Educational and vocational guidance

State Educational Evaluation

1. During the Academic year, 2019-20 for C.C.R.T, New Delhi’s training Programmes, we depute officers, DIET Lectures and Principals. We also depute Primary and Secondary teachers to CCRT Training, through DIET’s.
2. National Curriculum frame work 2005 and N.C.F based Karnataka curriculum frame work guidelines principles (Kannada and English version) is uploaded in DSERT website.
3. In DSERT home page, Learning material- learning outcomes were uploaded in Kannada, Marathi and Urdu version, separately for teachers, students and teachers, in DSERT website
4. NCERT curriculum guidelines will be followed and as per NCF, Karnataka curriculum guidelines framework is prepared.
5. Syllabus is prepared and handed over to KTBS (Karnataka text book society) to adopt in text books.
6. Non Government organizations proposal’s report will be given to government.

ಸಮಗ್ರ ಶಿಕ್ಷಣ ಕರ್ನಾಟಕ – 2019-20 ನೇ ಸಾಲಿನ ಕಾರ್ಯಕ್ರಮ

AWP ಯೋಜನೆ 2019-20ನೇ ಸಾಲಿನ 30409 ಪ್ರೌಢ ಶಾಲಾ ಶಿಕ್ಷಕರಿಗೆ ಸೇವಾನಿರತ ತರಬೇತಿ ನೀಡಲಾಗುವುದು. ಕನ್ನಡ, ಹಿಂದಿ, ಗಣಿತ, ವಿಜ್ಞಾನ ಮತ್ತು ಸಮಾಜ ವಿಜ್ಞಾನ ವಿಷಯಗಳ ತರಬೇತಿಯ ಸಾಹಿತ್ಯ ರಚನೆಯಾಗಿದ್ದು, ಕನ್ನಡ, ವಿಜ್ಞಾನ, ಗಣಿತ ವಿಷಯಗಳ MRP ತರಬೇತಿಯನ್ನು ಮಾಡಲಾಗಿದೆ. ಹಿಂದಿ ಪ್ರಾಜೆಕ್ಟ್ – 10 ದಿನಗಳ MRP ತರಬೇತಿ ನಡೆಸಲಾಗುತ್ತಿದೆ. ಸಮಾಜ ವಿಜ್ಞಾನ ವಿಷಯದ MRP ತರಬೇತಿಯನ್ನು ಆಗಸ್ಟ್ ಕೊನೆಯ ವಾರದಲ್ಲಿ ನಡೆಸಲಾಗುವುದು.

ಪ್ರೌಢ ಶಾಲಾ ಶಿಕ್ಷಕರಿಗೆ ಸಮಾನ್ಯ ವಿಷಯ ತರಬೇತಿ ನೀಡಲು ಮಾಡ್ಯೂಲ್ ರಚಿಸುತ್ತಿದ್ದು, ಮೂರನೇ ಹಂತದ ಕಾರ್ಯಾಗಾರವನ್ನು ಆಗಸ್ಟ್ ಕೊನೆಯ ವಾರದಲ್ಲಿ ಹಮ್ಮಿಕೊಂಡಿದ್ದು, MRP ತರಬೇತಿಯನ್ನು ಸೆಪ್ಟೆಂಬರ್ ಮಾಹೆಯಲ್ಲಿ ನಡೆಸಲಾಗುವುದು.

4707 ಪ್ರೌಢ ಶಾಲಾ ದೈಹಿಕ ಶಿಕ್ಷಣ ಶಿಕ್ಷಕರಿಗೆ ಯೋಗ ತರಬೇತಿ ನೀಡಲು ತರಬೇತಿ ಸಾಹಿತ್ಯ ರಚಿಸಲು ಎರಡು ಹಂತದ ಕಾರ್ಯಾಗಾರ ಮುಗಿದಿದ್ದು, ಮೂರನೇ ಹಂತದ ಕಾರ್ಯಾಗಾರವನ್ನು ಸೆಪ್ಟೆಂಬರ್ ಮಾಹೆಯಲ್ಲಿ ನಡೆಸಲಾಗುವುದು.

IISc ಚಳ್ಳಕೆರೆ, ಚಿತ್ರದುರ್ಗ ಇಲ್ಲಿ 10 ಜಿಲ್ಲೆಗಳ 1300 ಗಣಿತ ಮತ್ತು ವಿಜ್ಞಾನ ಪ್ರೌಢ ಶಾಲಾ ಶಿಕ್ಷಕರಿಗೆ 10 ದಿನಗಳ ಸನಿವಾಸ ತರಬೇತಿಯನ್ನು ನೀಡಲಾಗುತ್ತಿದ್ದು, ಈಗಾಗಲೇ ಮೂರು ತಂಡಗಳಿಗೆ ತರಬೇತಿ ಮುಗಿದಿದೆ.

ಪ್ರೌಢ ಶಾಲಾ ವೃತ್ತಿ ಶಿಕ್ಷಣ ಹಾಗೂ ಇತರೆ ವಿಷಯಗಳ ತರಬೇತಿ ನೀಡಲು ಸಾಹಿತ್ಯ ರಚನೆಗಾಗಿ ಸೆಪ್ಟೆಂಬರ್ ಮಾಹೆಯಲ್ಲಿ ಕಾರ್ಯಾಗಾರವನ್ನು ಹಮ್ಮಿಕೊಳ್ಳಲಾಗಿದೆ.

ಪ್ರೌಢ ಶಾಲಾ 9 ಮತ್ತು 10ನೇ ತರಗತಿಯ ಎಲ್ಲಾ ವಿಷಯಗಳಿಗೆ ಕಲಿಕಾ ಫಲಗಳ ಅಭಿವೃದ್ಧಿ ಕುರಿತು ಎರಡು ಹಂತದ ಕಾರ್ಯಾಗಾರ ನಡೆಸಿದ್ದು, ಮೂರನೇ ಹಂತ ಕಾರ್ಯಾಗಾರವನ್ನು ಆಗಸ್ಟ್ ಮಾಹೆಯ ಕೊನೆಯ ವಾರದಲ್ಲಿ ಹಮ್ಮಿಕೊಳ್ಳಲಾಗಿದೆ.

Primary section

Teacher's professional development training programmes are:-

1) NEP- 2020 Based Guruchethana Training programme

The 34 Modules, cuplets and video's of NEP-2020 have been created and uploaded in DIKSHA portal under Guruchethana programe specially for the teachers who are teaching for 1st to 8th standard, from the S.S.K Primary section in the year 2021-22. The training courses will be available from the month of June-2022 in DIKSHA Portal.

   

S.S.K Primay section Teacher training progress details:

The Training Programs NISHTHA 1.0 and NISHTHA 3.0 for Primary school Teachers, NISHTHA 2.0 For High School Teachers

NISHTHA -1.0 and NISHTHA-3.0 training Programs are National initiative to improve the quality and efficiency of school education through comprehensive teachers training.

These are mega-training programs and the largest training system in the Nation with a wide variety of courses and Digital certification programs that allow for self paced learning. The NISHTHA Program as being implemented by NCERT in the year 2020-21. It aims to develop the professional efficiency of all Teachers and School Heads at the Elementary and in High school level, these training modules are available in Kannada, English and in Urdu medium. The source modules have been translated into Kannada.

The Honorable Union minister of Education of India Government presented this programme to our Nation dated on 6-10-2020. The mission called "NIPUN BHARATH" was began at July 5th -2021. It's for the National initiative for proficiency in reading with understanding create an enabling environment to ensure universal acquisition of foundation literacy and numeracy. so that each Child will have the desired learning skills in reading and numeracy by the end of the class third by 2026-27.

1) NISHTHA-1.0 Training:

Totally 1,52,733 Primary school teachers have been given online training since month of November from SSK section DSERT as approved by the PAB in the year 2020-21. As on 31st March 18 modules were introduced and the training completed by 1,46,487.

2) NISHTHA.3.0

• The training NISHTHA-3.0 is a Diksha portal online based training for Government and aided primary school teachers there are twelve module courses. Still the training is under progress in batch wise.

3) English Nali-Kali-Level-1

At Present in State Schools language English is taught in NALI-KALI method. The objective of this training is with assist of Mother tongue environment make the child to enable learning English language fluently. To develop confidence and inspire students towards learning English in a joyful mode as well as teachers and built strong foundation for teaching strategy in basic learning stage. 1,068 MRP's and 37,398 Teachers in block wise have been trained in the year 2020-21.

Training details.

3) English Nali-Kali-Level-2

• 2,545 Piloted school Teachers of English Nali-Kali level-2 were got online based 5 days training.

4) Teachers professional development in Primary section.

The face to face is Google meet/Microsoft/Zoom meeting based on technology online training was conducted and given to the primary school teachers. NALI-KALI Samagra, Life skill and others basic training was given up to 31 March-2021. 1,21,933 teachers have been trained as TPD of 5 days.

5) SDMC Training:

Totally 10,070 Headmasters, Teachers were trained in the Teleconference. 5,100 BRP'S and RP's were trained in the SDMC Teleconference. 24,761 SDMC Parents were trained in the Hobli level SDMC training. Total 39,931 physical targets were achieved in the year 2020-21. The physical target of the SDMC schools of primary and secondary section was 47,525. Totally 43,699 SDMC schools were achieved the training target as end of the March. Finally 7,29,199 SDMC members were trained in primary & Secondary school section.

6) Cluster share meeting (Kannada, Urdu and in Marathi medium)

The Cluster sharing meeting in Cluster level it's a collaborative online program of DSERT and STIR (NGO). Five Clusters level online workshop is conducted on CSAS & NAS in General (Kannada) medium. Urdu & Marathi medium 3rd level online workshop is conducted in all clusters of Primary schools on the subject of learning outcomes and success stories of teaching and learning process.

High school section

Teacher's professional development training programmes are :-

1) NISHTHA.2.0.

The training NISHTHA-2.0 is Diksha portal online based training for Government and aided High school teachers; there are twelve generic and one pedagogy module course. Still the training is under progress. and in this month Course-01 to Course-12 are re-opened as 3rd Batch in DIKSHA Portal under Progress.

2) IISc Science and Mathematics text based

8th std Teachers training was given in Challakere, Chitradurga District. High school text book based training is giving to class 9 and 10 teachers at TDC-IISc Challakere Chitradurga out of 1000 teachers 1002 teachers were trained.

S.S.K Secondary section Teacher training progress details:

1) 7,937 Teachers were trained in 8th Standard Mathematics and Science based on NCERT text in online in the year 2020-21. The Physical target of the training is 8,000.

2) 465 Teachers were trained in Mathematics and Science based on NCERT text in offline / online in the year 2020-21.

Nali Kali Joyful Learning

method is one of major an important programme of all other programme. It’s a unique nature which provides qualitative education at primary level. Joyful learning- self learning- self phase learning-multistage and multiclass learning are the five basic principles of this programme. This method of learning is called as Nali-Kali.

Origin and growth of Nali-Kali Method

In the year 1995-96, the Teachers team of Heggadadevana Kote, Mysore district associated with UNICEF visited the Madanapalli (Taluk, chitthur district in Andrapradesh to find remedies for facing challenges that how to handling multi-class and multistage learning in school. The team visited Rishivally school at Madanapalli Taluk observed and studied the activities, learning atmosphere with suitable learning materials along with effective classroom management of the school, later according to the need of local situation they modified activities, learning materials & managing techniques of classroom. Later they implemented in experimental way specifically in Heggadadevana Kote Mysore district.

Special characteristics of Nali-Kali Method

The Nali-Kali method involves needed learning material to attain each individual to maximum extent of quality learning. The method of Nali-Kali emphasis joyful learning it denotes some words as Bahuvarga (multi class) Bahuhanthada kalike (multi-stage learning) kalikamshagalu Kalika gopura, Mailigallu, activites, provided 5 days training for teacher who were taught at 1-3rd classes of all districts in our state at primary schools. Although conducted state level training for 16 Resource persons who were selected by the district also prepared well designed module for it.

The Diet conducted and supervisioned the training at Taluk level which based on 2017-18 & 2018-19 provided training for 75,327 teachers under Nali-Kali sambhrama Kannada & Urdu in that specified language. Now the teacher have option that if there any requirement for any module based training based on their choice may be select and get traine under guruchethana section.

Odu Karnataka

The training Odu Karnataka conducting for the teacher who taught at 4 to 5th class, under guidelines and supports of PRATHAM Institution associated with respected state planning director Samagra Shikshana Karnataka. The Nodal officer from all Diet classified the target/ goal in a systematic way implemented in their related districts.

Ganitha Kalika Andolana

Learning Mathematics- A mission programme. The Activity based learning method in Mathematics is further extended to 4 to 5th classes.

The Ganitha kalika Andolana programme implemented in 6559 Government Primary School in six districts of Karnataka, Bangalore Rural, "it’s a collaborative project with Akshara prathishtana" Chikkaballapura, Chamarajanagara, Chitradurga, Gadag and Dharwad year wise it given target to achieve physical 1.47 lakh students within three years in 16.8 core expenditure year wise. The agreement was made between AKSHARA Prathishtana. The available amount of SSA used for this progress.

The Ganitha Kalika Andolana second phase programme implemented in six districts of Karnataka collobarative with Akshara Prathishtana at six districts in the year 2017-18. The Ganitha kalika Andolana programme third phase implemented and conducted training in seven new district along with twenty districts in the year 2018-19 under EQUIP amount of 700 lakhs of previous year conducting training for the teachers of this year 2019-20.

Objectives of the programme

1. Effective teaching and learning of Mathematics subject at primary school level.
2. The programme provided Mathematics kit to support for activity based teaching
3. 10% results should increased in Mathematics subject as report in ASER 2014 in each end of academic year
4. The long term modification/ change in teachers teaching and increase their efficiency in Mathematics teaching.

2019-20 SSA Section Teacher and SDMC Training programme

The Government of Karnataka introduced Guruchetana programme to improve professional development of in service Government primary school teachers who were teaching in 1st to 8th standard in the year 2017-18. In the year 2017-18 total 112530 teachers and 45834 teachers trained in the year 2018-19 under professional development.

The physical target of this year is about to give training for 166135 teachers while giving 5 days workshop and 5 days Hobli level cluster share meeting. In this year the target specified as initial learning for 15,000 teachers why human being to be educated for 15,000 and life skills for 13692 teacher under 1-3 section .

The target specified for life skill 20,000 teachers training for 20,541 teachers under Guruchetana section for 4-5 section 40,000 teachers training under Guruchetana section. 41902 teachers target on NCERT text based seventh maths and science subject. 166135 primary school teachers are getting training in cluster share meeting. The target 7,755 teachers are needs to get Induction training of 2017-18 and 2019-20 batches also have target of 10,000 approximate teachers to get training in this year 2019-20 for newly appointed teachers.

The systematic core committee workshop, month wise programme implementing factors of NPEP under state DIETs Nodal Officer module preparing is under progress. The programme organizing in District, Taluk and School levels in step wise.

Introduction :

Children have inherent talent based on individual differences. The section NTSE and NMMS caters in identifying talended students nurture their talents motivates them to scale high academically by providing financial assistance in the form of scholarship under the guidance of NCERT New Delhi and Ministry of Education New Delhi.

Objectives :

1. To fecilitate the talented students get scholarships
2. To promote healthy growing among students
3. To create awareness about health and nutrition
4. To educate the children about population education

Programms :

1. NTSE
2. NMMS
3. NPEP
4. School Health and wellness

NTSE(National Talent Search Examination)

NTSE is Competitive examination for Class X students every year on the guidelines of NCERT New Delhi.

Eligibility :- All the students of 10th standard who are studying in recognised schools are eligible to write NTSE Exam.

Objectives of the scheme:

1. To identify talented students in class X.
2. Giving financial assistance towards getting best possible Education.
3. Motivating them to serve the nation well.

This Examination is conducted in two Stage.

1. First Stage (State Level)
2. Second Stage (National Level)

FIRST STAGE (State Level): KSEEB will conduct the State Level(First Stage) Examination is conducted in all the Educational blocks (taluks) all over the States. For more details visit / Contact kseeb.kar.nic.in phone no:080 23341615, 235662283, 29720300.

First Level Examination consists of Two Papers.

Paper-I GENERAL MENTAL ABILITY TEST (GMAT): This paper consists of multiple choice items on reasoning, analysis and synthesis / pictorial, numerical, descriptive etc. Total 100 Questions.

Paper-II SCHOLASTIC APTITUDE TEST (S.A.T) (b): Consists of 100 questions. Out of which 40 questions will be in Social Science which includes History, Geography, Civics and Economics, 40 questions in General Science including Physics, Chemistry and Biology, 20 questions from Mathematics.

Syllabus for NTSE Examination: There is no fixed Syllabus. The Questions will be to the level of 10th Standard. It includes State Govt / ICSE / CBSE 10th Standard syllabus and text books. Based on the state rank required number of students are selected for second phase.

SECOND STAGE (NATIONAL LEVEL): This examination is conducted by NCERT New Delhi in the month of May every year. Based on the state ranking in the first stage the eligible students appear in the second stage examination. The state quota for the first stage examination is 371. The examination is notified by NCERT in all the leading News Papers. For more details Contact NCERT Website http://www.ncert.nic.in

CONTINUANCE OF THE SCHOLARSHIP

Continuance of Scholarship shall be subject to the maintenance of such academic excellence as may be prescribed by the NCERT from time to time. At present the amount of scholarship details as follows.

NMMS(National Means cum Merit Scholarship)

NMMS exam is conducted as per the guidelines of Ministry of Education New Delhi. The KSEEB will conduct the written competitive examination at state level to select the candidates for the scholarship. KSEEB will conduct the examination generally in the month of November every year. Applications and for other details Contact kseeb.kar.nic.in 08023341615, 235662283, 29720300

Objectives of the Scheme

• Identifying the talented students in 8th standard.
• Providing financial help to the talented students to continue their studies.
• To avoid dropouts due to financial crisis.

ELIGIBILITY: Students of Govt., Local body and Govt Aided Private School studying in 8th Standard are eligible to appear for the examination. (Students of KendrIya Vidyalaya, Navodaya and any other residential Schools run by Central or State Govt are not eligible)

• Parental income should not exceed Rs.3,50,000/- per annum.
• Candidates must secure 55% marks in class 7th annual examination.
• 5% relaxation is given to SC, ST and disabled students.

This examination consists of two papers.

A) Paper 1 : General Mental Ability Test (GMAT): This paper is confined to GMAT consisting of 90 compulsory multiple choice objective questions for 90 marks. This paper consists of items of questions on reasoning, analysis & synthesis, figurative, numerical, descriptive etc.

B) Paper 2: Scholastic Aptitude Test (SAT): Consists of 90 multiple choice objective type questions out of which 35 questions from General Science, 35 questions from Social Science and 20 questions from Mathematics.

The candidates who are selected based on the district quota, category and the marks scored in the Examination will be awarded a scholarship of Rs.1000/-p.m from 9th std To 2nd P.U.C. For a span of four years.

Continuance of the scholarship:

The continuation of awarded Scholarship by the MHRD will be the maintenance of academic excellence as may be prescribed the conditions shown below.

• The awardees should pass in first attempt in class IX, XI, XII and 60% in class X. 5 % relaxation for SC / ST category students.
• The selected students should continue their studies in Government & Government Aided colleges only.
• ITI & Diploma course students & Unaided institution students will not get the scholarship.

NPEP

Vision statement
“Life skill development through Co-curricular approach”

School Education aims at all-round development of the learners. It enables them to acquire knowledge develop concepts and inculcate attitudes, values and skills conducive to their intellectual development and also to their physical, psychological and social development.

Aim of the project (NPEP):

The main aim of the adolescence education is the development of life skills relating to health concerns and positive attitudes.

An appropriate co curricular activities are designed to develop life skills by providing ample opportunities to learners to participate in learning experiences on individual basis or in groups. There activities lay special emphasis on “Experiential learning”. This makes the learning more absorbing, meaningful, experiential and stable.

Objective of the project:

The project is one of the components of quality improvement in school education.

• Integration of adolescence education focusing on life skills development.
• Integration of new population & development concerns like sustainable development, gender equity & equity and empowerment of women, family, its roles and responsibilities, health and education.

Under this project various activities are conducted to attain the objective of Population Education and Adolescence Education. These activities are organised for strengthening the process of integration in syllabi, textbooks, teaching process, evaluation process, Pre-service training education, for life skill development.

Activities:

These activities are organised from school to State level.

The following activities are organised/conducted to attain the objectives of like skills development. They are:

• Question Box Activity
• Debate
• Quiz contest
• Role play
• Group Discussion
• Case Study
• Folk dance
• Essay competition/creative writing
• Poster competition
• Adoption of village for Population Education activity.
• Observance of world “Population Day” in all Secondary & Senior Secondary schools of the state.
• Observance of world AIDS day in all Secondary & Senior Secondary schools of the state.

Objectives of the competition:

• To make students understand and appreciate the implecation of interpersonal relationships, with Peer group, parents the opposite sex.
• To make them aware of the consequences of the risk situations & behaviors.
• To provide them opportunities for interactive participation for experiential learning for life skill development.
• To develop in them the ability to apply various life skills to cope with self, other and manage peer pressure.
• To create enabling environment for effective transaction of adolescence education in schools.

The activites for the year 2019-20 and 2020-21 could not be conducted due to covid-19 pandemic.For the year 2021-22 the activities of role play, folk dance and poster making compitition from school to state level was conducted through virtual mode.Around 27,527 students from 22 districts participated in the compitations.

1. Implementation of curriculum and syllabus of D.El.Ed course.
2. Academic and administrative related issues of aided and unaided D.El.Ed Institutions.
3. Planning Academic activities based on the NCTE Guidelines.
4. Organising need based trainings/workshops in prescribed subjects of D.El.Ed course.
5. Academic and administrative issues of newly started Diploma in pre school education (DPSE) English medium course and D.El.Ed English medium course in Government teacher training institutions.
6. Carrying out Post matric scholarship work through SSP portal.

TECell

Under Samagra Shiksha, the state of Karnataka is receiving funds from Central Government to implement Teacher Education. Teacher Education comprises of both Pre-Service Teacher Education and In-Service Teacher Education. In our state 30 DIETs are receiving funds, every year, in 60:40 pattern of fund sharing by the Central Government and State Government.

Based on the recommendations made in Project Approval Board (PAB) of MOE, every year, DIETs will receive funds for the following components:

1. Salary
2. Programs and Activities
3. Specific projects for Research Activities
4. Technology support
5. Annual Grants

Every year TE cell of DSERT will co-ordinate with DIETs to prepare their Annual Work Plan & Budget (AWP&B) which will be consolidated along with AWP&B of DSERT and submitted to MOE for appraisal in PAB.

Programs and Activities :

List of Programs and Activities to be implemented during 2021-22 under Teacher Education

1. Teacher Education Nodal officers appraisal
2. Discussion and Sharing nuances of NEP 2020
3. Interaction and brain storming with State Heads on NEP 2020 (Secretaries)
4. National seminar on strategies for implementation of provisions of 5th chapter of NEP 2020
5. Developing educational dictionary in line with Constitution and NEP 20
6. Strengthening of Resource centre (SERC)
7. Research Journal by SCERT
8. Jeevana vijnana MRP workshop
9. Field interaction of teachers with best practice schools
10. NPEP studies and Impact sharing workshop
11. Toy based education, Source identification and consolidation (Web resources)
12. Sign language workshop
13. Higher education and linkages with school education

GURUCHETHANA- Choice Based In-Service Teacher Education – A GOK Initiative

Government of Karnataka (GoK) has taken up the challenging task of overhauling the in-service teacher education program in the State. The massive exercise of re-designing the approach, content as well as the delivery of the program along with the establishment of a teacher tracking and management system is being implemented in collaboration with Azim Premji Foundation.

A. THE KEY PRINCIPLES OF DESIGN OF THE NEW IN-SERVICE PROGRAM

1. Based on the insights from last decade, keeping the national documents such as National Curriculum Framework 2005 and National Curriculum Framework for Teachers Education 2009 in mind, the State has envisioned a professional development plan for in-service teachers.
2. In the long-term, the plan is to have 240-250 modules available for teachers to choose
3. These modules comprising education perspective, subject perspective, key concepts, pedagogy and assessment, are integrated with one another and not looked at in isolation.
4. 28 modules offered to teachers in this year 2017-18, rest will spread across subsequent years.

B. PROGRAM OPERATIONAL DETAILS

1. 3512 resource people have been identified to deliver these modules this year across every district –they have undergone a thorough and careful process of preparation.
2. As a way forward, to enable the foundational principle of creating self-sustained learning spaces for teachers, some block and cluster centres will be developed as teacher learning centres (TLCs).
   1. This will provide spaces for peer-learning and self-learning - resourced with a library, internet-enabled computers, teaching-learning material - work here will be guided by the common curriculum, facilitated by any identified resource persons in the block/cluster.
   2. Given that existing structure can support this model, it holds tremendous potential to facilitate the continuous professional growth of teachers as self-motivated practitioners.

C. PROGRESS SO FAR

1. Separate Website and Portal for Online Registration for Training is provided.
2. Total 1,35,000 teachers made their preferences through TTMS which is 82.5% of teacher population
3. Total 46970 teachers attended 5 days of workshop across 34 districts ( as on 03-01-2018 )
4. There is an observer in many of the districts appointed by DIETs (mostly DIET Faculty/High school head teachers/Subject Inspector) at the district level and state resource persons at state level.
5. "What did you ask at school today?” a book by Kamala Mukunda were distributed on the day one itself. Feedback on this book also collected on last day of workshop.
6. There was nodal officers’ meeting and frequent tcons with DIET to ensure the quality of preparation, logistics and materials
7. Assessment and follow up: A case study will be initiated by all the DIET’s after completion of all trainings.
8. Batch making of the teachers through TTMS (Teacher Training Management System);
9. A Pre-test and Post-Test for every training, daily assessment on learning entered in TTMS
10. Monitoring by State TTMS Helpdesk and DIET Nodal Officer .

D. Plan for 2018-19

1. A Plan, Timeline and budget for implementing Guruchethana in 18-19 is submitted for aproval. 71.15 Crores.
2. Phase-1 , 13 modules, Phase-2 , 14modules and Phase-3, 5 modules toataly 32 modules will be introduced.
3. 1,66,000 teachers will be covered.

For more information about guruchethana click here

Section: National Education Policy 2020

Introduction:

This National Education Policy 2020 is the first education policy of the 21st century and aims to address the many growing developmental imperatives of our country. This Policy proposes the revision and revamping of all aspects of the education structure, including its regulation and governance, to create a new system that is aligned with the aspirational goals of 21st century education, including SDG4, while building upon India’s traditions and value systems. The National Education Policy lays particular emphasis on the development of the creative potential of each individual. It is based on the principle that education must develop not only cognitive capacities - both the ‘foundational capacities ’of literacy and numeracy and ‘higher-order’ cognitive capacities, such as critical thinking and problem solving – but also social, ethical, and emotional capacities and dispositions.

National Education policy-2020 Kannada National Education Policy (Kannada)

National Education policy-2020 English National Education Policy (English)

Objectives:

1. Implementation of educational activities as per the recommendations of NEP-2020.
2. Development of State Curriculum Framework
3. Development of Syllabus

Main activities:

1. Development of State Curriculum Framework
2. Development of Syllabus

Development of State Curriculum Framework:

The curricular and pedagogical structure of school education will be reconfigured to make it responsive and relevant to the developmental needs and interests of learners at different stages of their development, corresponding to the age ranges of 3-8, 8-11, 11-14, and 14-18 years, respectively. The curricular and pedagogical structure and the curricular framework for school education will therefore be guided by a 5+3+3+4 design, consisting of the Foundational Stage (in two parts, that is, 3 years of Anganwadi/pre-school + 2 years in primary school in Grades 1-2; both together covering ages 3-8), Preparatory Stage (Grades 3-5, covering ages 8-11), Middle Stage (Grades 6-8, covering ages 11-14), and Secondary Stage (Grades 9-12 in two phases, i.e., 9 and 10 in the first and 11 and 12 in the second, covering ages 14-18).

The Foundational Stage will consist of five years of flexible, multilevel, play/activity-based learning and the curriculum and pedagogy of ECCE as mentioned in para 1.2. The Preparatory Stage will comprise three years of education building on the play, discovery, and activity-based pedagogical and curricular style of the Foundational Stage, and will also begin to incorporate some light text books as well as aspects of more formal but interactive classroom learning, in order to lay a solid groundwork across subjects, including reading, writing, speaking, physical education, art, languages, science, and mathematics. The Middle Stage will comprise three years of education, building on the pedagogical and curricular style of the Preparatory Stage, but with the introduction of subject teachers for learning and discussion of the more abstract concepts in each subject that students will be ready for at this stage across the sciences, mathematics, arts, social sciences, and humanities. Experiential learning within each subject, and explorations of relations among different subjects, will be encouraged and emphasized despite the introduction of more specialized subjects and subject teachers. The Secondary Stage will comprise of four years of multidisciplinary study, building on the subject-oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical thinking, greater attention to life aspirations, and greater flexibility and student choice of subjects. In particular students would continue to have the option of exiting after Grade 10 and re-entering in the next phase to pursue vocational or any other courses available in Grades 11-12, including at a more specialized school, if so desired.

To bring in the changes recommended in each stage and implement the recommendations of NEP-2020 and as per the directions of NCERT State has to prepare curriculum frame work for the following four areas.

• Early Child care and Education curriculum frame work
• School Education curriculum frame work
• Teacher Education curriculum frame work
• Adult Education curriculum frame work

In this context State has constituted Steering committees for School Education, Teacher Education and Adult Education areas as per Government Order No EP 69 yoyok 2022 Dt07.04.2022..

WCD Department in coordination with Education Department constituted Steering committees for Early Child care and Education curriculum frame work as per Government Order No EP 70 yoyok 2022 Dt06.04.2022.

Preparation of Position paper:

Prior to the preparation of Curriculum framework, NCERT indicated the development of 25 position paper. Considering the importance of School complex State decided to prepare 26 position papers including the same.

26 State Focus Groups are constituted for the preparation of said papers. Each of the focus group headed by one Team leader, 7 members, and a coordinators from the Department accomplished the work.

State has completed the said task and these documents are uploaded in NCERT Tech platform.

Distrct Consultation and Mobile App Survey:

A target of 6000 stake holders (30 Stake holders from each block) as against to the target of 3000 is achieved in both District consultations and mobile App Survey. This task was completed in stipulated time with a positive response

Position Paper Link: 26 Position papers

Felicitation Programme Video link : https://youtu.be/E932FvIF84U

Awareness Programme:

In order to create awareness regarding NEP-2020, state level one day conference was organized for all the department Officers I,e Directors, Joint Directors, DDPI(Admin & Development) and BEOs

In order to create awareness among all the district level monitoring and supervisory staff one day orientation in tele mode was given to all District level resource persons, BRC, BRP and CRCs. These Officers inturn asked to provide one day orientation to all the teachers through webinars.

Physical and Health Education

1. Education is the all-round development of man. The goal of education is to develop the child's whole body, as the saying goes, "A healthy mind in a healthy body." Physical and health education plays an important role in shaping the physical, intellectual, social and moral development. This is why there is a need to consider physical education as an integral part of education.
2. In regard to physical education, the recommendations of the KP Singh Dev Committee are in the implementation of a new national policy. In 2001-02, a committee chaired by the Director (Secondary Education), Department of Public Instruction, chaired the recommendations of the KP Singhdev Committee and recommended the implementation of the recommendations of the committee comprehensively.
3. In 2003-04, the Subject Committee on Education Law and Parliamentary Affairs recommended that physical education be made compulsory in school colleges based on the recommendations of the Committee.
4. Quarterly education system was implemented by the Government of Karnataka in 2004-05. Incorporating physical education into the text, as part of life sciences, has become increasingly important to yoga education.
5. National Curriculum Framework -2005 seeks to emphasize holistic development of a child with quality education. In this regard, physical education is an activity-based education that can complement child and teacher learning. The age-appropriate education of children is as essential as their physical ability.

Physical education is common in all subjects, such as in automobiles, when children come to school, when they go to school, when teachers are not in the classroom, teachers are not in the classroom, and students are making all the moves in and out of the classroom. So physical education is not a separate curriculum, it is a composite subject in all respects.