PPT Reading and reflecting on text B.Ed sem 1

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1. SHAHEED BHAGAT SINGH COLLEGE OF EDUCATION KAIRON, PATTI

2. READING AND REFLECTING ON TEXTS Submitted by :- Robin Singh Gill B.Ed sem- I (2023-25) Submitted to :-Assit. Prof. Navneet kaur

3. INDEX National Policy On Education -1986 National Curriculum Framework - 2005 Reflection on core elements of school textbook Learning to Be (UNESCO Report) Learning Without Burden Human development Chapter in Annual Economic survey (2014-2015)

4. Meaning of Reading Reading is the process of decoding written symbols and understanding their meaning. It allows us to gain knowledge, explore different perspectives, and experience new worlds through the words on a page. Reading helps us expand our vocabulary, improve our comprehension skills, and enhances our critical thinking abilities. It is a wonderful way to learn, be entertained, and broaden our horizons. “to look at carefully so as to understand the meaning of something written or printed” “a cognitive process that involves decoding symbols to arrive at meaning”

5. Meaning of Reflection Reflective writing is an analytical practice in which the writer describes a real or imaginary scene, event, interaction, passing thought, or memory and adds a personal reflection on its meaning.critically analysing an experience, recording how it has impacted you and what you plan to do with your new knowledge. “We don’t learn from experience,we learn from reflecting and experience” “Critically analysing an experience, recording how it has impacted you and what you plan to do with your new knowledge”

6. NATIONAL POLICY ON EDUCATION 1986

7. Introduction National Policy On Education - 1986 is that document which covers all aspects of education from elementary education to university level and even adult education in both urban and rural areas. This policy was created by government of india to promote education amongst people of india.

8. Need of National Policy On Education 1986 Implementation of free and compulsory education Qualitative development of education Increase in percentage of literacy Checking of brain drain Modernisation of curriculum Improvement of education system

9. Reflection of core Element NPE With Respect of Pedagogy Decentralization Common Core Man Centered Minimum Level Future Problems Based On Basic Values Equality Teacher Education Reduction On Disparities Adult education Distance Education All-round Development

10. Educational Implications All round development of human potensial of individual learning. Curriculum should be more balanced, taking into all the dimensions of personalities. Need based and lab oriented curriculum. Value education. Good human being.

11. Holistic Man National Unity Strengthening Education 10+2+3 Equality Of Education Operation Blackboard Opportunities For Development Pace Setting Institutes Merits Of National Policy On Education 1986

12. Demerits Of National Policy On Education 1986 Failure for Schedule caste, Schedule Tribes, Minorities as they were left hanging Multiple Authority Financial Matter Targets in Reforms Deficiencies Half-hearted implementation Need of Clarity in Policies Unrealistic Data

13. EVALUATION OF NPE 1986 There is also a need of developing a evaluating system that yields timely and reliable information which will be used for monitoring enrolment,retention of pupil,completion of tasks and achievement The National Evaluation Organization (NEO) et up to assess the learning acquired by children at the end of the primary and upper primary stages will yield data for the education 2030 agenda.

14. Conclusion NPE 1986 has been regarded as MAGNA CARTA of education for years to come. All the 157 articles of the policy has been conceived in a context of human resource. This policy has taken us to an era of rising expectations.

15. NATIONAL CURRICULUM FRAMEWORK 2005

16. INTRODUCTION The National Curriculum Framework 2005 was publish to guide the institutes and schools to encourage the overall development of the children. It is a curriculum framework that is a organized plan that drives the curriculum of courses. The national curriculum framework 2005 is 4NCF’s publish in 1975,1988, 2000 and 2005 by NCERT in india.

17. Social context of a learner Curriculum areas Primacy of a learner To Reduce Curriculum Burden Broad Aim of Education School and classroom Environment Learner as a Constructor of knowledge School Discipline and Participatory Management School Ethos Strengthening the Panchayati Raj Institutions Features of NCF 2005

18. MERITS OF NCF 2005 Focus on Learner Promote learning Solve problems of pupil Support Learner Autonomy Develop Discipline in Learner Inclusive Learning

19. DEMERITS OF NCF- 2005 Inflexibility in Curriculum Less Room for Creativity Discourage the creative thinking So much Syllabus Incomplete Implementations Unrealistic

20. Evaluation of NCF 2005 The National Curriculum Framework (NCF) 2005 in India aimed to provide a holistic and child-centered education. It emphasized the importance of inclusive education and promoting critical thinking skills. It also focused on reducing rote learning and encouraging experiential learning. Overall, the NCF 2005 brought about positive changes in the education system.

21. Conclusion National curriculum framework 2005 is a carefully designed document with the correct of fact of curriculum It seeks to produce self reliant, confident and creative thinking in student and repases thrust in their abilities

22. Reflection on core elements of School Textbook

23. SUBJECT:- Social Science CLASS:- 8th BOARD:- Punjab School Education Board ON THE BASIS OF Gender Health Environment

24. GENDER :- It refers to characteristics of women, men, boys and girls that are socially constructed. ENVIRONMENT :- A sum total of all the living and nonliving elements and their effects that influence human life. HEALTH :-A state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

25. CHAPTERS ANALYSED :- 13 Serial Number Chapters Names GENDER ENVIRONMENT HEALTH 1 Resources-types and conservation ✔️ ✔️ X 2 Natural resources ✔️ ✔️ ✔️ 3 Our Agriculture X ✔️ ✔️ 4 Disaster Management ✔️ ✔️ ✔️ 5 When,Where and how ✔️ ✔️ ✔️ 6 Rural life and society ✔️ ✔️ X

26. Serial Number Chapter Names GENDER ENVIRONMENT HEALTH 7 Colonialism and tribal society ✔️ ✔️ X 8 Handicraft and industry ✔️ ✔️ X 9 The revolt of 1857 A.D ✔️ X ✔️ 10 Constitution and law ✔️ ✔️ ✔️ 11 Importance of Secularism ✔️ X X 12 Parliament and its role ✔️ X X 13 Judiciary and its special Jurisdiction ✔️ ✔️ ✔️

27. LEARNING TO BE (UNESCO REPORT)

28. INTRODUCTION In 1996, United Nations Educational, Scientific and Cultural Organization (UNESCO) published:-LEARNING : THE TREASURE WITHIN report chaired by JACQUES DELORS With the special emphasis on lifelong learning, the report is based on Four key pillars , underlying education and life:- Learning to know Learning to do Learning to be Learning to live together

29. Learning to be Development of human potential to its fullest. Individuals to reflect on their own values, beliefs, and identity. As to develop one's personality and be able to act with ever greater autonomy, judgement and personal responsibility.

30. Principles of Learning to be Education : A Fundamental right Informal Education Flexible Curriculum Vocational Education Diversified Education Adult Education Admission on the basis of Merit List Arrangement of Continuing education Changes in teacher training programmes Learning, Living and doing should go together Multidimensional Education

31. Change in aim of education Balance in Curriculum All-round development Value education Change in method of education To be good human being Need based curriculum of the pupil Humanistic and Self motivation values Educational Implications

32. Limitation of Learning to be When it comes to the concept of "learning to be," there are a few limitations to consider. One limitation is that it can be challenging to measure and assess personal development and well-being, which are key components of "learning to be." Another limitation is the potential subjectivity in defining what it means to "be" and what constitutes personal fulfillment and happiness. Additionally, the focus on individual development may overlook the importance of social and collective well-being. It's important to strike a balance between personal growth and the broader needs of society.

33. CONCLUSION Learning should remain under four pillars of learning for creating in depth knowledge to prepare pupil for correct & right decisions Four pillars are the foundation which can prepare human being for 21st century

34. Learning Without Burden

35. YASHPAL COMMITTEE REPORT 1993 With the views to have a fresh look on the problem of education particular with the regard to problem of academic burden on students, the ministry of human resource development of government of india, set up a national advisory committee in MARCH 1992 with particular objective and terms of reference

36. The main objective of the committee was to advise on the ways and means to reduce the load on school students at all levels particularly the young students while improving the quality of learning including the capability for life-long self-learning and skill formulation. OBJECTIVE OF YASHPAL COMMITTEE

37. Recommendation Of Yashpal Committee Decentralization of Education Education at each level Restriction of CBSE No Commercialization Stress free education No homework Good teacher and pupil ratio Use of electronic media

38. Contribution of Yashpal committee in education The Yashpal Committee has made significant contributions to the education sector. They have recommended improvements in the organization and management of the education department. The committee has also evaluated the curriculum standards and proposed enhancements. This has aimed to promote inclusivity and accessibility in the education curriculum.

39. Limitation Of Yashpal Committee Non-binding recommendations Limited scope Lack of representatives Lack of presentation Implementation challenges Time-bound impact

40. CONCLUSION To sum up the report, yashpal report emphasis on how to reduce burden from pupil and take the knowledge in the comfortable way possible it was mentioned that the deemed university status should be abandoned. The report also mentioned that the deserving deemed to be universities need to be converted into full-fledged universities, or they must be removed. The report was made to advise on the ways and means to reduce the load on school students at all levels particularly the young students, while improving quality of learning including the capability for life-long self-learning and skill formulation.

41. Human development Chapter in Annual Economic survey (2014-2015)

42. Introduction A flagship annual document of Ministry of finance Economic survey 2014-15 reviews the development in the indian economy over time span of one year The economic survey 2014-15 was tabled in parliament on feb. 27, 2015 by Mr. Arun Jaitley, union minister of finance The push for ‘Make in india’ .and a better external environment indicate a double digit growth

43. Meaning of Economic Survey The Economic Survey is an annual document prepared by the Government of India. It provides a comprehensive analysis of the country's economic performance and highlights key policy recommendations. It covers various sectors like agriculture, industry, services, and fiscal policies. The Economic Survey is an important resource for policymakers, economists, and researchers to understand the current state of the economy and plan for future growth.

44. History of Annual Economic Survey The Annual Economic Survey has a rich history in India. It was first introduced in 1950-51 as a part of the Budget documents. Over the years, the survey has evolved to provide a comprehensive analysis of the economy, covering various sectors and policy recommendations. It serves as a valuable tool for policymakers, economists, and researchers to understand the economic trends and challenges of the country. It's fascinating to see how the Economic Survey has developed and become an integral part of India's economic planning.

45. Contribution of Economic survey in Human Development The Economic Survey plays a significant role in contributing to human development. It provides valuable insights into the state of the economy, which directly impacts various aspects of human development, such as education, healthcare, and standard of living. By analyzing economic trends, identifying challenges, and suggesting policy recommendations, the Economic Survey helps policymakers make informed decisions to promote inclusive and sustainable development. It's an essential tool in shaping policies that aim to improve the well-being and quality of life for all individuals in society.

46. Limitations in Human development Chapter in Annual Economic survey (2014-2015) Availability and accuracy of data may vary across different regions and indicators. The survey's scope and coverage may not capture the full range of human development factors. There could be potential biases in the responses, as survey participants may have different interpretations or motivations. The survey may not fully capture the complexities and nuances of marginalized groups and their specific challenges. Time constraints and resource limitations may impact the depth and breadth of the survey's analysis.

47. Highlights of the survey Inflation fall to 3.4 percent in 2014-15. Sees GDP growth of 8 percent next year. Sees CAD falling to 1 percent next year. Public investment in railways to receive GDP growth. Economy overcoming inflation. Stability in indian currency (rupees). Double digit economic growth a possibility. Need balance between ‘Make in india’ and ‘Skilling india’. Need focus on education and skill development. In 2015, total number of aadhar card user exceeds 1 billion.