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Quality Education -What -How-When

Quality Education

What is quality education?

What does it mean by quality education?

What is quality learning?

What does quality in education include?

What is importance of 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). (UNESCO Education 2030, SDG4)

Quality in Education UNESCO

Preface from Quality in Education -UNESCO
Children have a right to an education, a quality education.
Quality education includes:
„ Learners who are healthy, well-nourished and ready to participate and learn, and
supported in learning by their families and communities;
„ Environments that are healthy, safe, protective and gender-sensitive, and provide
adequate resources and facilities;
„ Content that is reflected in relevant curricula and materials for the acquisition of
basic skills, especially in the areas of literacy, numeracy and skills for life, and
knowledge in such areas as gender, health, nutrition, HIV/AIDS prevention and
peace.
„ Processes through which trained teachers use child-centred teaching approaches in
well-managed classrooms and schools and skilful assessment to facilitate learning
and reduce disparities.
„ Outcomes that encompass knowledge, skills and attitudes, and are linked to
national goals for education and positive participation in society. (Extract from quality in Education -UNESCO Working  Paper 2000)

Defining Quality in Education UNESCO -2000 Research

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

Extract from

Education 2030 Framework UNESCO

Quality in Education UNESCO

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

 

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Purvanchal University English Question Paper PUCRET Phd Entrance Test 2018

Purvanchal University, Jaunpur conducted PUCRET examination on 24 August 2018.

We can see question pattern of English Subject.

Purvanchal University, Jaunpur renamed as Veer Bahadur Singh Purvanchal University in the honour of late Shri Veer Bahadur Singh, former Chief Minister of the state, was established on 2nd October 1987 as an affiliating university under U.P. state university act 1973. Continuous qualitative and quantitative growth, excellence in academic and administrative activities, transparent and efficient academic administration have been some of the distinct characteristics on the basis of which the university emerged as one among the leading universities. Started with the 68 affiliated colleges, the university now has widened it’s spectrum of activities with 367 affiliated graduate and post-graduate colleges and students enrollment of nearly three lacs and eighty thousand in 5 Districts of Eastern Uttar Pradesh.

http://www.vbspu.ac.in/about-university/

PUCRET (Phd) Entrance Test 2018 – English Question Paper 

purvanchal university pucret English Question Paper phd entrance 2018

Rajeev Ranjan

 

 

 

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Independence Day Speech -Freedom and Power Bring Responsibilities

Celebration of 15th August
Good Morning 
Jay Hind Jay Bharat!
I wish you a happy ——– Independence Day.
15th August is the great and glorious day in Indian history. We will celebrate——th Independence Day of Hindustan. 
At first I pay my respect, greetings and homage to all those who laid their lives for the country’s independence. I also pay my deep respects to the crores of citizens of India on the pious occasion of India’s independence, and recall all those martyrs who had sacrificed their lives in India’s struggle for freedom. 
In fact, I feel proud of the duty, devotion, and the sacrifices of the all the security forces of the country, who protect Mother India.


The day of independence is a festival when we take a solemn pledge of working for the welfare of mother India. This National festival inspires us to resolve ourselves to lead a life where our character gets refined further, to dedicate ourselves to the nation. Our each & every activity should be linked to the interest of the nation. Moreover, this festival of freedom can be a festival of inspiration to take India to newer heights.
The achievement we celebrate today is a step ahead, an opening of opportunity, to the greater victories and achievements that await us. Freedom and power bring responsibility. So we have to labor and to work, and work hard, to give reality to our dreams. In fact, everyone should promise to self that 
I will educate myself and educate others. 


I will keep myself and my surrounding neat and clean. 
I will be true to myself and my nation.
I will save water and plant more trees for future generation. 
I will respect everyone without making any differences of caste and creed. 
I will respect my father, mother and elders in society. 
At this pious moment we take the pledge of dedication to India and her people and to the world citizen.

“We walk together, we move together, we think together, we resolve together and together we take this country forward”. 
Bharat mata ki jai, Jai Hind, 
Vande Mataram

Rajeev Ranjan

Indian Educationist 

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Direct Admission to Classes X/ XII in CBSE Affiliated Schools Guidelines and Required Documents

Direct Admission to Classes X/ XII in CBSE Affiliated Schools Guidelines and Required Documents

The CBSE Examination Bye-Laws has clear instructions and guidelines for its affiliated schools for the direct admission to class X/XII. The CBSE Examination Bye-Laws states, “direct admission to classes X/XII is an exception and not a norm and is only permissible to facilitate candidates with parents in transferable jobs. Rule 7.3/7.5 of Examination Bye-Laws clearly states that “the syllabus prescribed at Secondary/ Sr. Secondary level is of 2 years integrated course, no admission shall be taken in class X/XII directly”. However, admission in such classes shall be open only to such students “on condition of transfer of parent(s) or shifting of families from one place to another, after procuring from the student’s Mark sheet and the TC duly countersigned”.

In all such cases, schools are directed to seek prior approval from the respective Regional Offices of CBSE within one month of admission of such student along with true attested copies of the following documents completed in all respects.

With reference from the circular CBSE/RO/ALLD/EXAM/2018-19/2018 dated 24.4.18 to all the principals of school affiliated to the CBSE under Regional Office, Allahabad, clearly mentioned about required documents for seeking prior approval for taking direct admission in class X/XII.

  1. School Leaving Certificate/T.C of the previous school submitted at the time of admission duly countersigned (Note-counter signature on T.C of CBSE Affiliated school not applicable)
  2. Student’s Pass progress ‘Report Card” of previous class IX/XI
  3. Transfer Order of the parents/original proper shifting proof of family from one place to another place from local authority (Govt. Issued) (Note- Address/Residence proof is not acceptable)
  4. Complete Admission Form of the Candidate filled in all respect.
  5. Class IX/XI registration card or number
  6. Details of present students’ strength class wise of the concerned school
  7. Number of sections allowed as per as latest Affiliation/Extension Letter ( Photocopy must be attached with application)
  8. Validity of Affiliation  up to –

It is mentioned in CBSE/RO/ALLD/EXAM/2018-19/2018 dated 24.4.18 that incomplete documents/cases will not be entertained or may not be considered for approval. School head should send only completed and duly checked cases to the Regional Office.

For Details Enquiry

CBSE Examination Bye-Laws (Updated 2013), Page no- 7,8

CBSE Circular- CBSE/RO/ALLD/EXAM/2018-19/2018 (24.4.18)

CBSE Circular –CBSE/RO/ALLD/EXAM/2018-19/2018 (25.7.18)

http://cbse.nic.in/examin~1/admissionmt.htm

Direct Admission to Classes X & XII in CBSE Affiliated Schools Guidelines and Required Documents

CBSE GUIDELINES FOR DIRECT ADMISSION IN CLASS X & XII 25 jULY 2017

ADMISSION OF STUDENTS TO A SCHOOL, TRANSFER/MIGRATION OF STUDENTS

EXTRACT FROM

The  CBSE Examination Bye –Laws (Updated in January 2013)

http://cbse.nic.in/examin~1/admissionmt.htm

  1. Admission: General Conditions:

6.1 A student seeking admission to any class in a ‘School’ will be eligible for admission to that Class only if he :

(i) has been studying in a School recognised by or affiliated to this Board or any other recognised Board of Secondary Education in India;

(ii) has passed qualifying or equivalent qualifying examination making him eligible for admission to that Class;

(iii) satisfies the requirements of age limits (minimum and maximum) as determined by the State/U. T. Government and applicable to the place where the School is located;

(iv) Produces:

(a) The School Leaving Certificate/Transfer Certificate signed by the Head of the Institution last attended and countersigned, if required as provided elsewhere, in these Byelaws;

(b) Document(s) in support of his having passed the qualifying or equivalent qualifying examination; and

*(c) Date of Birth Certificate issued by the Registrar of Birth and Deaths, where-ever existing,as proof of date of birth.

Explanation:

(a) A person who has been studying in an institution, which is not recognised by this Board or by any other recognised Board of Secondary Education or by the State/ U.T. Government of the concerned place, shall not be admitted to any class of a “School” on the basis of Certificate(s) of such unrecognised institution attended by him earlier.

(b) ‘Qualifying Examination’ for the purposes of this Byelaws means an examination the passing of which makes a student eligible for admission to a particular class; and ‘equivalent examination’ means an examination conducted by any recognised Board
of Secondary Education/Indian University or an institution recognised by or affiliated to such Board/University and is recognised by this Board equivalent to the correspondingexamination conducted by this Board or conducted by a “school” affiliated to/recognised by this Board.

6.2 No student migrating from a School in a foreign country, other than the School affiliated to this Board, shall be eligible for admission unless an eligibility certificate in respect of such a student has been obtained from this Board. For obtaining eligibility certificate from the Board, the Principal of the School to which admission is being sought will submit to the Board full details of the case and relevant documents with his own remarks/recommendations. The eligibility certificate will be issued by the Board only after the Board is satisfied that the course of study undergone and examination passed is equivalent to the corresponding class of this Board.

6.3 No person who is under the sentence of rustication or is expelled from any Board/University/ School or is debarred from appearing in the examination for whatever reason by any Board/ University shall be admitted to any class in a School affiliated to this Board.

6.4 No student shall be admitted or promoted to any subsequent higher class in any school unless he has completed the regular course of study of the class to which he was admitted at the beginning of the academic session and has passed the examination, at the end of the concerned academic session, qualifying him for promotion to the next higher class.

*6.5 No student shall be admitted in Class IX and above in a school affiliated with the Board after 31st day of August of the year except with prior permission of the Chairman, CBSE/Competent Authority as may have been defined in the State/Union Territory Education Acts. The application for permission to grant admission after 31st of August shall be routed through the Principal of the school specifying the reasons which are unavoidable. The candidate shall complete the required percentage of attendance (75%) for Class IX, X, XI & XII as per Examination ByeLaws of the Board to make him/ her eligible for the examinations. In such cases where the admission by the candidate could not be taken in a higher class by the stipulated date because of the late declaration of result by the Board such permission would not be required, provided the candidate applied for admission within a fortnight of the declaration of the result.

  1.   Admission: Specific Requirements

7.1 Admissions upto Class VIII (i.e. Class VIII and below) shall be regulated by the rules, regulations, orders of the State/U.T. Governments applicable to the place where the School is located.

7.2 Admission to Class IX in a school shall be open only to such a student who has passed class VIII examination from an institution affiliated to this Board or to any recognised Board or is recognised by the Education Department of the Government of the State/U. T. in which such an institution is located.

**7.3 Admission to Class X : – As the syllabus prescribed at Secondary level is of two years integrated course, no admission shall be taken in Class X directly. Provided further that admission to Class X in a school shall be open only to such a student who:

(a) has completed a regular course of study for class IX, and

(b) has passed class IX examination from an institution affiliated to this Board.

(c) A student who has completed a regular course of study for Class IX and has passed Class IX examination from an institution recognised by/affiliated to any recognised Board in India, other than this Board, can be admitted to a school only on the transfer of the parent(s) or shifting of their families from one place to another, after procuring from the students the mark sheet and the Transfer Certificate duly countersigned by the Educational Authorities of the Board concerned. In case of such admissions the schools would obtain post facto approval of the Board within one month of admission of the student.

7.4 Admission to Class XI : – Admission to class XI in a school shall be open only to such a student who has passed :

(a) Secondary School Examination (Class X examination) conducted by this Board; or

(b) an equivalent examination conducted by any other recognised Board of Secondary Education/ Indian University and recognised by this Board as equivalent to its secondary school examination.

Admission to Class XII :-

(i) No admission shall be taken in Class XII directly. Provided further that admission to Class XII in a school shall be open only to such a student who:

(a) has completed a regular course of study for class XI; and

(b) has passed Class XI examination from a school affiliated to this Board.

(ii) A student who has completed a regular course of study for Class XI and has passed Class XI Examination from an institution recognised by / affiliated to any recognised Board in India, other than this Board, can be admitted to a school only on the transfer of the parent(s) or shifting of their families from one place to another, after procuring from the student the marksheet and the Transfer Certificate duly countersigned by the Educational Authorities of the Board concerned. In case of such admissions the schools would obtain post facto approval of the Board within one month of the admission of the student.

7.6 Notwithstanding any thing contained in paras 1 to 5 of this Byelaws, the admission of students passing qualifying examination from an examining body outside India shall be regulated according to the provisions contained in byelaw 6.2 of this chapter; provided that the condition of completing regular course of study for class IX and XI is satisfied in cases of admission to Class X and
Class XII respectively.

  1. Admission Procedure

(i) Admission register in the form prescribed by the State Government concerned/Kendriya Vidyalaya Sangathan/Navodaya Vidyalaya Samiti as the case may be, shall be maintained by the “School” where the name of every student joining “the School” shall be entered.

(ii) Successive numbers must be allotted to students on their admission and each student should retain this number throughout the whole of his career in the school. A student returning to the school after absence of any duration shall resume his original admission number.

(iii) If a student applying for admission to a school, has attended any other school, an authenticated copy of the Transfer certificate in the format given in Annexure I, from his last school must be produced before his name can be entered in the Admission Register.

(iv) In no case shall a student be admitted into a class higher than that for which he is entitled according to the transfer certificate.

(v) A student shall not be allowed to migrate from one “School” to another during the session after his name has been sent up for the examination of the Board. This condition may be waived only in special circumstances by the Chairman.

(vi) A student leaving his school at the end of a session or who is permitted to leave his school during the session shall on a payment of all dues, receive an authenticated copy of the Transfer certificate up to date. A duplicate copy may be issued if the head of the institution is satisfied that the original is lost but it shall always be so marked.

(vii) In case a student from an institution not affiliated to the Board seeks admission in a school affiliated to the Board, such a student shall produce a transfer certificate duly countersigned by an authority as indicated in the format given in Annexure-I.

(viii) If the statement made by the parent or guardian of a student or by the student himself/herself, if he/she was major at the time of his/her admission to a school, is found to contain any wilful misrepresentation of facts regarding the student’s career, the head of the institution may punish him/her as per provision of the Education Act of the State/Union Territory or Kendriya Vidyalaya Sangathan/Navodaya Vidyalaya Samiti rules, as the case may be, respectively and report the matter to the Board.

http://cbse.nic.in/examin~1/admissionmt.htm

http://cbse.nic.in/examin~1/CBSE-Examination%20by%20Law%20Book_2013.pdf

Rajeev Ranjan

Indian Educationist

CBSE Class 10 Result- Detailed Evaluation & Assessment for Parents, Teachers and School

The Uttar Pradesh Self Financed Independent School (Fixation of Fees) Ordinance -2018

Lesson Plan -Questions Yourself -Tips for Writing an Effective Lesson Plan

AIIMS- All India Institute of Medical Sciences- Entrance Test and Result – MBBS Course

7 Tips and strategies by CBSE Toppers for scoring more than 90 percent in Class 10th and 12th-How?

 

 

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The Uttar Pradesh Self Financed Independent School (Fixation of Fees) Ordinance -2018

The Uttar Pradesh Self Financed Independent School (Fixation of Fees) Ordinance -2018

An “ORDINANCE” to provide for fixation of fees in self-financed independent schools in the State of Uttar Pradesh.

 

The Uttar Pradesh Self Financed Independent School (Fixation of Fees) Ordinance -2018

                                                                   Excerpt & Summary

                                                    Important Points to Remember

Uttar Pradesh Self Financed Independent School (Fixation of Fees) Ordinance -2018 Pdf

 https://cdn.s3waas.gov.in/s36883966fd8f918a4aa29be29d2c386fb/uploads/2018/04/2018041727.pdf

It is applicable for the state of Uttar Pradesh. It applied to all Self –financed Independent Schools of  Pre-primary, Primary, Upper Primary, High School and Intermediate Colleges granted recognition/affiliation by boards defined under clause (d) of section 2 by Uttar Pradesh Basic Shiksha Parishad, Board of High School and Intermediate Education, Uttar Pradesh, Central Board of Secondary Education (CBSE), Indian Council of Secondary Education (ICSE), International Baccalaureate (IB) and International General Certificate of Secondary Education(IGCSE), or any other Board notified by the Government from time to time in which total payable possible fee of any student is more than Rupees Twenty Thousand Per Annum. It shall also be applicable to Minority Institutions recognized/affiliated by any of the said board. It shall not be applicable to independent Pre-Primary Schools.

Chapter II of Ordinance discusses rules and regulation in details under the title “Admission to Schools and Fees. Fixation of Fees under section 4.1 and 4.2 discusses most crucial aspect of this ordinance i.e. “Procedure of Fixing School Fees” under different categories which has been briefly mentioned in below paragraph under the title Fixation of Fees.

Fixation of Fee:-

  1. 1 –Permitted fee increase for existing students- A recognized school may revise its fee annually for its existing students by itself for each grade/class/level of school equivalent to average percentage per capita increase of monthly salary of teaching staff of previous year provided fee increase shall not exceed latest available yearly percentage increase in consumer price index +five percent of the feerealized from the student.

2- Permitted fee fixation for new student:- The school shall be free to determine its fee for the new students for any class/grade/level seeking fresh admissions, in a particular academic year subject to guidelines, if any , notified by the government. Increase in fee for subsequent years for these students shall be in accordance with sub-section (1)

Admission and School Fees

Procedure of collecting fees in a school shall be open, transparent and accountable.

The fees to be charged shall be classified as: – Possible Fees Components

  1. Prospectus and Registration Fees: – It shall be payable only at the time of registration by the students.
  2. Admission Fees: – At the first time of new admission to the school.
  3. Examination Fees: – For conducting different examinations in the school.
  4. Composite Annual Fees:– Single head annual recurring fee payable each year, provided that , upon commencement of this Ordinance, any recognized school charging recurring fee under different heads, shall, from the ensuring academic year, be required to club all such heads into a single head recurring fee as provided.
  5. Optional Fees Component: Various fee payable for optional activities and facilities provided by the school, including:-
  1. Transport
  2. Boarding
  3. Mess or dining
  4. Excursions
  5. Any other similar activities
  1. Refundable Charge-Security money/caution money shall be returned to the students on clearing all applicable dues at the time of leaving the school by the student.
  1. Security money/caution money will be refunded with interest for the duration of the deposit with the school, at prevalent rate of SBI saving account.
  2. Security money/caution money shall be refunded by the school within thirty days from the issuing date of transfer certificate through e-payment.
  1. Head of the school principal/manager/chairperson of recognized school shall file with the appropriate authority, a full statement of the fees to be levied by such school for one academic year before the commencement of new session.
  2. School will upload statement of fees on its websites sixty days prior to commencement of each academic year.
  3. School shall collect fees on monthly, or quarterly, or half yearly installments. School will not collect fees on annual basis.
  4. School will not increase fees without prior approval of the appropriate authority
  5.  School will not charge capitation fee.
  6. School will issue “receipt” for every fee or charge levied on the student
  7.  No students shall be compelled to purchase books, shoes, socks and uniform etc from a particular shop.
  8. School Uniform: – School dress shall not be changed by the school within five consecutive academic years.
  9. All Self –financed Independent Schools of  Pre-primary, Primary, Upper Primary, High School and Intermediate Colleges recognized/affiliated by different boards

The Divisional Fee Regulatory Committee shall impose fine Rupees 1 lac for the first time violation of  the Uttar Pradesh Self Financed Independent School (Fixation of Fees) Ordinance -2018, 2nd time fine will be 5 lacs and violation of ordinance in 3rd time may lead to de-affiliation of organization/institutes. Self –financed independent schools need to display all essential information on school websites for ensuring open, transparent and accountable system for the students, parents and appropriate Government officials.

Indian Educationist

Rajeev Ranjan

uttar pradesh self financed independent schools fixation of fees ordinance 2018

uttar pradesh self financed independent schools regulation of fees bill 2018

 

Reference:-

https://cdn.s3waas.gov.in/s36883966fd8f918a4aa29be29d2c386fb/uploads/2018/04/2018041727.pdf

http://pupas.in/wp-content/uploads/2018/01/eng-181217.pdf

https://economictimes.indiatimes.com/news/politics-and-nation/relief-for-parents-up-brings-law-to-restrict-private-schools-from-raising-fees-beyond-8/articleshow/63607419.cms

https://www.financialexpress.com/education-2/ups-ordinance-on-fee-regulation-by-private-schools-a-mixed-bag-heres-what-parents-must-know/1161464/

Posted on 6 Comments

Lesson Plan -Questions Yourself -Tips for Writing an Effective Lesson Plan

Planning a Lesson

Lesson Plan  -Wise Teacher Asks 27  Logical Questions Before  Planning a New Lesson

 

A wise teacher prepares well his/her teaching topics. S/he evaluates his learners’ need well in advance. A wise educator always weighs each aspect of teaching learning process clearly before entering in the classroom/meeting students in the classroom. A wise educator asks him/herself following questions?

 

Rajeev Ranjan

Educationist

Preparing Lesson Plan for Effective Classroom Teaching

 

Lesson Plan : Importance and Benefits of an Effective Lesson Planning

Lesson Plan Question yourself before planning a lesson

Posted on 2 Comments

AIIMS- All India Institute of Medical Sciences- Entrance Test and Result – MBBS Course

All India Institute of Medical Sciences (AIIMS)

Entrance Test

MBBS (Bachelor of Medicine and Bachelor of Surgery)

“It looks like a dream come to true. I have never thought of grabbing AIR-1 rank but I was hopeful to be placed among top 10. AIIMS examination was quite easy for me as compared to NEET,” Eliza Bansal AIR 1 (2018) from Lehragaga, Sangrur Punjab said with bundles of joy. To get admission in (AIIMS) All India Institute of Medical Sciences is certainly proud moment for student, guardian, society and state. This is in fact, great dream of millions of Indian students to get admission in AIIMS for doing MBBS (Bachelor of Medicine and Bachelor of Surgery) course.

All India Institute of Medical Sciences (AIIMS) is the most prestigious educational institutes in India. AIIMS New Delhi is known as Institutes of National Importance by the All India Institute of Medical Sciences Act, 1956. AIIMS official website (https://www.aiimsexams.org/) mentioned ‘aims and objective’ as, “By virtue of this Act, the Institute awards its own medical degrees and other academic distinctions. The degrees awarded by the Institute under the All India Institute of Medical Sciences Act are recognized medical qualifications for the purpose of the Indian Medical Council Act and notwithstanding anything contained therein, are deemed to be included in the first schedule of that Act, entitling the holders to the same privileges as those attached to the equivalent awards from the recognized Universities of India.”

All India Institute of Medical Sciences (AIIMS) conducts entrance exam for taking admission into MBBS (Bachelor of Medicine and Bachelor of Surgery) course at AIIMS New Delhi, Patna, Bhopal, Jodhpur, Bhubaneshwar, Rishikesh, Raipur, Guntur (Andhra Pradesh) and Nagpur (Maharashtra).

 

Kindly Click Both Links for Knowing AIIMS 2018 Result for Taking Admission in MBBS Course

AIIMS MBBS Result -2018-Counsel1_Roll Number_WISE-net

AIIMS MBBS Result-2018-Counsel1_RANK_WISE-net

Hard work is the only key to succeed

Quality to qualify an entrance examination lies in aspiring candidate’s nature of working hard. S/he works hard, practice more and believes in himself. S/he keeps trying for the better outcome. We could not find any magic other than having positive attitude for consistently working hard.

 Ramneek (AIR 2, 2018), who is from Punjab’s Bhatinda, said she owed her success to her hard work and regular studies. She said she prepared notes regularly, cleared doubts from faculties and focused on National Council of Educational Research and Training (NCERT) books. (Hindustan Times). Result of hard work can be felt in Ramneek attitude to excel in academics.  She not only secured 97.6% in class 12th board exam but also brought laurels by securing AIR 10 in NEET 2018.

Mehak Arora (AIR 3, 2018) had secured AIR 31 in NEET as well. “I would put in six to seven hours of self-study. I suggest that all those preparing for these exams should stay focused but at the same time, must not take any stress,” Mehak said.( Indian Express)

Social Media

Individual uniqueness lies in handling difficult tasks in own style. A number of toppers who secured 1 to 10 ranks at national level in NEET, JEE advanced and 12th class board examination endorsed that they did not use mobile phone so much and hardly operated social account. They were not active on any social media account. In fact, everyone has only 24 hours in a day. Students have to attend school, and coaching. They have to do self study for completing other academic works.

Amitabh Chauhan (AIR 5, 2018) had earlier secured the 34th rank in the National Eligibility cum Entrance Test (NEET). He shared his secret behind this gala success with national newspaper Indian Express. He said, “I am happy. Two years of hard work has paid off. AIIMS Delhi was my goal,” he said, adding that he put in around 10 to 12 hours of study every day and giving up on using a Smartphone as he often got “jealous” over his friends’ lives on social media, something he hoped to continue as he liked to live in the “real world”.  All India Topper Eliza Bansal accepted the fact to keep herself away from social media platform. She said “In two years, I have not used any mobile phone and not even have account on any social media site.”

Hard work, self study, command on basic key concepts, thorough revision of complete syllabus, solving previous years question paper and practicing mock test regularly are ultimate ways for qualifying any difficult entrance test on national level. As Eliza Bansal endorsed that she had given thorough revision to her syllabus and concentrated in clearing basic concepts. Continuously working hard for qualifying an entrance examination is sole quality of an aspiring candidate. S/he works hard, practice more and believes in himself. S/he keeps trying for the better outcome.

Rajeev Ranjan

Indian Educationist

National Eligibility cum Entrance Test-NEET Result Assessment

7 Tips and strategies by CBSE Toppers for scoring more than 90 percent in Class 10th and 12th-How?

JEE Main and JEE Advanced Result for Admission in Indian Institute of Technology (IIT) India

CBSE Class 10 Result- Detailed Evaluation & Assessment for Parents, Teachers and School

Exam Preparation: Study Tips and Guidelines

Exam Preparation Tips: 15 best ideas and techniques for getting high grades/score in an examination

Resource:-

https://www.aiimsexams.org/info/Result_new.html

https://indianexpress.com/article/education/aiims-mbbs-entrance-result-2018-live-updates-results-declared-at-aiimsexams-org-4-students-score-100-percentile-5222317/

https://indianexpress.com/article/education/aiims-mbbs-entrance-result-2018-today-june-18-how-to-check-result-at-aiimsexams-org-declared-5222160/

http://zeenews.india.com/india/aiims-mbbs-results-2018-here-are-the-four-toppers-who-scored-perfect-100-percentile-2117815.html

https://www.indiatoday.in/education-today/news/story/aiims-result-2018-live-aiims-mbbs-exam-result-to-be-out-today-at-aiimsexams-org-check-details-here-1262952-2018-06-18

http://www.timesnownews.com/education/article/aiims-mbbs-2018-results-list-of-candidates-eligible-for-1s-round-of-counselling-released-complete-results-on-aiimsexams-org-soon/242104

https://www.hindustantimes.com/education/aiims-mbbs-2018-result-girl-not-sure-of-cracking-exam-grabs-second-position/story-n91PaSObTmriXbIetJxKeP.html\

http://www.tribuneindia.com/news/punjab/aiims-entrance-topper-wants-to-improve-medical-facilities-in-her-town/607204.html

https://www.hindustantimes.com/education/aiims-mbbs-result-2018-sangrur-s-eliza-bansal-tops-the-exam/story-TjPgmAWawMFVxChVCMHghM.html
https://economictimes.indiatimes.com/articleshow/64638705.cms?utm_source=contentofinterest&utm_medium=text&utm_campaign=cppst

https://indianexpress.com/article/education/ahmedabad-boy-secures-fifth-rank-in-aiims-entrance-exam-5223269/