Primary section

Section name : S.S.K PRIMARY SECTION ( SAMAGRA SHIKSHANA KARNATAKA)

Introduction : The section mainly focused on the 1th to 8th standard Primary school inservice teachers training.

Objectives :

1. To brought professional development among Teachers
2. To help teachers to become reflective practitioners.
3. Providing the space to involve in self-development to teachers.
4. To develop teachers who will facilitate learning, considering each child’s context and competency.

Activities in the Section : Inservice Teachers training

The PAB and NCERT approved training would be provided to the teachers,through DIET’s in the state and CTE,by their guidelines.The physical and financial target would be fixed according to the target the training gives to teachers.

Programmes for the activities :

• PAB and NCERT approved teacher training programmes.
• NEP-2020 based Guruchethana 34 Module online and offline based training for teaching 1st to 8th standard.
• NISHTHA 1.0 and 3.0 teacher training programmes

Progress of the Programme

The inservice teacher training is given in online DIKSHA portal and in face to face .The training is under progress.

Details of the training programme : Primary section

Teacher's professional development training programmes are:-

S.S.K Primary 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 initiatives 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 will be 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" began on July 5th -2021. It's for the National initiative for proficiency in reading with understanding to 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 by 2026-27.

Totally 1,52,733 Primary school teachers have been given online training since the 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. in NISHTHA 1.0.

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. Totally 51,056 Primary school teachers have been given online training from SSK section DSERT as by the PAB based, DIETwise progress in the year the training completed by 94,401in NISHTHA 3.0 in the year 2021-22

NISHTHA trainings-2022-2023

NISHTHA- (National initiative for School Heads and Teachers Holistic Advancement) Nishtha training is the signified training which is given through online for primary and high school teachers.Its reached to all Teachers in the same way nationwide. All stages of private and unaided school communities should help to implement this programme effectively. All training is given to all private and aided primary school teachers.

The below are the recommended courses in NISHTHA for the aided and private school teachers.

The training courses are available in the DIKSHA app from Date:01-07-2022 to Date:30-04-2023. The Block and District level technical implementation team was formed to create Telegram group, and the voles-responsibilities of the technical team was instructed clearly.

Notice: here it should be informed that those who have not completed the training of NISHTHA courses from Government, Aided and Private primary and high school teachers complete the course by using the CLick here

NEP- 2020 Based GuruChethana Training programme

The 34 Modules, cuplets and videos of NEP-2020 have been created and uploaded in DIKSHA portal under Guru Chethana program 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. 34 Modules, couplets and videos based on NEP-2020 under Guru Chethana program for the 1st to 8th standard teachers were created and uploaded in DIKSHA Portal. The training was started in the month of June-2022. All the 34 module courses are available in DIKSHA portal. Any single course was opted by the DIET’s and given face to face training.

Example:-

The Modul no-148 “The challenges and possibilities of classroom process in special situational school” is organized in DIET Kodagu from Date:13-06-2022 to Date:17-06-2022.

The teachers, who were all trained, visited the regional cultural center. The teachers observed varieties of architecture related to kodagu, culture, old age Agriculture based things, food preparation, cultural celebration, measuring scales, daily usage materials, Eco-friendly things, Drawing which was painted by painters.

The Advantage of this visit, teacher came to know about the social changes, Traditional agricultural methods, the things used for the cooking purpose, totally the simple living style of the man was exhibited there. The teacher reflects themselves to teach/introduce this kind of material to students wherever it is accessible.

   

NEP 2020 - 34 modules can be obtained using the following weblink or QR code Click here

3 years statistics of the training programme :

English Nali-Kali-Level-1

At Present in State Schools language English is taught in the 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 build a strong foundation for teaching strategy in the basic learning stage. 1,068 MRP's and 37,398 Teachers in block wise have been trained in the year 2020-21.

English Nali-Kali-Level-2

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

Teachers professional development in the Primary section.

The face to face 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 other basic training was given up to 31 March-2021. 1,21,933 teachers have been trained as TPD for 5 days.

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.

Interlink and functionality of our section with DIET :

To organize the training to be given by the department, to assign the teachers for training at the DIET level and to take necessary steps to provide training, the cooperation of the DIETs is sought to give suggestions and instructions to become operational at the BEO/ BRCs level.

To contact Principals of Diets and Nodal Officers of SSK High School to obtain information to be provided by DSERT.

Action planning of teacher training, implementation of training, scheduling, progress monitoring, daily monitoring of emails, acting accordingly, responding to emails.

The records of soft copies, preparation of modules, correction of mistakes/ spelling errors/ content errors related to translation of Nistha 2.0 module courses. Maintaining hard copy and soft copy records to be submitted in relation to DIETs and CTE's training in our department.

High school section

Section name: SSK High School (Samagra Shikshana Karnataka)

Introduction: SSK High School have been training Government and aided school teachers on professional courses.

Objectives: It aims to provide subject based training to teachers to become proficient in their profession, thereby making teachers content rich. To make teachers mentally, physically and socially fit, yoga and general trainings are provided. The school aims to improve the quality of education and increase capacity.

Major activities of the branch: The training is approved by the PAB and NCERT as per their guidance the physical and financial target is provided in the academic line through all DIETs and CTEs.

Programs related to major activities of the branch

• NISHTHA 2.0 program as expected by NEP- 2020.
• A thematic Government approved training in Mathematics and Science is held at IISc- TDC, Challakere, Chitradurga.

Progress of programs of the branch:

• All 12 courses of NISHTHA 2.0 training have been completed by the end of May 2022. The officers in charge are also been trained. The training ended on 31-05-2022 and the number of candidates who have completed courses and have obtained the certificate is as follows: Course 01- 61261, Course 02-61205, Course 03- 60782, Course 04- 61179, Course 05- 60531, Course 06- 60284, Course 07-60034, Course 08- 59942, Course 09- 62525, Course 10- 56654, Course 11- 55641, Course 12- 54165, a total of 714203 teachers have been trained.
• Subject based 10 days residential training for high school mathematics and science teachers from IISc- TDC institute. Training process for 2022-23 is going on. As on 30-01-2023, 358 teachers were undergo this training. Still the training is under progress.

Details of training:

• This is an online training given through Diksha portal to all classes of teachers and officers as per the wish of NEP-2020. A total of 12 generic courses and 1 course related to pedagogy were taken by all. Teachers must pass with 70 marks and 1 pedagogy course were released in Diksha portal in end of May-2020 to complete all 12 courses. 1 pedagogy course is yet to be released, teachers will have to score minimum of 70 marks to get certificate. It is available in Kannada, English and Urdu medium.
• IISc- Kudapur Challakere, Chitradurga District, 10 days residential and face-to-face training for teachers teaching Mathematics and Science in government and aided high schools of the state, subject wise. Here the teacher gets mastery over the subject matter and also helps the children to understand through practice in the classrooms.

Slno	Training Programme	2020-21		2021-22		2022-23
		Target	Achievement	Target	Achievement	Target	Achievement
1	NISHTHA 2.0	-	-	58249	54165	-	-
2	IISc	464	464	1000	1002	400	358

Details of SSK(HS) performance with diet

To organize the trainings to be given by the department, to assign the teachers for training at the DIET level and to take necessary steps to provide training, the cooperation of the DIETs is sought to give suggestions and instructions to become operational at the BEO/ BRCs level.

To contact Principals of Diets and Nodal Officers of SSK High School to obtain information to be provided by DSERT.

Action planning of teacher trainings, implementation of training, scheduling, progress monitoring, daily monitoring of e-mails, acting accordingly, responding to e-mails.

The records of soft copies, preparation of modules, correction of mistakes/ spelling errors/ content errors related to translation of Nistha 2.0 module courses. Maintaining hard copy and soft copy records to be submitted in relation to DIETs and CTE's training in our department.

Introduction :

This NTSE/NMMS cell caters in identifying talented students , nurture their talents motivate them to scale high academically by providing financial assistance in form of scholarship under the guidance of NCERT New Delhi and Ministry of Education. Many Programs will be organized to promote all-round development of children through various activities and facilitate healthy mental and physical development.

Objectives :

1. Identify and facilitate the eligible students to get scholarship
2. Promote healthy behavior habits
3. Impart age appropriate health education
4. Create awareness about Adolescence issues
5. Inculcate values

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.

School health and wellness

“School Health and Wellness” is initiated in Karnataka in collaboration with Department of Health under Ayushman Bharat Yojana.

The program is conducted in government/aided higher primary and high schools. 2170 teachers in Raichur and 690 teachers in Yadagiri district are trained.

Objectives:

• To sensitize children about age appropriate health education and nutritious food
• Providing health checkup and treatment for children.
• Promoting use of clean water.
• Promoting healthy behavior in children.
• Making girls aware about menstruation and hygiene.
• Promoting yoga and meditation

Emphasis is laid on physical and mental development based on theme-based topics that positively impact children's behavior and life skills.

Creating awareness among children about emergency situation management in collaboration with various departments.

E g: Fire Brigade, Police Department Program, First Aid etc. The program will be initiated in schools of the above districts

Name of the Section: Pre-Service Teacher Education

Introduction:

Pre-Service Teacher Education section as a unit of DSERT functions with the responsibility of formulating and managing pre service teacher education programmes with the purpose of preparing quality teachers for preschool and primary school levels. This section plays a pivotal academic and administrative role in the field of teacher education through DPSE, D.El. Ed and DPEd courses.

Objectives:

• Administrative and academic management and supervision of Preschool teacher education to prepare teachers for ECCE. (DPSE Course )
• Administrative and academic management and supervision of Primary teacher education (D.El.Ed. Course)
• Administrative and academic management and supervision of D.P.Ed. course for preparing physical education teachers at primary school level.
• Managing the SSP Portal that covers all the data related to DIETs and the teacher education institutions and the student teachers.

Important functions of the section:

1. Supervision and guidance to DIETs, Government TEI’s, Aided and Unaided institutions to work effectively as per NCTE norms and standards
2. Preparing the curriculum, syllabi and resource materials for DPSE, D.El.Ed and DPEd programmes and ensuring their implementation.
3. Preparing necessary and timely administrative and academic guidelines relating to teacher education and ensuring their implementation.
4. Organizing refresher programmes and workshops for the benefit of principals and lecturers of DIETs and TEIs. Preparing modules, handbooks and other necessary resources for the above programmes.
5. Providing necessary rules and regulations to the Centralised admission cell (CAC), as related to admissions to various teacher education courses.
6. Providing guidelines on examination and evaluation of various courses to Karnataka secondary education examination board (KSEEB)
7. Taking necessary steps to ensure that eligible student teachers studying in TEI’s get their fee reimbursement and scholarship in time by collecting data from DIETs and forwarding the same to SSP portal office.
8. Monitoring and supervising academic and administration aspect of Aided Teacher Education Institutions.
9. Managing court cases of Teacher Education Institute.

PSTE Section and the DIETs

DIETs Functions as an important link between the various Teacher Education Institution and the PSTE Section of DSERT in various aspects.

1. Collecting information related to admission and scholarship of student teachers studying in D.P.S.E, D.El.Ed and D.P.E.D courses through the DIETs
2. Supervising the DIETs regarding allotment and distribution of salary grants to aided teacher education institutions as per rules .

Training/Refresher course :

Organising and executing refresher courses and workshops to the Principals and Lecturers of all Teacher Education Institutions, as and when the curricula of D.P.S.E, D.El.Ed and D.P.Ed courses are revised or reviewed or innovative practices are to be introduced.

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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.

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 MHRD for appraisal in PAB.

Objectives

1. To disburse grants released by the Government to DIETs and CTEs.
2. To sanction service benefits to the eligible officers and the staff working in DIETs and CTEs.
3. To approve the tentative Tour Programme and Tour Diary of Principals of CTEs.
4. To approve the tentative Tour Programme and Tour Dairy of Principals of DIETs in Bengaluru Division.
5. To Reimburse Medical expenses incurred by the officers and the staff working in DIETs and CTEs.
6. To Co-ordinate with DIETs and CTEs and provide infrastructure to these institutions.

Major Activities

1. To conduct Research Studies, in collaboration with DIETs , on various topics related to Department of School Education and Literacy.
2. To maintain and utilise Computer labs established in DIETs to impart training for In Service Teachers and Conduct Evaluation work.
3. To conduct monthly meeting for DIET Principals to brief them about various educational programmes of both Central and State Governments.

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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.

Introduction:

Education means all-round development of man. As the saying goes, "A healthy mind is in a healthy body", the aim of education is to develop the child holistically. Physical and health education plays an important role in bringing about physical, intellectual, social, moral development. Therefore, there is a need to consider the field of physical education as an integral part of education.

The National Curriculum Framework-2005 advocates giving priority to holistic development of the child with qualitative education. In this respect physical education is activity based education which complements the learning of the child as well as the teacher. Physical education according to children's ability is as important as education according to their age.

Physical education is reflected in all things, in cars, when children come to school, when they go from school, when the teacher is in the classroom, when the teacher is not in the classroom, in and out of the classroom, students are making movements one by one. Hence physical education is not a separate subject but is integrated in all subjects.

Objectives:

• To develop the capacity to devise innovative activities to embody the basic concept of physical education.
• To design and organize necessary trainings for physical education teachers on changing national and state education policies, procedures and scenarios in the context of National Curriculum Framework- 2005 and National Education Policy-2020.

Activities in the section:

1. 1. Module structure.
2. To organize training for physical education teachers on duty in senior primary and high schools of the state.
3. To provide guidance to Physical Education Department at District and Block level.
4. Necessary guidance and compliance to carry out necessary evaluation, survey, research in identified areas related to physical education teachers.

Programmes for the activities:

1. Physical Education, Yoga, Value Education and Health Education Training for Primary School Physical Education Teachers.
2. Training of physical education, yoga, value education and health education for high school physical education teachers.
3. Bandset, Aerobic, Rhythmic Activities Training for Primary School Physical Education Teachers and High School Physical Education Teachers.
4. Life Science Programme.

Progress of the programmes:

Life Science Training: “Life Science Training” program is in progress in collaboration with DSERTU Karnataka Life Science Academy, Bangalore and Anukvrata Samiti, Bangalore.

( Themes:- Co-existence, Addiction Free Living, Patriotism, Yoga in Daily Life, Environmental Consciousness, Self Reliance, Family Values, Road Safety and First Aid, Communication, Financial Literacy, Discipline and Punctuality, Mental Stress, Business Knowledge, Creativity Fitness, Cyber Safety, Healthy Lifestyle and National Spirituality)

Detailes of training progammes:

Life Science Training Program

3Yrs statistics of training programmes:

Interlink and functionality of your section with DIET:

1. Guidance for physical education lecturers/senior lecturers working in diets on the points to be checked in the field of physical education during school visits.
2. Providing necessary support to organize training for physical education teachers in the district.

Life Science Training Workshop:-

1. Inauguration of Life Science Training 1st and 2nd Workshop Manual Designation Date: 05-08-2021 by Mr. M.R Maruthi director will drive by lighting the lamp.

2. In the 4th Workshop on Life Science Resource Creation Honorable Director Mrs. Sumangala V. Watched the resource video, guided the teachers and the organizers of the camp.

3. Picture of Karnataka resource team discussing with Shri Acharya Maha Shraman Ji about resource creation for life science training at Sardar Shahr, Churu District, Rajasthan.

Kalika Chetharike 2022-2023

Due to the global spread of the Covid-19 pandemic, physical classes have not been held properly in 2019-2020 and 2020-2021 and schools have started late in the academic year 2021-2022. So far, programs like Setubandha, alternative educational plan, Vidyagama, Senveda have been implemented, but children have not attended school properly for two consecutive academic years, so it has been seen that children are lagging behind in learning the learning abilities of the previous two classes.

The ASER 2020 Karnataka report also revealed a decline in learning levels in both reading and numeracy, especially for primary classes, as children were out of school for 18 months in the wake of the pandemic. Also, with school closures, basic skills such as reading, performing addition and multiplication have been forgotten. NEP 2020 mentioned that apart from the learning lag caused by Covid, a large number of students in primary school currently lack the ability to read and comprehend basic text and to carry out basic operations such as addition and subtraction with numbers. The education policy advocates that every student in primary school should achieve basic literacy and numeracy as the first priority of the education system and only if this basic learning requirement is achieved first will provide a strong foundation for implementing the NCF / KCF 2022 new curriculum which will provide holistic education to the students created based on the policy. Against this backdrop, the need to teach foundational skills to all students at the primary and secondary levels, given high priority in the new Education Policy 2020, is more relevant than ever. Therefore, there is a need to integrate learning outcomes related to basic literacy and numeracy along with current grade specific learning outcomes in all grades (1 to 9).

The educational policy recommends reducing the curriculum content in each subject in each class by limiting the content of the curriculum to its most important points (fragmented). In order to facilitate the acquisition of skills and knowledge that should have been acquired in the previous class, including the key learning abilities of the previous classes and the key learning abilities of the current class (Chyodie Chyothien Chithithi) as well as learning outcomes related to basic literacy and numeracy, prepare learning materials for the year 2022-2023 with revised learning outcomes for the year 2022-2023. Recovery is to be achieved. In this regard, the “Learning Recovery” initiative has been implemented in the academic year 2022 – 2023.

The NEP 2020 recommends adopting a competency-based assessment method that tests the achievement of core competencies and higher-level skills to promote learning and growth in children instead of the traditional method of testing summative and rote skills to reduce the gap in achievement of learning outcomes. In this context, it is appropriate to implement assessment for learning (assessmetina geodtechiditig) and assessment as learning (chessessmetina chis techidititg) strategies by applying specific learning outcomes class wise and subject wise. As there are different levels of learning loss among students, it is necessary to recognize the learning needs of each student and conduct classroom interaction accordingly, to meet the diversity of learning levels and to adopt an innovative, specialized educational process where children work independently or in groups according to their learning level under the guidance of the teacher.

Preparation of integrated learning materials covering all the above aspects mentioned in the NEP 2020 recommendation and implementing them in the academic year 2022-2023 will help in bridging the gap in children's learning in the wake of the Covid-19 pandemic. In this context, there is a need to coordinate assessment with the teaching-learning process and maintain a record of assessment elements. Therefore, a teacher's manual has been prepared containing geodesy practice sheets and necessary guidelines for their implementation to facilitate the management of student's personal workbook.

Objectives of the Learning Recovery Initiative:

• Development of basic literacy and numeracy skills as per the National Education Policy-2020.
• By declaring the academic year 2022-23 as a learning recovery year, ensure implementation of a guided uniform educational process across the state.
• Ensuring student engagement in the learning process and focus on emotional needs of all students.
• Ensure that all students achieve basic literacy, numeracy and essential learning outcomes of the previous two grades and the essential learning outcomes of the current grade.
• Equipping every student to achieve grade-level learning outcomes by the beginning of the academic year 2023-24.

Scope:

• Providing Learning experiences for students of classes 1 to 9
• Preparation of subject-wise class-wise kalika chetharike materials and teacher handbooks for the period June 2022 to March 2023 in Kannada, English, Urdu, Marathi, Tamil, and Telugu mediums

Design of Kalika Chetharike :

The physical closure of schools has resulted in the loss of learning that is a sum of the curricular learning that would have happened if schools were open and what children have forgotten due to the disconnect from learning. Considering the learning gap created, learning materials have been prepared for the year 2022-2023 with revised learning outcomes including the core competencies of the previous two classes and the core competencies of the current class and learning outcomes related to basic literacy and numeracy.

• Self-learning activities are planned to help students progress at their own pace that can be carried out using local resources.
• Considering key learning competencies in the respective unit, activities are planned.
• Activity sheets, learning outcome based activity bank which are available on DSERT website and other available resources may be used for reference while prescribing activities / assessment activities.
• The activities indicated in the learning materials are advisory and allow the teacher to design activities according to the classroom situation and the learning level of the student.
• Learning materials are prepared class wise and subject wise as per the learning techniques of assessment for learning and assessment as learning.
• Prepared visit formats for field officers exclusively to monitor implementation of kalika chetharike initiative.
• A specific app will be prepared for teachers and officers working in the field to implement the initiative to ensure that children have achieved the grade appropriate learning outcomes, and guidance will be given on its use.
• Prepared teacher's manuals on implementation of kalika chetharike initiative in model schools, aided schools, unaided schools and single teacher schools in the state.
• Government school and aided school teachers in the state have been trained on implementing kalika chetharike initiatives in classrooms.
• A separate course on kalika chetharike initiative to facilitate learning outcomes in various subjects has been introduced on Deeksha Portal.

Realignment of Learning Outcomes:

For each grade, there are clearly defined learning outcomes (LOs) for all subjects. In the wake of the prolonged school closures, the learning levels of the students might be at one or two grades lower than their current grade. Therefore, one has the difficult task of starting from the current learning level of students and striving hard to arrive at the current grade-level expectations in terms of LOs. Therefore, kalika chetharike aims at reaching the expected level of learning by acquiring basic literacy and numeracy skills and the essential skills they should have acquired in the previous two years and the current academic year. In this context, the learning outcomes for the current year have been revised to bridge the learning gap that has already been created in two years. Learning materials are prepared for each class based on the essential learning outcomes of the previous two years, the essential learning outcomes of the current grade and the learning outcomes related to basic literacy and numeracy skills. The list of realigned grade wise and subject wise learning outcomes is described in detail in Facilitator's Manual.

Materials prepared

Teacher’s handbook

The main objective to have a teacher manual is for teachers to understand and plan their lessons to cover the identified LOs. This has been done for all subjects across the grades. An overall idea of using this handbook is provided to the teachers as a note at the beginning. It explains the approach of the handbook and the way the subject is to be facilitated and assessed.

"Kalika Chetarike" programme Syllabus Map - in a glance provides the entire syllabus mapped out over the year for Kalika Chetarike which helps the teacher plan her activities accordingly.

Teacher handbook contains pedagogical approaches to teach specific content for meeting learning outcomes. This also includes relevant TLMs. Each activity in the student workbook may be taught using the corresponding steps in the manual. Hence the activity number and corresponding teacher instruction match. Assessment activities are marked and rubrics for assessments are mentioned. This is usually the last activity of each LO in the student handbook. Connections to the current grade textbook are made and mentioned in the teacher handbook for each LO. The pedagogy and approach are suggestive not necessarily prescriptive.

Student Learning sheets

The learning sheets for students have been prepared as grade-wise and subject-wise learning sheets for grades 1 to 9. The content presentation Learning sheets have discussion questions at the end. Teachers can pose these questions and some others. The discussion questions would help children recapitulate what is taught in a topic. It would also help the teacher in observing students’ understanding. Visual content has been included with the text to support learning. There are illustrations, examples and maps given wherever possible. It is important to engage children with this as much as possible. Teachers are expected to use visual materials as far as possible while teaching- wall maps, globes, atlas, pictures. Examples may be given from the child’s context to reinforce understanding of concepts. There are practice learning sheets included after teaching of content. The Learning sheets include activities for learning and revising. Some Learning sheets will serve as assessment learning sheets. Assessment worksheet numbers for each LO are indicated in the following pages. Since the workbook has perforated sheets, the assessment learning sheets may be pulled out and maintained in the child’s portfolio. Assessment would require teachers to observe participation of child in activities and discussions and the completion of Learning sheets without copying.

Rainbow Literature:

Malebillu (Rainbow) program was prepared with child-friendly activities to celebrate the reopening of the school as a festival. To make children to adjust to the school atmosphere and prepare them to kalika chetharike initiative, activities were provided for the first 15 days of the reopening of school and a guideline for teachers to implement it in the classroom is provided. It has been uploaded on DSERT website.

Guidelines for Pre-Preparatory Activities:

A 'Guideline of Pre-Preparatory Activities' has been issued containing suggestive activities to conduct academic assessment for students of classes 1 to 9 in languages, environmental studies, mathematics, science and social science subjects depending on the situation and discretion is with the teacher. It has been uploaded on DSERT website.

Assessment format in Kalika Chetharike initiative

During the Kalika Chetarike, the purpose of assessment should primarily be diagnostic and formative; it should be used to diagnose students’ learning levels and design appropriate classroom transaction plans. Such assessments should be primarily done in an informal way using Learning sheets, observations, activities and self-assessment, during the process of teaching. The outcomes of the assessment should be used to group learners as per their learning levels and needs. Detailed guidelines regarding evaluation is given separately.

English Language Cell

Section Name: English Language Cell

Introduction: The government of Karnataka started 1000 KPS English medium schools in the year 2019-20. The English language cell stared to strengthen the English Language and English medium teachers.

Objectives:

1. To brought professional development among Teachers in English language.
2. To help teachers to become reflective practitioners.
3. Providing the space to involve in self-development in Teaching English.

Activities in the Section:

1. English Language Cell:

• English language Empowerment Programme (ELEP).

ELEP was started in 2016-17 in Karnataka to empower the English Language teachers those are teaching of the English Language. Rs.320.00 lakh is sanctioned for the present academic year. Basic training target is 1700 government primary school teachers and Advanced ELEP training target is 1700 government higher primary school teachers.

2. English Medium Teacher Induction programme (EMTIP) for 2020-21

• EMTIP 1st Standard Teachers, Induction 15 days training target is 1001- 883 Teachers are trained.
• EMTIP 2nd Standard Teachers, Orientation 6days training target is 1001 - 935 Teachers are trained.
• In 2020-21, 1000 English medium Sections are sanctioned in existing Government schools.

PDP: Professional Development Programme: For 1 to 5th std Primary School Teachers :

Objectives:

• To use English Language in Primary Schools Teachers
• To learn the English language for Government Schools Children’s with the quality of language.

This training started in the year 2019-20. RIESI Bangalore Resource persons are giving training course for 408 teachers in total of 6 teams, with 2 teachers in each district in Bangalore for 15 days.

Training	Target	Achievement	Percentage
PDP	408	197	48.00

3.Foundation of Sri. Alur Venkata Rao Language Skill Training Centers:

This training is giving to teaching of Kannada, English and other regional Languages teachers for Primary and High School by this foundation. Sri. Alur Venkata Rao Language Skill based training centers are established in 2019-20.

04 following academic divisions are:-

• Bengaluru division- C.T.E, Chitradurga,
• Mysuru division- C.T.E, Mysuru,
• Belagavi division –C.T.E, Belagavi
• Kalburgi division- C.T.E, kalburgi

Rs. 200.00 lakh grant was released in 2019-20 financial year to establish “Sri Aluru Venkatarao Bhasha Koushala Training Centers”. Already Training centers are established, Training is not started due to Covid-19, Pandemic situation, instead training in all 4 centre’s Language labs Establishment works are in progress.

For the year 2022-23, 4 lakh rupees sanctioned for each 4 CŢÉs. The preparation of the infrastructuere of the language laboratories is in progress.

4.Gadinada Kannada Shalegala Language Lab

Kannada Abhivruddi Pradhikara has planned to start “Kannada Bhasha Lab” in the Gadinada Kannada Schools. To improve the Kannada Language skills in other language students. With technological support the students can learn the Kannada easily.

Programmes for the activities:

1. EMTIP 1,2,3 AND 4 Activities.
2. PDP programmes
3. CELT programmes
4. PGDELT programmes
5. DIEC programmes

Progress of the Programme:

1. EMTIP 1,2,3 AND 4 on going programmes during 2022-23.
2. CELT programmes on going programmes during 2022-23.
3. PGDELT programmes on going programmes during 2022-23.
4. DIEC programmes on going programmes during 2022-23.

Details of the training programme :

1. EMTIP 1,2,3 AND 4 (6/8/10 days ) training programme.
2. CELT 30 days training programme.
3. Capacity building 5 days training programme.
4. Academic mentoring 5 days training programme.
5. Induction training programme 10 days training programme.
6. Spoken English 14 days training programme.

3 years statistics of training programme

SL NO	NAME OF THE TRAINING	TARGET	ACHIEVEMENT	PROGRESS IN PERCENTAGE
1	EMTIP-1 (15 days)	3740	3596	96.14
2	EMTIP-2 ( 6 Days)	2340	2298	98.2
3	EMTIP-3 (8 Days)	1001	981	98
4	EMTIP-3 MRP Training @ RIESI- Bangaluru. (8 Days)	175	169	96.57
	TOTAL	7256	7044	97.08

SL NO	NAME OF THE TRAINING	TARGET	ACHIEVEMENT	PROGRESS IN PERCENTAGE
1	PDP- Basic**	680	436	64.11
2	CELT- Higher Primary SchoolTeachers Online Training	75	99	131
3	CELT - High School Teachers Online Training	75	95	126.67
	TOTAL	830	595	71.69

Interlink and functionality of our section with DIET :

To organize the training to be given by the department, to assign the teachers for training at the DIET level and to take necessary steps to provide training, the cooperation of the DIETs is sought to give suggestions and instructions to become operational at the BEO/ BRCs level.

To contact Principals of Diets and Nodal Officers of ENGLISH LANGUAGE CELL High School to obtain information to be provided by DSERT.

Action planning of teacher training, implementation of training, scheduling, progress monitoring, daily monitoring of emails, acting accordingly, responding to emails.

Providing grants to DIET for training programmes at district level. Providing grants to RIESI for the training programmes.