready made excuses i.e. could not bring his notebook due to this reason. Most of the parents are facing same problems. Students do not share school activities report with parents. Parent feels helplessness due to non cooperation of students. This helplessness can be overcome with the help of ‘Student Almanac’.

 “How we can do it” is a big question, however regular check of ‘Student Almanac’ by the teacher, subject teacher and parent can solve all problems.

I.                     If the class verifies‘Student Almanac’ on daily basis

ii.                   If the subject teacher verifies ‘Student Almanac’ on daily basis

iii.                 If the parent verifies‘Student Almanac’ on daily basis

It is prime duty of subject teacher, class teacher, school principal and parent to investigate and inquire about the day to day activities of student for keeping eagle eyes on the learners’ progress. Good academic performer always shows attentiveness in almost all class activities. The way a learner maintains his/her Student Almanac, is the way the student’s performance can be observed. Concerned subject teacher, school principal and parent can use this tool effectively for monitoring poor academic performers. In fact, “Student Almanac” can be effectively used for monitoring different types of learner. So let be 1st to keep an eagle eye on your students!

Rajeev Ranjan

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UNESCO Education 2030 Framework -Sustainable Development Goal 4-Vision, Rationale and Principles

UNESCO

Education 2030 Incheon Declaration

Incheon Declaration and SDG4 – Education 2030 Framework for Action

Sustainable Development Goal 4

Vision, rationale and principles

The Education for All (EFA)

Extract and Summary

UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in Education, the Sciences and Culture. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. (https://en.unesco.org)

The Education 2030 Framework for Action was adopted by 184 UNESCO Member States on 4 November 2015 in Paris. Our vision is to transform lives through education, recognizing the important role of education as a main driver of development.

Unesco education 2030 frame work sustainable development vision rationale and principles

‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’

 It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability.

Importance of Education in 21st Century World Citizen

Education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights.

 Education is essential for peace, tolerance, human fulfillment and sustainable development.

 Education is the key for achieving full employment and poverty eradication.

 Education facilitates intercultural dialogue and fosters respect for cultural, religious and linguistic diversity, which are vital for achieving social cohesion and justice.(P 26)

 Education promotes mutual understanding, tolerance, friendship and peace.( P 28)

Education Key Roles-

  1. Eradicating poverty– Education helps people obtain decent work, raises their incomes and generates productivity gains that fuel economic development.
  2. Gender equality- Education is the most powerful means of achieving gender equality, of enabling girls and women to fully participate socially and politically, and of empowering them economically.
  3. Healthy Society- Education saves the lives of millions of mothers and children, helps prevent and contain disease, and is an essential element of efforts to reduce malnutrition.
  4. Fulfill needs of persons with disabilities- Education promotes the inclusion of persons with disabilities.  It is also fundamentally protective for children, young people and adults whose lives have been devastated by crisis and conflict, and provides them with the tools to rebuild their lives and communities.

 What is quality education?

Quality education fosters creativity and knowledge, and ensures the acquisition of the foundational skills of literacy and numeracy as well as analytical, problem solving and other high-level cognitive,

Quality education fosters interpersonal and social skills. It also develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges through education for sustainable development (ESD) and global citizenship education (GCED).

Education and Educated World Citizen

Statements of the Heads of the WEF 2015 Convening Agencies

Education is the key to a better life for every child and the foundation of every strong society – but far too many children are still being left behind. To realize all our development goals, we need every child in school and learning.

Anthony Lake, Executive Director, UNICEF

In our world, knowledge is power, and education empowers. It is an indispensable part of the development equation. It has intrinsic value – extending far beyond the economic – to empower people to determine their own destiny. That is why the opportunity to be educated is central to advancing human development.

Helen Clark, UNDP Administrator

 Together we must promote and protect every person’s right to education, and ensure that quality education reaches all, and instils values of peace, justice, human rights and gender equality.

Babatunde Osotimehin, UNFPA Executive Director

 Vision, rationale and principles

Education transforms the lives of individuals, communities and societies, leaving no one behind.

Humanistic vision of education and development, based on the principles of human rights and dignity, social justice, peace, inclusion and protection, as well as cultural, linguistic and ethnic diversity and shared responsibility and accountability.( P 24)

Features of SDG4-Education 2030

SDG4-Education 2030 agenda is embedded in its holistic and humanistic vision. Education is a fundamental human right and an enabling right.

Goal 4 is comprehensive-

  1. Holistic,
  2. Ambitious,
  3. Aspirational
  4. Universal,

 SDG4-Education 2030 focuses on increased and expanded access, inclusion and equity, quality and learning outcomes at all levels, within a lifelong learning approach.

SDG4-Education 2030 agenda is that it is universal and is owned by the entire world, developed and developing countries alike.

Urgent need to focus on SDG4-Education 2030

  1. To provide early childhood care and education to ensure children’s long term development, learning and health
  2. To ensure that all children, youth and adults are learning and acquire relevant skills, including proficiency in literacy
  3. To develop (for children, youth and adults) throughout life the flexible skills and competencies they need to live and work in a more secure, sustainable, interdependent, knowledge-based and technology-driven world
  4. To ensure that all individuals acquire a solid foundation of knowledge, develop creative and critical thinking and collaborative skills, and build curiosity, courage and resilience
  5. To develop education systems that are more resilient and responsive in the face of conflict, social unrest and natural hazards – and to ensure that education is maintained during emergency, conflict and post-conflict situations (P 27)

Education for all:-access to inclusive, equitable quality education and lifelong learning opportunities

The new education agenda’s focus on inclusion and equity – giving everyone an equal opportunity, and leaving no one behind signals another lesson: the need for increased efforts especially aimed at reaching those marginalized or in vulnerable situations.

All people, irrespective of sex, age, race, colour, ethnicity, language, religion, political or other opinion, national or social origin, property or birth, as well as persons with disabilities, migrants, indigenous peoples, and children and youth, especially those in vulnerable situations or other status, should have access to inclusive, equitable quality education and lifelong learning opportunities. (P 25)

United Nations agencies & other agencies

The United Nations Children’s Fund (UNICEF)

The United Nations Development Programme (UNDP),

The United Nations Population Fund (UNFPA)

The Office of the United Nations High Commissioner for Refugees (UNHCR)

UN Women and the World Bank; the Global Partnership for Education (GPE);

The Organisation for Economic Co-operation and Development (OECD);

Education International (EI); the Global Campaign for Education (GCE)

The Africa Network Campaign on Education For All (ANCEFA)

The Asia South Pacific Association for Basic and Adult Education (ASPBAE)

Rajeev Ranjan

Sustainable Development Goal 4 Education 2030 Framework UNESCO

Education 2030 Framework UNESCO

Reference

Incheon Declaration and SDG4 – Education 2030 Framework for Action-Sustainable Development Goal 4

http://unesdoc.unesco.org/images/0024/002456/245656e.pdf

https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

https://en.wikipedia.org/wiki/Education_2030_Agenda

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National Early Childhood Care and Education (Ecce) Curriculum Framework

National Early Childhood Care and Education (ECCE) Policy

NATIONAL EARLY CHILDHOOD

CARE AND EDUCATION (ECCE)

CURRICULUM FRAMEWORK

Birth to 6 Years

Extract and Summary of ‘Foundation of Early Care and Learning’ (Section–I)

Learning is an active, interactive and life long process. A wise educator respect children’s unique social, linguistic, cultural background and diversity. Children differ in their strengths and capabilities.  A wise educator promotes child’s individual strengths. In fact, the first six years of life are the critical years of human life since the rate of development in these years is more rapid than at any other stage of development. (ECCE, Introduction)

Early Childhood Care and Education (ECCE) encompass the inseparable elements of care, health, nutrition, play and early learning within a protective and enabling environment. (P 5)

Vision for an Indian Child

The National ECCE Policy visualizes nurturance and promotion of holistic development and active learning capacity of all children below 6 years of age by promoting free, universal, inclusive, equitable, joyful and contextualized opportunities for laying foundation and attaining full potential. (P 6) Early childhood care and education programmes should be based on an understanding of the patterns of development and learning that define the essential nature of childhood. (P 10) (ECCE) curriculum framework views children as happy, healthy and confident; each child with unique identity, grounded in their individual strengths and capacities; and with respect for their unique social, linguistic, and cultural heritage and diversity.

Purpose of this framework:-

  1. To promote quality and excellence in early childhood care and education by providing guidelines for child care and early educational practices
  2. To support to early years professionals, service providers, ECCE teachers/caregivers, communities and state governments in providing rich early stimulation and learning experiences for children from birth to pre- primary years (P 4)
  3. To facilitate optimum development of the child’s full potential and lay the foundation for all round development and lifelong learning (P 10)

Our young children strive to be:

• Happy and healthy

• Inquirer

• Confident

• Communicative

• Creative

• Caring

• Open-minded

• Resilient

• Sensitive to diversity

• Respectful

• Mindful

• Life-long learner (P6)

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/early_childhood_education.pdf

Broad objectives of the Early Childhood Care and Education programme are to:

• Ensure each child is valued, respected, feels safe and secure and develops a positive self

concept

• Enable a sound foundation for physical and motor development of each child- as per each

child’s potential

• Imbibe good nutrition routines, health habits, hygiene practices and self help skills

• Enable children for effective communication and foster both receptive and expressive

language

• Promote development and integration of the senses

• Stimulate intellectual curiosity and develop conceptual understanding of the world around by

providing opportunities to explore, investigate and experiment

• Enhance development of pro-social skills, social competence and emotional well being

• Develop sense of aesthetic appreciation and stimulate creative learning processes.

• Imbibe culturally and developmentally appropriate behaviour and core human values of respect and love for fellow human beings.

• Enable a smooth transition from home to ECCE centre to formal schooling

• Enhance scope for overall personality development

National Early Childhood Care and Education (ECCE) Policy (P 10)

Language Concern at the Early Childhood Care and Education programme

Language plays an important role in communication, exchange of information, development of reading skills, reading with comprehension, and, in later years, academic success. (P 14)

The medium of interaction in the ECCE centre should be home language or mother tongue. It is important to encourage different languages for expression by children in the ECCE centres. Children should be encouraged to be proficient in their mother tongue/ home language first and then the formal school language (regional language or English) should be introduced. However teaching through child’s mother tongue/ home language, is internationally recognised as the most appropriate way of working with children in the early years of concept formation. However, it is crucial that when the school language (which may be regional language or English) is introduced, the ECCE teachers/ caregivers must continue to convey a positive attitude about children’s first language (mother tongue/ home language).

Points to be remembered:-

  1. Children learn well in mother tongue or home language
  2. Provide exposure to school language (regional/English)
  3. Aware school community to importance of language in child learning

Should a teacher use mother tongue /home language or English in the classroom for better learning? (P 15)

 Language should be learnt by processes in the following order: ‘Listen–speak–read–write.’

In early years focus should on listening and speaking as the major activities in the classroom.

Teacher should learn and use some words of children home language.

Teacher should encourage children to express in their own language.

Developing a better understanding is more important than use of language in a multilingual classroom.

How will a teacher fulfill the challenges of different kinds of learners (multiage grouping) in the classroom? (P 17)

ECCE teachers and caregivers would use the concept of ‘differentiation’ to meet the varying needs of their learners. An ECCE Teacher / Caregiver may approach differentiation by (1) content—what the child needs to learn or how the child will get access to the information; (2) process—activities in which the child engages in order to make sense of or master the content; (3) products—culminating projects that enable the child to rehearse, apply, and extend what he or she has learned in a topic; and (4) learning environment—the way the classroom/ ECCE centre works and feels. Research also indicates that the development of brain is influenced not only by health, nutrition and quality of care but also the quality of psycho-social environment the child is exposed to in these early years.

 

Rajeev Ranjan

National Early Childhood Care and Education (Ecce) Curriculum Framework

Early Childhood Education – ncert

The National Early Childhood Care and Education Curriculum … – ncert

Reference:-

 

National Early Childhood Care and Education (Ecce) Curriculum Framework

(Ministry Of Women and Child Development)

 

http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/early_childhood_education.pdf

http://www.ncert.nic.in/departments/nie/dee/publication/pdf/deethemebased.pdf

http://www.eec.state.ma.us/docs1/curriculum/20030401_preschool_early_learning_guidelines.pdf

http://www.ncert.nic.in/publication/journals/pdf_files/Voices_ch3.pdf