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Code of Conduct – Employees of CBSE Affiliated Schools- Affiliation Bye Laws

Code of Conduct for Employees”

Of

CBSE Affiliated Senior Secondary or Secondary School

CBSE Affiliation Bye-Laws

Chapter- VII- Service Rules for Employees

(Section 42)

Code of Conduct for employees–CBSE Affiliation Bye-Laws Chapter-VII Service Rules for Employees (Section 42)

 CBSE Affiliation Bye-Laws is the main document for the CBSE affiliated school. In chapter VII “Service Rules for Employees” under section 42 “Code of Conduct for employees” mentioned in CBSE Affiliation Bye- Laws. Basically, CBSE Affiliation Bye-Laws mentioned 22 “Code of Conduct for employees” for the CBSE Affiliated Schools. These are following:-Every employee shall be governed by the Code of Conduct. The following acts shall constitute breach of code of conduct:

i) Habitual late coming and negligence of duty.

ii) Use of abusive language, quarrelsome and riotous behavior.

iii) Insubordination and defiance of lawful order.

iv) Disrespectful behaviour, rumour mongering and character assassination.

 v) Making false accusations or assault either provoked or otherwise.

 vi) Use of liquor or narcotics on the school premises.

vii) Embezzlement of funds or misappropriation of school property or theft or fraud.

viii) Mutilation/destruction of school records and property.

ix) Conviction by a court of law for criminal offence.

x) Possession in school premises of weapons, explosives, and other objectionable materials. 

xi) Indulging in or encouraging any form of malpractice connected with examination or other school activities.

xii) Divulging confidential matters relating to school.

xiii) Obstructing other members of the staff from lawful duties and indulging in any sort of agitation to coerce or embarrass the school authorities.

xiv) Carrying on personal monetary transactions among themselves, with the student and/or with the parents.

xv) Taking active part in politics.

xvi) Propagating through teaching lessons or otherwise communal or sectarian outlook or inciting or allowing any student to indulge in communal or sectarian activity.

xvii) Making sustained neglect in correcting class work or home work.

xviii) Taking private tuitions without permission of school authorities.

xix) Organizing or attending any meeting during school hours except when he is required or permitted by the Head of the school to do so.

xx) Absenting from work even though present in the school premises or absent without leave.

xxi) Preparing or publishing any book or books commonly known as keys or assist whether directly or indirectly in their publication or as a selling agent or canvasser for any publishing firm or trader.

xxii) Asking for or accept, except with the previous sanction of the society, any contribution or otherwise associate himself with the raising of funds of any kind or make any collection whether in cash or in kind, in pursuance of any object whatsoever, except subscription from the members of any association of teachers.

  1. All the teachers are expected to be exemplary in their public and private life. Their loyalty, sense of dedication and integrity of character at all times should be an inspiration of the youth committee to their care. The teacher shall attend to his duties with care and commitment, be punctual in attendance and dutiful in respect of class room and also for any other work connected with the duties assigned to him by the Head of the school or the Board. He shall abide by the rules and regulations of the school and carry out the lawful orders and also show due respect to the constituted authorities. 

3. The following shall not be deemed as a breach of the Code of Conduct. 

i) To appear at an examination to improve his qualifications with the Permission of

the employer.

ii) To become, or to continue to be a member of any religious, literary, scientific or professional organization or cooperative society.

iii) To organize or attend any meeting outside the school hours subject to the condition that such meeting is held outside the school premises.

iv) To make any representation to the management for the redressal of any bonafide grievance, subject to the condition that such representation is not made in rude or indecorous language.

We expect rational behavior from each and every employee of an organization. ‘Code of Conduct’ of an organization guides its employees to work decently for smooth functioning of the system. ‘Code of Conduct’ is essential ethos of an organization. Employee enjoys his/her different individual rights as well as shows same respect for the dignity and integrity of other individual.  

All the stakeholders of CBSE affiliated schools should frequently visit CBSE official website http://cbse.nic.in/ for latest update.

code of conduct cbse affiliated school employees affiliation bye laws

 

Rajeev Ranjan

Resource”-

For more Details and Updated Information Kindly “Go” through CBSE Official Website

CBSE Affiliation Bye Laws

http://cbseaff.nic.in/

http://www.cbse.nic.in/pr_rti/manuals/Affiliation_BYE_LAWS.doc

http://cbse.nic.in/

CBSE Affiliated Schools Principal/Headmaster Duties, Powers and Responsibilities

Duties and Responsibilities of a School Teacher

CBSE affiliation school inspection committee members duties and responsibilities

CBSE Affiliation Process & Essential Documents for Online Affiliation Application and School Inspection According to CBSE Affiliation Bye-Laws

Weak Students Teacher Makes a Difference-Effective Teaching Techniques

Sex Education in School

 

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Principal

 

Rajeev Ranjan

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Duties and Responsibilities of a School Teacher

Duties and Responsibilities of a School Teacher

The art of teaching is the art of assisting discovery…….Mark Van Doren

Position Function Reporting Officer
Teacher Teaching Principal

The teachers’ entire personality is a reflection on the minds of the students. If the teacher is honest, leads a balanced and disciplined life, the children adopt these virtues as an ideal conduct unconsciously.

Duties of Teacher in—————–

  1. Detailing every student
  1. Build one to one relationship with students
  2. Know everything about your students’ i.e. family background, learning habits, merits and demerits, special qualities(physical skills, language skills, emotional skills, social skills, cognitive skills and spiritual skills )
  3. Make students aware of realities of life
  4. Inspire students to face problems with braveness
  5. Aware them how to behave with strangers
  1. Teaching Techniques
  1. Provide important information in both oral and written formats
  2. Keep instructions brief and uncomplicated. Repeat them word to word
  3. Announce the dates of examination/tests well in advance
  4. When teaching a lesson ;state objective of lesson, review previous lesson and summarize periodically
  5. Use more than one way to demonstrate or explain information
  6. Use school digital board. Correlate/Associate textbook content/information with the best material audio/video/you tube. Online material must be relevant to age/class/subject
  7. Prepare topic worksheet/holiday worksheet in own subject which is supervised and checked by the Principal
  8. Keeping records of Unit Test/Class Test/Saturday Test/Internal Examination
  9. Keeping records of students’ extracurricular activity (Various competitions i.e. dance, song, drawing and painting, debate and speech, sports and games etc )
  10. Checking Student’s diary on daily basis
  11. Keeping his/her copy of books of subject/subjects he/she teaches for each class from store
  12. Correcting Exercise book/Notebook of each student regularly and according to school guidelines
  13. Reach classroom on time(note more than 3 minutes)during changing over period
  1. Zero Periods: – Work on your own way of English Speaking. Provide enough practice for each student to speak in English. More focus will be given to academic challenged student(weak student)
  2. Lesson Plan: – Prepare your lesson/topic plan well in advanced. Teacher has to carry lesson/topic plan in each class. (Compulsory). Submit your lesson plan on Saturday without fail. Feel free to prepare lesson/topic plan in advance according to your convenience. Divide a big lesson into different main topics and prepare lesson plan ahead. 
  3. Remedial Period:- Ensure proper seating arrangement for the weak students near by the teacher (i)Help weak students (ii) teach weak student like a tuition teacher (iii)ensure equal level of learning for one and all

 Other Essential Duties

  1. Participating in the co-curricular and extracurricular activities in the school
  2. Assisting in the planning and organizing of school events and functions (Inter house Competitions, Inter- school competitions, concerts, plays, prize day, etc)
  3. Undertake professional duties and organizational tasks as reasonable delegated by the principal
  1. Non Academic Responsibility

  1. Ensure that electric fans/bulbs are not on if the students are not in the class or before leaving any classroom
  2. Ensure that classroom is neat and clean if not then inform concern person to do it
  3. Ensure that the classroom items like chalks, duster, charts etc. must be written in demand register placed on reception counter in at least one week advance
  4. Ensure that students are maintaining discipline during going to water point/washroom/playground/returning to class/ eating in mess/maintain silence
  5. Ensure that your suggestion for improvement of academic and non-academic environment of school must be written in teacher’s suggestion register placed on reception counter.
  1. School rules :-

 (1) Kindly avoid carrying mobile phone in the classroom. Keep your mobile at safe place. School will not be responsible for lose/steal/damage of mobile

(2) Please avoid notebook correction in the classroom. It is strictly prohibited; however you may check/review given class work for a while (according to teacher need)

 (3) Teacher will send only one student at a time for washroom/drinking water/other task (along with out pass)

 (4) Teacher will join assembly on daily basis.

(5) Kindly keep your stationary or articles/belongings at safe place.

  1. Physical punishment is strictly prohibited in school campus/classroom. Kindly avoid it. In case of incompleteness of home work/class work/, kindly write notice in the diary. If it is repeated, immediately bring the case into principal’ notice.
  2. Student’s Leave Application: – Collect leave application from absent student duly signed by parent/guardian and maintain its record. (Duty of Class teacher)
  3. Teacher’s Leave Application: – Kindly take prior permission of CL or Leave on school leave register.
  4. Teacher’s School Uniform: – Wear school uniform and identity card on regular basis.
  5. Personal Care
  • Always wear school uniform prescribed by management
  • Always wear employee I Card
  • Always wear helmet if you ride motorbike and always carry your driving license.
  • We wish a fruitful stays at school. We firmly believe that you will contribute your 100% whole heartedly for the growth of organization. We are looking forward for your cooperation for the growth of your professionalism itself as well as for the organization.

Duties and Responsibilities of a School Teacher rajeev ranjan

Principal

 

Rajeev Ranjan

Indian Educationist

Duties and Responsibilities of an Examination in Charge

Teacher’s classroom observation format

Weak Students Teacher Makes a Difference-Effective Teaching Techniques

Project Based Learning-Importance and Benefits in Pedagogical Perspectives

Checklist for Maintaining Discipline in the Classroom and School for Teacher

Notebook correction checklist for school teacher

Student Misbehaviour- Being Humane without being Judgmental

 

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CBSE affiliation school inspection committee members duties and responsibilities

 

Central Board of Secondary Education (CBSE) New Delhi

CBSE AFFILIATION INSPECTION COMMITTEE MEMBERS

DUTIES AND RESPONSIBILITIES

CBSE Affiliation Bye-Laws is most important documents for further proceeding for CBSE Affiliation. The principal and the school manager should read “CBSE Affiliation Bye-Laws” thoroughly before going for the CBSE affiliation process. CBSE Affiliation Bye-Laws and CBSE Online School Affiliation & Monitoring System have clearly mentioned all essential process and procedure regarding its affiliation process.

CBSE New Delhi developed a transparent online affiliation system to conduct fair inspection process before giving affiliation number.  Inspection committee members play crucial role for imparting comprehensive inspection process for imparting quality education system in India.  Inspection committee examine school’s building including laboratories, library, classroom, games and sports facilities, process of teaching learning in a few classes and other facilities thoroughly to assess its eligibility as well as suitability for the affiliation with the (CBSE) board. In fact board lays total stress on quality education, observance of rules mentioned in the Affiliation Bye-Laws, provisions of infrastructure, payment of full salaries as per as the scale of pay, D.A and other admissible allowances prescribed by the State Government. Inspection committee examines the service benefits to teachers, staff and justifiable rationalization of the fee structure vis-a vis the facilities provided to the students.

Inspection committee members examine physical features available in school, employees empowerment plan, facilities for imparting quality education, and several other CBSE norms prescribed in  “CBSE Affiliation Bye-Laws”. Inspection committee members physically verify all essential documents prescribed in “CBSE Affiliation Bye-Laws” and on CBSE Online School Affiliation & Monitoring System. Inspection committee members can demand each and every document related to school systems for physical verification.  School authorities have to present all documents before the inspection committee members. 

INSPECTION COMMITTEE MEMBERS FOCUS ON THE FOLLOWING SPECIFIC POINTS

CBSE Affiliation Bye-Laws and CBSE Online School Affiliation & Monitoring System (http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx ) have discussed in details about the essential documents and conditions for school affiliation with CBSE, New Delhi. Broadly Inspection committee members examine and verify all necessary documents in details which are mentioned in CBSE Affiliation Bye-Laws and on CBSE Online School Affiliation & Monitoring System for CBSE Affiliations. These are as follows:-

  1. No Objection Certificate AND Formal prior Recognition letter. It is mandatory to upload both NOC and Recognition letter. Both have to be scanned as a single pdf file and uploaded. OR Recommendation from Embassy of India (if applicable)
  2. Copy of Registration letter of the Trust/Society Management Committee
  3. Land Certificate from concerned authority (As per enclosed proforma).
  4. Affidavit(As per enclosed proforma) of :
  1. Non Proprietary Character of society from First Class Magistrate.
  2. No relation amongst the School Managing Committee members.
  3. That society/school is not part of any franchise arrangement as per clause 19.1(i) (ii) and clause 7.2
  4. That without Affiliation school will not start class 9th/11th otherwise liable for suitable action as per clause 15.9 of Affiliation bye laws of the Board.
  1. Infrastructure detail photographs
  2. Fire safety certificate
  3. Health & Sanitation certificate
  4. Safe drinking water certificate
  5. Building Safety Certificate
  6. Staff EPF deduction certificate
  7. Reserve funds proof (Only in case of upgradation)
  8. Balance sheet/Financial status certified by CA for last 3 years
  9. Salary paid through ECS/Cheque (Certificate issued by the associated bank)
  10. Staff Salary Certificate issued by District Education Officer
  11. In case of switch over,
  1. Affidavit for closure of classes in phased manner along with
  2. 3 years State board result in gazette issued by state board
  1. Land registration and/or lease documents

In order to bring more transparency in the process of affiliation, CBSE made it mandatory that the process of inspection will be video- graphed and a 5 minute clip will be prepared for uploading the clip on youtube. CBSE clearly mentioned that the videographer shall be arranged by the school. The following will be covered in the videography:

    1. Building including labs, library, classrooms and other facilities.
    2. Games & sports facilities.
    3. Process of teaching learning in a few classes.
    4. Group photo of staff.
  1. School has to upload a 5 minutes compact video of school inspection on you tube and you tube link will be shared with online inspection report.
  2. Inspection committee members verify basic information related to school, trust, trustee members, school management committee members in details etc.
  3. Inspection committee members verify “staff and service conditions” provided by the school in details. They basically check qualifications and experience of the principal, librarian, physical education teacher (PTI), special education, staff nurse etc. Inspection committee members examine “documents related to educational qualifications and experience of the head of institution/staff working in the school thoroughly”.
  4. Inspection committee members verify “the original land documents of the school”. They ensure that the address in land documents is same as the address of the school mentioned in NOC and recognition certificate. They examine whether the school is running from the same site as mentioned in the land documents, recognition certificate and NOC
  5. Inspection committee members verify “whether the area of campus is the same as in order and school land is in a single compact plot. If the school land is not in a single plot, area of different plots and distance between plots along with the information on which of these plots the school building is situated may clearly be given in the report.
  6. Inspection committee members specifically verify “whether the school has started classes IX, X, XI or XII (as the case may be) or not without prior permission from CBSE”
  7. Inspection committee members examine “whether the school management is running another school/institution in the same premises with different name and submit its details”.
  8. Inspection committee members examine “whether the name of the staff members published in the school prospectus and school diary are same as in the acquaintance roll of the school”.
    1. IC Members may check employees bank account/passbook issued by bank
  9. Inspection committee members examine “documents related to educational qualifications and experience of the head of institution/staff working in the school may be thoroughly checked”.
    1. Qualification details of all teachers/staffs
  10. The Inspection Committee members ensure that the documents mentioned in or related to “Note for Principal” may check specifically and upload at the relevant place in the online report. The committee may upload all the documents again if the same are not properly scanned, illegible, expired, incomplete etc.
  11. In case the application is for affiliation to Senior Secondary Level, the inspection committee is also identify the subjects in consultation with the school authorities as per syllabus/guidelines for the senior school certificate examination which are to be introduced by the school and verify the facilities available for each subject and submit recommendations carefully along with list of subjects. (CBSE Guidelines for School and Inspection Committee Members)

Inspection committee members have authority to investigate all necessary elements which are responsible for bringing quality education in the school. In fact, Central Board of Secondary Education (CBSE) New Delhi ensures intensive as well as comprehensive inspection for promoting quality education for building a great nation.

Principal

Rajeev Ranjan

CBSE affiliation inspection committee members duties and responsibilities rajeev ranjan

CBSE AFFILIATION REQUIRED DOCUMENTS AND CHECKLIST FOR SCHOOL FROM www cbseaff nic in

cbse affiliation procedure documents guidelines

Resource Website and Documents

http://cbse.nic.in/newsite/index.html

http://www.cbse.nic.in/affili~1/affiguide.htm

http://cbseaff.nic.in/cbse_aff/form/Instruction.aspx

http://cbseaff.nic.in/cbse_aff/Attachment/OnlineServices/Checklist_Applicant%20_Schools.pdf

CBSE Affiliation Process & Essential Documents for Online Affiliation Application and School Inspection According to CBSE Affiliation Bye-Laws

 

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Checklist for Maintaining Discipline in the Classroom and School for Teacher

Checklist for Maintaining Discipline in the Classroom for Teacher 

Objective:- How the class teacher will keep eagle eyes on students

Assessment Tools for Students’ Observation

  • Classroom: – Attend class regularly listen teachers , attentively, asks relevant questions, follow teachers instructions, actively participate in group or individual activities, focus on study rather than talking with friends, disturbing others  (2) Punctuality: – Submission of homework and class work on time (given deadline), always try to return back to classroom on time (3) Cleanliness & Neatness:- Self neatness(Cleaned and ironed uniform), proper nail and hair cut, polished shoes, actively involved in classroom/school cleanliness activities , encourage & help others to keep the classroom neat and clean, throw small papers/ rags in the classroom dustbin  (4)Communication:-Politely speaking to friends and other school mates, know how to talk with elders, seniors, teachers, and family members(within the class and outside the class), (5) Value towards person and school property:-  Do not fight with peers, respect individuals integrity, do not write on the student desk and classroom walls, do not pluck flowers, do not break table, chairs, tear pages of books, do not harm computer related articles, take permission before taking others items i.e. pen , pencil, books , notebooks

Rajeev Ranjan

Checklist for Discipline classroom management skill

Student Misbehaviour- Being Humane without being Judgmental

Student Misbehavior- Is parent responsible for children’s bad behavior ?

Student Misbehavior: Teachers Can Make a Difference

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Student Misbehaviour- Being Humane without being Judgmental

How to Deal with Student Misbehavior

We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academical smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed ——-time—-time —–time ———will be there —-keep patience –remind—-repeat——–keep doing proper effort—— —                                                                                                                         Rajeev Ranjan

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Teachers’ Skill Test-How to Promote Skill Based Teaching

Teachers’ Skill Test

How to Promote Skill Based Teaching

 

Dear Teachers                                                                                 Time:-15 Minutes

 

Teachers conduct several activities in the classroom for promoting different life skills among students. Teachers give instructions for completing the tasks. These are designed tasks for you from all core subjects. You have to read the questions and decide that which skills will be developed through this activity i.e. creativity, explorative, problem solving etc—-.

More than one skill can be developed through one particular question, so mention all probable skills—————————–

Read the questions carefully. Which skills will be developed through this question? Teacher needs to identify different skills. First do yourself —check your answer on 2nd page………..

 

  1. Write ten lines on “If I were a bird”.——————————————————————————————————————————————————————
  2. Draw increasing/decreasing shapes of the moon.————————————————————————————————————————————————-
  3. What happens if (a) there is no fire (b) there is no wheel ————————————————————————————————————————————–
  4. Prepare a list of 10 activities where you have to take help from others. ———————————————————————————————————————
  5. Write correct sentences from these  incorrect sentences —————————————————————————————————————————————-
  6. Creating Dialogues, taking clues from the chapter” How the Dog Find in New Master” creates dialogues between man and dog, when the dogs meet him. ——————————————————————————————————————————————————————————————————————–
  7. Angle formation :- Take circle cut outs , fold them and make crease to make following angles (90 degree), (45 deg), (60Deg), (180Deg) —————————————————————————————————————————————————————————————————————————————-
  8. Whole Numbers: Cartoon Making (Interdisciplinary activity of fine arts). Take A-4 size coloured sheet. Make Cartoon of first 10 numbers. (i.e. Yellow-Smallest Number, Red-Greatest Number )——————————————————————————————————————————————————————————————————————————————————————————
  9. Components of Food:- Activity( Staying Healthy and Cheaper Way)-Search internet/any other source and find out easily available local cheaper alternative  food items that could be included in diet to make it whole some and easily affordable. Eg. Expensive dry fruits and nuts can be replaced by groundnuts and chestnuts. Task 2.-Make displayed cards on coloured sheet and put them on class boards. Task 3- Values based – inform your maid, sweeper and other helping hands about these foods that keeps you healthy. ——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————
  1. Ashoka the Emperor who gave up war, Activity (Designing a national symbol for India), Material Required (A4 Size Sheets), 1. students to design a national symbols for their country India. They will write also slogans under it. 2. Look at the lion symbols and explains what the original symbols had and why?——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————–

 Teachers’ Skill Test

 

 

 

Answer

  • A, vicharatmak bhavaabhivyakti, writing skill
  • Creative skill and thinking skill
  • Thinking skill/ Logical Skill
  • Attentiveness/ Intellectual (baudhhik ) Expertise /Listing Skill
  • Grammatical knowledge/Language Skill
  • Creative writing , thinking skill, imagination , originality, Vocabulary enhancement, Life Skills(Empathy)
  • Creativity, Imagination, Logical Thinking
  • Creativity, Logical Reasoning, Problem Solving
  • I Observation, understanding, discovery, Identify, inquisitiveness , Expression , awareness, Recognise, problem solving , creativity
  • Discover, Critical thinking, cultural value, social thinking , artistic value

Resource:-

Life Skills (UNESCO)

Life Skills(CBSE)

Rajeev Ranjan

Indian Educationist 

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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