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SAMAYIK KASOTI PAPERS STD 3 TO 5
The increase in the number of lower level private teacher training institutes and the status of the current teacher training courses are both serious obstaclas to the implementation of the Right to Free and Compulsory Education Act and to fulfilling the objectives of the curriculum structure at the national level.
These courses have been criticized for their inability to meet the needs of current Indian schools and provide quality education. The design and implementation of these courses hinders the personel and professional development and ideological progress of the teacher.
They teach the teacher to adapt to the current system as the only person who provides information. They see the school curriculum and textbooks as something that can be 'given to others', and teach the teacher the basic planning of lessons in a certain format in the current school system Is.
In order to nurture future citizens who promote fair and sustainable development for all sections of society, it is necessary to develop a vision of gender equality, an understanding of the value of peace, a sense of equality for all and a spirit of appreciation for valued work due to over-commercialization and competitive lifestyles.
Std 3 To 8 Nidan Kasoti Ayojan July 2021 | Nidan Kasoti Time Table and Paripatra
In the current environmental crisis that has arisen, children and teachers should be educated in such a way that they change their consumption patterns and their attitude towards natural resources.
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SAMAYIK KASOTI PAPERS STD 6 TO 8
Violence and polarization among children is on the rise as tensions in society increase. Education can play a vital role in nurturing the value of peace, including self-respect and respect for others. And then there are specific guidelines in this regard in the curriculum and study materials developed. For this, it is necessary. Teachers need to understand the importance of these issues and weave them into teaching. These issues need to be included in the new teacher-training curriculum.
For the practical use of school knowledge and the development of various concepts and values about it, it is important that formal school knowledge is related to the knowledge of the society as this will enhance the practical pr
esentation of education and improve the quality of the learning process. Inspires inclusion in the teaching task and curriculum content.
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This places an additional responsibility on teachers to choose and organize the content and to present social life experiences in the classroom. Teachers should be empowered to address the issues in the curriculum and textbooks.
These issues need to be part of the context-building and proper teaching-learning sequence and parts based on fixed local issues. These local issues include technical knowledge of the society, local occupations (farming and non-farming), elements of local folk culture such as songs, festivals, fairs, sports, etc.
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NIDANKASOTI PAPERS STD 9,10,12
As teachers createcurriculum materials and study-experience based on the above perspectives(gender equality, peace, sustainable development), they can use these real-lifeexperiences in the process of interpreting local issues in the curriculum.
With the introduction and dissemination of information andcommunication technology and e-learning information and communicationtechnology in schools, the demand for inclusion in school education seems tohave become a matter of fashion whether the school has a commuter or amulti-media room.
STD 09
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STD 10
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STD 12
STATISTICS PAPER CLICK HERE
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The result is thatinstead of the free environment that should be created in the study, it isbeing used only as a show piece. It isoften used as a solution to the problem of teacher shortage. Which is detrimental to the education of thechildren. Teacher-training should teach a trainer to distinguish between thedevelopmental use of ICT and the harmful use of ICT.
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