SOUVENIR MIRZA GHALIB TEACHER'S TRAINING COLLEGE. 24 October, On INCLUSIVE EDUCATION : EDUCATION FOR ALL

Size: px
Start display at page:

Download "SOUVENIR MIRZA GHALIB TEACHER'S TRAINING COLLEGE. 24 October, On INCLUSIVE EDUCATION : EDUCATION FOR ALL"

Transcription

1 COLLEGE TOUR

2 NATIONAL SEMINAR On INCLUSIVE EDUCATION : EDUCATION FOR ALL th 24 October, 2016 Organised by IQAC of Mirza Ghalib Teacher's Training College, Patna MIRZA GHALIB TEACHER'S TRAINING COLLEGE Gajachak, Mohammadpur, Janipur, Patna ID: mgttcpatna@gmail.com Web Site: SOUVENIR NATIONAL SEMINAR On INCLUSIVE EDUCATION : EDUCATION FOR ALL SOUVENIR EDITORIAL BOARD Dr. Sahajanand Sharma Principal Md. Sarfaraj Alam Rimmy Singh Nikesh Kumar Nikhil Kumar Kumari Kanchan S.N. Choubey Dr. Madhuri Kumari Published by: MIRZA GHALIB TEACHER'S TRAINING COLLEGE Gajachak, Mohammadpur, Janipur, Patna ID: mg cpatna@gmail.com Web Site: c.com Phone No.:

3 ABOUT THE INSTITUTION Mirza Ghalib Teacher's Training College is a Co Education Muslim minority institution with permanent recognition from the National Council for Teacher Education and affilation by Magadh University, Bodh Gaya. Mirza Ghalib Teacher's Training College belongs a part of the Higher Education institutional Network of the Teacher's Training institution, exclusively catering to the objective of Teaching pupil's teachers to teach requires a dynamic and pluralistic effort. The college has for a long time been conducting D.El.Ed. and B.Ed. courses and going to conduct M.Ed. Courses from the very next session. VISION OF THE INSTITUTION To produce efficient and well-motivated teachers and teacher educators who are mentally competent, morally uplifted, socially responsible and emotionally balanced in order to become an educational agents for inclusive development of the human community. ABOUT THE SEMINAR The main aim of this National Seminar is to provide an opportunity to all those who are closely connected with teachers training to share their research & findings on various aspects of inclusive education. The scope of the seminar covers issues policies challenges and opportunities offered in the changing scenario of inclusive development. This is also an opportunity to invite the ignited minds throughout the world to explore, explain and elaborate various available on issues related to inclusive education for inclusive development keeping in mind the development of Human being. Mirza Ghalib Teacher's Training College, Gajachak, Mohammadpur, Janipur, Patna is organizing a one day National Seminar on INCLUSIVE EDUCATION : EDUCATION FOR ALL with the following objectives : To evaluate policies regarding IE worldwide. To address the practical issues arising across the world. To facilitate institutional reforms in the existing structure of education system. To promote pedagogical instruction regarding inclusive school. Sub theme Main Theme of the seminar Inclusive Education: Education for All Inclusive Education - A Global perspective. Inclusive Education from teacher's perspective. Inclusive Education and right to education. Inclusive Education - A challenge for developing countries. Role of UNO: from concepts to practices. Inclusive Education in India. A comparative study of Inclusive Education, special education and integrated education. NATIONAL SEMINAR On INCLUSIVE EDUCATION: EDUCATION FOR ALL th 24 October, :30-10:00AM : REGISTRATION 10:00-11:30AM : SESSION-I : INAUGURAL SESSION Prayer Service : B.Ed. Student Lighting the Lamp Welcome Song : B.Ed. & D.El.Ed. Students Welcome Address : Dr. Sahaja Nand Sharma Principal, MGTTC, Patna Introduction : Subhangi Sinha Releasing Souvenir : Chief Guest Key Notes Address : Resource Person Chief Guest : Dr. Monawwar Jahan Asst Proff. Dept. of Education Patna University, Patna Votes of Thanks : Rimmy Singh Asst. Professor, MGTTC, Patna 11:30-01:30PM : SESSION II : TECHNICAL SESSION-I 01:30-02:00PM : LUNCH BREAK 02:00-03:00PM : SESSION -III: TECHNICAL SESSION-II 03:00-03:15PM : TEA BREAK 03:15-04:00PM : SESSION-IV : VALEDICTORY SESSION Welcome Address : Md. Tarique Haider Member, Mang.committee, MGTTC, Patna Valedictory Speech : Dr. Sahaja Nand Sharma Principal, MGTTC, Patna Feedback : By Any two Participants Votes of Thanks with : Md. Sarfaraj Alam Concluding Remarks Asst. Professor, MGTTC, Patna THE NATIONAL ANTHEM

4 NATIONAL SEMINAR On INCLUSIVE EDUCATION: EDUCATION FOR ALL th 24 October, 2016 PATRON Dr. Md. Aquil Haider Secretary SEMINAR ADVISORY COMMITTEE Md. Taqiuddin Md. Tarique Haider Administrative Head Member MGTTC, Patna Management committee MGTTC, Patna SEMINAR CONVENERS Dr. Sahajanand Sharma Principal, MGTTC, Patna Md. Sarfaraj Alam Asst. Prof., MGTTC, Patna Dr. Pramod Kumar Mishra HOD, M.Ed. Dr. Sudhanshu Pandey Asst. Prof., MGTTC, Patna Md. Tarique Haider Member, Management committee, MGTTC, Patna Nikesh Kumar Asst. Prof., MGTTC, Patna Mrs. Sadhana Kumari Librarian, MGTTC, Patna SEMINAR CO-ORDINATOR RECEPTION & HOSPITALITY MEDIA COMMITTEE ACCOMMODATION Nikhil Kumar Asst. Prof., MGTTC, Patna REGISTRATION COMMITTEE Md. Sarfaraj Alam Asst. Prof., MGTTC, Patna Dr. Madhuri Kimari Asst. Prof., MGTTC, Patna Mrs. Rimmy Singh Asst. Prof., MGTTC, Patna Mrs. Kumari Kanchan Asst. Prof., MGTTC, Patna Taiyab Amanullah Comp. instructor, MGTTC, Patna S.N. Choubey Asst. Prof., MGTTC, Patna Mrs. Nahid Rahmani Asst. Librarian, MGTTC, Patna NATIONAL SEMINAR On INCLUSIVE EDUCATION: EDUCATION FOR ALL th 24 October, 2016 CONTENTS S.No. Topics Name Page No. 1 Inclusive Education Education for All Dr. Sahaja Nand Sharma 2 Role of Teacher Educator in Dr. Monawwar Jahan Promoting Inclusive Education 3 A Study of School Teachers' Attitude Md. Sarfaraj Alam Towards Inclusive Education 4 Inclusive education in india : Rimmy singh past, present and future 5 Hkkjrh; f'k{kk uhfr esa lekos'kh f'k{kk& MWk0 jkxuh ldlsuk**,d pquksrhfuf[ky dqekj* 6 Lkekos'kh f'k{kk] lhkh ds fy, f'k{kk dh vksj,d u;h igyfuds'k dqekj 7 lekos'kh f'k{kk&f'k{kk dk vf/kdkja dqekjh dapu 8 Promoting Involvement Towards Dr. Bhagya Narayan Thakur Inclusive Education : Mahfooz Akhtar 9 Inclusive Approaches a high quality school Dr. Manoj kumar verma 10 Problems And Prospects Of Abha Kumari Inclusive Education In India: 11 Inclusive Education : Dr. Nivedita Raj, Mrs. Sabiha Majeed Why And How To Make It Possible: 12 lekos'kh f'k{kk vksj f'k{kk dk vf/kdkj RAJ LAXMI 13 lekos'kh f'k{kk f'k{kd ds ifjizs{; esavfhk'ksd dqekj 14 Problems And Prospects Of Abha Kumari Inclusive Education In India: 15 Inclusive Approaches a high quality school: Dr. Manoj kumar verma 16 Impact of Social Contact on Language Development: Priti Tiwari, Dr. (Md.) Wasay Zafar An Evaluation of Children with Intellectual Disability 17 Teachers' competencies for inclusive education Swarnika pallavi 18 Quality Inclusive Education: Kanchan Choudhary, M.A (Geog), M.Ed., A Significant Challenge Among Teachers In India: Dr. Anu Srivastava 19 A Comparative Study Of Academic Stress Among Sweta Sonali Average And Differently Abled Students In Context Of Inclusive Education: 20 Inclusive Education: Concept Dr. Pratima Kumari And Challenges For India:

5 Dr. Md. Aquil Haider (Secretary) Mirza Ghalib Teacher's Training College, Patna MESSAGE Mirza Ghalib Teacher's Training College was established in the year 1988 though it was officially Recognized by National Council for Teachers Education, Govt. of India as a training institution in the year Since inception we have been trying to hold international seminars at the institution but for delay in shifting of the institution to its newly constructed spacious building at Janipur, it remained as a dream till Now that the process of shifting has been completed and D.El.Ed.& B.Ed. Training is well in progress at the new site, we have been able to pay attention for holding debates, workshop and seminars at the new site. MESSAGE This is our first seminar on Inclusive Education, i.e. Education for All which is also a new beginning for free and independent India since For this, I have praise for the principal of the institution Dr. Sahaja Nand Sharma, assistant Professor Md. Sarfaraj Alam, Deputy Director of the Institution Sri Tarique Haider and the administrative officer of the institution Md. Taqiuddin. I do hope for a good beginning and success of the seminar as also of the principle of Inclusive Education, i.e. Education for All for the people of India and the rest of world.

6 Md. Taqiuddin (Administrative Officer) Mirza Ghalib Teacher's Training College, Patna Prof. (Dr.) Nalin K. Shastree Dean, Faculty of Science, Head, University Teaching Dept. of Botany, & Registrar, Magadh University, Bodhgaya MESSAGE MESSAGE ALLAH has graced us (the humans) with the gift if mind, which is the store house of knowledge and information happening around us. The proper use of mind differentiates us from all other creatures. It makes us superior to all and enables us to work as the true representatives of ALLAH. In order to discharge this responsibility we must be educated in order to grasp knowledge and information and to use them for proper development. Unfortunately the facility of education was for a long time a vast majority of people around the world could not avail of the facility of education. This facility was limited to a select few. After independence this misfortune was removed in India. Education was made free up to secondary level. In 1984 education was made a fundamental right. Education was made free and compulsory up to the age of 14 years for all. Following this decision segregation of blind, deaf, dumb and physically handicaps was removed and the principal of inclusive education that is Education for All and together was adopted. Since then considerable progress though minimal has been achieved and we hope to attend global perspective in this field within a few decades. I am delighted to note that the Mirza Ghalib Teacher's Training College, Patna; being managed by Edara Al-Nishat Musleemeen Educational Society is organizing a National Seminar on Inclusive th Education : Education for All on 24 October Education must promote equality and embrace diversity, with a focus to make our educational institutions a place to work or to study, where we can strive to strengthen our reputation as a welcoming and inclusive organisation. Our institutions need to continue to be imaginative in recognising new needs and developing appropriate offerings for its many target markets in the changed global context. This seminar would hopefully combine both national and international dimensions which are closely involved in business, professional and academic life within the State of Bihar in particular and India in general. I believe that this National Seminar would facilitate in creating a vibrant learning environment taken by fostering innovation and creativity informed by practice, inspired by research and focusing on the globally relevant areas byexploring the new vistas and creating a culture that transcends the divisions of pure and applied studies in educational research. I wish that the academic initiative by the IQAC of Mirza Ghalib Teacher's Training College a grand success and hope that many more such events would take shape in coming times.

7 From the desk of principal.. Dr. Sahaja Nand Sharma Principal, Mirza Ghalib Teacher's Training College, Patna Md. Sarfaraj Alam Convener & Co-ordinator of the Seminar Research Scholar, Dept. of Education, PU, Patna, MGTTC, Patna MESSAGE MESSAGE Inclusive Education is beneficial for all the students, not just the students with disabilities. It helps students understand the importance of working together, fosters sense of tolerance and empathy among the others. It has shown positive effect on children with disabilities in areas such as achieving the goal for individualized Education Program (IEP), improving communication and social skills, increasing positive peer interactions, various educational out comes and post school adjustments. The positive effects on children without disabilities include the development of positive attitudes and perceptions of persons with disabilities and enhancement of social status with nondisabled peers. Different students learn in different ways. It is important to develop skills to teach children according to their requirement. For example..a student may learn best when introduced to informa on and knowledge visually, the other may learn best through hearing informa on or working in group or may be doing ac vity based projects. Therefore, if several different approaches to the same study material, within the same lesson or ac vity, the informa on can become more interes ng and tangible to a large number of students. The seminar focuses on Educa on for All means it tries to focus on the Rights of Persons with Disabili es. The main purpose of the seminar is the presenta on of the principles, situa on and aims of the Rights of Persons. Discrimina on on the basis of disability means any dis nc on, exclusion or restric on on the basis of disability with the purpose of impar ng exercise on an equal basis with others of in the poli cal, economic, social, cultural, civil or any other field. It also recalls necessary and appropriate modifica on and adjustments and not impar ng a dispropor onate or undue burden, where required in a par cular case. It ensures the persons with disabili es the enjoyment or exercise on and equal basis with others of all human rights and fundamental freedoms. Cons tu on also affirms that every human being has the inherent right to life. The government as well as all poli cal par es should take all necessary measures to ensure its effec ve enjoyment by persons with disabili es on an equal basis with others. Best of Luck I sincerely appreciate the efforts of our Patron Md. Aquil Haider in understanding the need and helping to organise this national seminar on the platform of a prestigious institute, Mirza Ghalib Teachers' Training College, Patna. I am certain that this seminar will be informative and constructive for all participants. This seminar will be proactive effort in setting a milestone in the present scenario of education. On this very occasion the college is bringing out a souvenir. Our objective for holding a seminar on Inclusive Education: Education for All is to discuss how inclusive Education can play an important role in achieving the ultimate goal of Education for All. In order to achieve this objective we intend to share the experience of eminent teacher educators form different part of state.while discussing the development of the Inclusive Education system, we shall delve in to the evolution of the various education systems in their structural varieties. Along with the ideology behind the development of the education systems, we shall try to throw light on the perception of teachers, teacher educators and policy makers andtheir expectations from the state. In this way we shall take into account our vision of the inclusion. We must remember there are constant expressions of different aspirations that are making it essential to redefine and reshape the original vision of a defined ideology.the topic has been selected is highly commendable and it is the dire need of the day to look for some alternative modes in the field of education.i strongly feel that the discussion and presentations at seminar will help to cope up with the crucial need of rapidly changing scenario of education. As convenor and co-ordinator of this seminar, I would like to place on record the dedicated team-work of Mirza Ghalib Teachers' Training College, in close coordination with office bearers of the college which leads to the commencement of this seminar. I am sure that seminar will be successful and it will provide a forum for fruitful discussion in achieving its objectives.

8 Inclusive Education : Education for All Dr. Sahaja Nand Sharma Principal, Mirza Ghalib Teacher's Training College, Patna Abstract Abstract The aim of inclusive education is to eliminate social exclusion which comes from attitudes and responses to diversity in social class, race, ethnicity, religion, gender and ability. Inclusive education starts with the belief that education is a basic human right and the foundation for an able society. To develop the inclusive education, we must obtain some elements like-its process, its identification and removal of barriers, about the presence, participation and achievement and emphasis on the learners who belong to exclusion or under achievement. We have been planning to achieve the goal of Universal Elementary Education since independence. Education for All derives the system to bring all the category of the children in the age group of 6 14 years into the fold of the school. We must plan for getting goals of quantity, quality and equity. Moreover we have to follow the objectives of inclusive education to improve disabled children who must be made access to education. Inclusive education provides several opportunities to special children with regard to education. There should be no separate education for special children because it terms as dehumanizing, labeling ineffective and expensive. Inclusive education has challenges like meeting the needs of all the children, with and without disability in the general classroom. This challenge emanates from different directions like attitudinal factors, parental approach, rigid school system etc. on the other hand, we can obtain some factors to succeed the inclusive class room like collaboration between general and special educators, familyschool partnerships, ongoing training and staff development etc. A large scope of inclusive education is seen in the SPECIAL NEEDS EDUCATION SYSTEM (SNES) that aims at all the children with their strength and weakness, with their expectations having the right to education. The teachers should obtain ways to accomplish the principles for inclusive education like, to ask students to create a web map to represent a concept, to give a brief lecture about the concept and to make them (the students) act out the concept using various clues. Keywords : Inclusive education, Universal elementary, equity, dehumanizing, attitudinal factors.

9 Inclusive Education : Education for All Dr. Madhuri Kumari M.G.T.T.C., Patna Abstract The aim of inclusive education is to eliminate social exclusion which comes from attitudes and responses to diversity in social class, race, ethnicity, religion, gender and ability. Inclusive education starts with the belief that education is a basic human right and the foundation for an able society. Inclusive education provides several opportunities to special children with regard to education. There should be no separate education for special children because it terms as dehumanizing, labeling ineffective and expensive. Inclusive education has challenges like meeting the needs of all the children, with and without disability in the general classroom. This challenge emanates from different directions like attitudinal factors, parental approach, rigid school system etc. on the other hand, we can obtain some factors to succeed the inclusive class room like collaboration between general and special educators, familyschool partnerships, ongoing training and staff development etc. A large scope of inclusive education is seen in the SPECIAL NEEDS EDUCATION SYSTEM (SNES) that aims at all the children with their strength and weakness, with their expectations having the right to education. The teachers should obtain ways to accomplish the principles for inclusive education like, to ask students to create a web map to represent a concept, to give a brief lecture about the concept and to make them (the students) act out the concept using various clues. Keywords : factors. Inclusive education, Universal elementary, equity, dehumanizing, attitudinal lekos'kh f'k{kk f'k{kd ds ifjizs{; ds Inclusive Education from teacher's Perspective larks"k dqekj (iwoz O;k[;krk fetkz xkfyc f'k{kd izf'k{k.k egkfo ky;] ivuka f'k{kd] izkú fo ky;] >qú>ksú] iklhvksyk] eusj] ivuk lekos'kh f'k{kk dk vfkz,d,slh izfø;k ls gs] ftldk mís'; izr;sd cpps dks leku volj vksj iw.kz Hkkxhnkjh iznku djus ds fy,,d,slk LoPN ekgksy cukuk gs] ftlls muesa vkre&fo'okl tkx`r gks ldsa A ;g f'k{kd ds fy, lekos'kh ekgksy rs;kj fd;k tk lds A fo'ks"kdj muds fy, ftls ge cspkjk vlgk; ykpkj vkfn dk lacks/u djds cqykrs gs] ftugsa ivjh ij ykus ds fy, NwV tkus dk [krjk gsa osls fo kffkz ftuesa fhkuu {kerk, gsa,sls fo/kffkz;ksa ;k fo/kfkhz lewgksa dks viax A vlefkz A v;ksx; vkfn 'kcnksa ls lacksf/r djus ls muesa,d izdkj dh ghu Hkkouk?kj dj tkrh gsa A dbz f'k{kd Hkh tkus&vutkus essa bu dk;ksz dks djrs gs vksj d{kk esa f'k{k.k dh izfø;k dks lekos'kh cukus ds izfr laosnu'khy ugha gks ikrs gsa A fo/kffkz;ksa ds chp erhksnksa dks lel;k ds :i esa u ns[k dj f'k{k.k ds lg;ksxh lalk/u ds :i esa ns[kk tkuk pkfg, A blds fy, ;g vko';d gs fd,d vpns f'k{kd fo'ks"k vko';d okys cppksa dh igpku ds ckn mudks d{kk esa lekos'kh ekgksy dj cppksa ds fy, d{kk&d{k dk mfpr izcu/u djuk pkfg,a ftlls vklkuh ls 'ksf{kd micj.k dk mi;ksx djkdj f'k{kk iznku dj lds A

10 Role of Teacher Educator in Promoting Inclusive Education Dr. Monawwar Jahan Dept. of Education, Patna University We are living in a world which is dynamic in nature. Only education is the single most important factor which can cater the needs of changeable world. Despite this efforts the conventional system of education has failed in addressing the need of many, who are either unable to attend educational institution or not fit under conventional system of education. This led to widespread disparities between differently abled children. So the analysis of the current trends in education and search of alternative mode for educational reconstruction showed us the approach of inclusive education. Inclusive education stands for improvement of schools in all dimensions to address the educational needs of all children. In any education system the role of teacher is very important. Now there is a need to produce such a prospective teacher who can create conducive environment in the school for the development of creative and vocational potential in the students. For this purpose only active and dynamic role of teacher educator can change the entire education system by framing such a teachers training programme which produces a potential teachers who cater the need of inclusive school.they are now required to perform a number of additional tasks in order to meet the needs of diverse learners. This paperfirst discusses the change in their roles and responsibilities in the contextof inclusive education. Key words: Inclusive Education, Teacher Educator, Conventional System, Inclusive School A Study of School Teachers' Attitude Towards Inclusive Education Md. Sarfaraj Alam* ABSTRACT: The study was done to know the attitude of teachers towards inclusive education. It was done to minimize the misclassification of students on the basis of their specific needs. For this wider aims of education, the objective was determined to study the attitude on the basis of variables gender, teaching subject and experience. The investigator had selected quantitative method and used convenience sampling technique to draw the sample. The sample of 75 teachers was taken from the government school situated in patna district. The self-developed personal information sheet and a standardized tool Teachers' attitudes toward Inclusive Education developed by, Wilczenski, F.L. in 1992 were used to collect the data. Statistical operation Mean, Standard Deviation and t-test were used to analyse the data. There was no significant difference of teachers' attitude towards Inclusive Education was seen with the reference to teaching subject and teaching experiences. And the positive attitude was seen in male teachers towards inclusion. The findings have implications on teacher education programs to developpositive attitudes in student teachers. Key Words: Attitude, Inclusive Education, School Teacher, Teaching subject *Research Scholar, Department of Education, Patna University&,, Mirza Ghalib Teacher's Training College, Patna

11 INCLUSIVE EDUCATION IN INDIA: PAST, PRESENT AND FUTURE Hkkjrh; f'k{kk uhfr esa lekos'kh f'k{kk &,d pquksrh RIMMY SINGH Research Scholar, Dept. of Education, AKU, Patna Assist. Professor, M.G.T.T.C, Raza Bazar,Patna fuf[ky dqekj* *'kks/k Nk=] f'k{kk'kkl= fohkkx] ts0,u0;w0] t;iqj ¼jktLFkku½ MWk0 jkxuh ldlsuk** **vfllvsav izksqslj] f'k{kk'kkl= fohkkx] ts0,u0 ;w0] t;iqj ¼jktLFkku½ ABSTRACT Inclusive education is our primary goal towards building an inclusive society, Education is the main pillar in human development, conditioning success in life, hence aiming for a disability-inclusive development through inclusive education is an important step to take. In inclusive education CBM believes that all children should be in school. Inclusion begins at birth, therefore early identification of disability or preventable causes of disability and access to inclusive early education and care is essential for any child, particularly for the most marginalised: boys and girls with disabilities. Where there are no early education and early intervention programmes available, they need to be developed. INCLUSIVE EDUCATION BENEFITS SOCIETY Inclusive education benefits all learners, as it is based on accepting and valuing the diversity of learners. This approach ensures that all children can attend their local community school. In order to achieve this goal, the development of local skills resources and capacity is supporting capacity development of: -Community based disability inclusive personnel to provide early identification, early intervention and inclusive education. -Educators, including persons with disabilities and parents of boys and girls with disabilities. -Ministries of education to run pilot programmes suited to their own country and cultural contexts which can be scaled -up nationally and provided inclusive education for teachers(pre; in and specialist training). India is a huge country, with extreme diversity from east to west and north to south in terms of language, ethnicity, caste, religion, access to resources and political will. In a country with such diversity proposing one way to do things may not be the best way to more forward what has worked in one schooling North India, for example, may not work in another school in South India. The best approaches to providing inclusive education opportunities to such a vast number of children, who are spread across the country, may differ from one state to another or from one region to another. The fundamental shift that needs to occur at the highest level is for the provision of inclusive education to children with disability to be seen not as a charitable issues as a systemic issue. It needs to be seen as a way to provide highquality education to all, not just to children with a disability. Key words: Inclusive, disability, diversity, community andcultural. lhkh dks f'k{kk feys bl ckr ij ge lhkh yxkrkj tksj nsrs vk jgs gs ysfdu lhkh dks lkfk ysdj f'kf{kr djuk] ;g vuks[kk dne gssa vksj buds thou ls vyx djds ugha cfyd thou i)fr QSyh fofo/krkvksa dk lekos'k dj cgqi;ksxh cukus dk iz;ru fd;k tk ldrk gsa blls fofo/krkvksa ds lekos'k ls dkqh gn rd lerk ds vf/kdkj dh iwfrz Hkh gks ldrh gs tks gekjs lafo/kku ds m's';ksa esa Hkh izfr/ofur gksrh gsa ekuo lalk/ku fodkl ea=ky; 2009 lkaf[;dh ds vuqlkj Hkkjr esa 8 yk[k cpps Ldwy ds ckgj Fks] ftlesa os ckyd 'kkfey Fks tks xjhch fyax] fodykaxrk vksj tkfr ds v;keksa ls gkf'k; ij FksA vkt t:jr gs fd bl pquksfr dks [kre djus ds fy, lekos'kh f'k{kk dh uhfr dk pquko fd;k tk,a dksbkjh vk;ksx ( ) ] jk"vªh; f'k{kk uhfr (1968)] jk"vªh; f'k{kk uhfr (1986)]jkeewfrZ desvh (1992)] Hkkjrh; iquokzl ifj"kn~ vf/kfu;e (1992)] ftyk fodykaxrk iquokzl dsunz] jk"vªh; fodykax tu&uhfr (2006)] ih0 MCyw Mh0 vf/kfu;e (1995) vkfn us dsunzh; ljdkj ds lq>koksa ds vk/kkj ij cy fn;k gs fd fof'k"v ckydksa dh f'k{kk izkir djus dsssssss fy, leku volj fn;s tk,a izlrqr v/;;u dk m's'; lekos'kh f'k{kk ds lanhkz esa f'k{kk uhfr;ksa dks izdk'k esa ykuk gs] ftlls ekstwnk iz.kkyh esa ifjorzu ykdj vlefkz cpps Hkh 'ksf{kd lqfo/kkvksa esa ykhkkfuor gks ldsa ftlls gekjh f'k{kk O;oLFkk gekjs Nk= lekt,oa jk"vª ds vuqdwy gsa izlrqr v/;;u blds fdz;kuo;u dh tehuh gdhdr dh im+rky djrk gsa ewy 'kcn %& lekos'kh f'k{kk] f'k{kk uhfr] fof'k"v ckyd Lkekos'kh f'k{kk] lhkh ds fy, f'k{kk dh vksj,d u;h igy

12 ¼'kks?k la{ksfidk½ fuds'k dqekj,d le; Fkk tc ck/kkxzlr yksxks ds lkfk vekuoh; O;ogkj fd;k tkrk FkkA jke lkezkt; bldk ftrk&tkxrk mnkgj.k FkkA ekuorkokfn;ks ds glr{ksi ds dkj.k fof'k"v O;fDr;ksa dks lekt ds eq[;/kkjk ls tksm+us ds fy, igys fof'k"v f'k{kk vksj ckn esa lekos'kh f'k{kk dh vksj Ikgy gqbza Hkkjrh; f'k{kk txr esa lekos'kh f'k{kk,d u;h 'kcnkoyh gsa ijarq bldh >yd dksbkjh vk;ksx ¼1964&66½] le; ij xfbr jk"vªh; f'k{kk uhfr 1968 vksj 1986,oa jkeewfrz dehvh 1992 rfkk jk"vªh; fodykax tu uhfr 2006 esa feyrh gsa blds vykok Hkkjrh; lafo/kku bl vksj b'kkjk djrh gs fd lerk] Lora=rk U;k; vksj leeku ds mìs'; dks iwjk djus ds fy, tu&tu rd f'k{kk dk izlkj gksuk pkfg,a lekos'kh f'k{kk ;g ekurh gs fd O;fDr pkgs fu;ksx; gks ;k ugha ijarq {kerk,s vius&vki esa vuwbh gksrh gs rfkk bldk {ks= vr;kf/kd folr`r gsa ftls lhek esa ugh ck /kk tk ldrk gsa bl izdkj lekos'kh f'k{kk lefkhz vksj vlefkhz ckydsk dks,d lkfk f'k{kk nsus dh odkyr djrh gs ijarq Hkkjr tsls fodkl'khy vfkzo;olfkk ds fy, lekos'kh f'k{kk Vs<+h&[khM+ gs ysfdu bl vksj igy djuk le; dh ekax gsa izlrqr v/;;u dk eq[; mìs'; lekos'kh f'k{kk ds egro dks n'kzkrs gq,,d u;h f'k{kk uhfr cukus dh vko';drk dh vksj f'k{kk uhfr fo'kkjnksa dk /;ku vkd`"v djuk gs rkfd 'ksf{kd lalfkkvksa ds ikb~;øeksa esa lhkh lh[kus okyks dh lghkkfxrk dks c<+k;k tk ldsa lekos'kh f'k{kk] f'k{kk dk,d u;k n`f"vdks.k gs] ftl ds varxzr lekt ds lhkh cpps pkgs os fof'k"v ;ksx;rk j[krs gks] lkeku; ;ksx;rk j[krs gks] 'kkjhfjd ;k ekufld :i ls detksj gksa] dks,d Lora= vf/kxedrkz ds :Ik esa ns[kk tk; rfkk mugsa,d gh d{kk&d{k esa,d lkfk f'k{kk nh tk;a iwoz esa ftu ckydksa dks fof'k"v f'k{kk iznku djus dh vko';drk gksrh Fkh mu ds fy, vyx fo ky;ksa dh O;oLFkk dh tkrh FkhA ijarq dkykurj esa,slk ekuk tkus yxk fd f'k{kk dk izeq[k dk;z gs %&^^lekt ds lhkh oxkzs dks pkgs os fdlh Hkh Js.kh esa vkrs gksa lekt dh eq[; /kkjk ls tksm+uka** ijarq fof'k"v ds f'k{kk dh vyx O;oLFkk ls,slk ekuk tkus yxk fd mugsa lekt dh eq[; /kkjk ls tksm+us dh ctk; mugsa lekt dh eq[; /kkjk ls vyx fd;k tk jgk gsa f'k{kk eukq"; dk eksfyd vf/kdkj gsa lekos'kh f'k{kk dh ifjdyiuk bl ladyiuk ij vk/kkfjr gs fd lekt ds izr;sd cpps dks f'k{kk ds leku volj iznku fd, tk, mugsa leku vf/kxe vuqhko izkir gks rfkk mugs leku egro fn;k tk;a lekos'kh f'k{kk bl ckr ij cy nsrh gs fd fo ky;ksa rfkk d{kk&d{k dh lajpuk bl izdkj dh tk; fd lhkh cpps leku :Ik ls lh[k ldsa rfkk viuh lfø; Hkkxhnkjh fuhkk ldsa vusd vuqla/kku ls Hkh bl ckr dh iqf"v gksrh gs fd bl izdkj dh f'k{kk&o;olfkk ds csgrkj ifj.kke feysa gsaa tslk fd ge tkurs gs] f'k{kk dk LFkkuakj.k gksrk gs rks ;fn lhkh cppksa dks,d gh d{kk&d{k esa vf/kxe iznku fd;k tk; gks mugsa,d nwljs dks ns[kdj vkxs c<+us dh izsj.kk feyrh gs rfkk ckydksa ds lekthdj.k dh izfø;k esa enn feyrh gsa eqy 'kcn%& lekos'kh f'k{kk] fof'k"v f'k{kk] f'k{kk uhfr lefkhz&vlefkhz] ikb;øe lgk;d izk/;kid] fetkz xkfyo VhplZ Vsªfux dkwyst] jktk cktkj] ivuk& lekos'kh f'k{kk&f'k{kk dk vf/kdkja dqekjh dapu] O;k[;krk] fetkz xkfyc VhplZ Vªsfux dkwyst] jktkcktkj] ivuka

13 PROMOTING INVOLVEMENT TOWARDS INCLUSIVE EDUCATION Inclusive Approaches a high quality school Dr. Bhagya Narayan Thakur HOD, Deptt.of Education, L.N. College Bhagwanpur, Distt.- Vaishali, Bihar Mahfooz Akhtar In-charge Principal, R.S.S. College Deptt.of EducationChochahan, Distt. Muzaffarpur, Bihar Dr. Manoj kumar verma Lecturer College of teacher education, Turki, Muzaffarpur Strategies and opportunities for involving parents and communities in support of inclusive education should be identified locally and developed within existing programmes and now taking advantage of existing capacities and assets. However, being aware of the most effective entry points and successful experiences worldwide can help build a suitable foundation for effective partnerships with families, communities and social organizations and networks. These are examples of entry points based on existing experiences: Policy-making: As mentioned throughout, the disability sector (disabled people's organizations, international agencies and networks) have longstanding experience in engaging in partnerships and alliances in the pursuit of their rights. Inclusion International schemes/organizations explored the role that parents of children with disabilities have played in countries where education authorities have not yet addressed the issue of inclusive education and provided a number of recommendations for working with parent organizations to advance policies: The role of extended families: In unplanned or de facto inclusive education, the lack of disability services in place and the lack of educational plans for students with disabilities require the guardians' more attention. Students from families of low socio-economic status might lack knowledge of community resources that would make the student more successful in school. But who are the most frequent guardians of children with disabilities in rural, agricultural areas of less developed countries? In such contexts, the extended family is often responsible for child-raising. Grandparents, for instance, are frequently better advocates for their grandchildren with disabilities than biological parents because they are likely to be responsible for raising the children at the rural homestead while the parents may be working in the cities in order to support the family. Through ongoing collaboration with the school, the extended family member will achieve a greater appreciation of their child's disability and future potential and of alternative interventions. A high quality school is inclusive in approach. It does not differentiate on the basis of caste, creed, sex, religion, physical or learning disability or income level of the parents. Because of Compulsory Education Act 2009, each school admits a proportion of its students from disadvantaged population. High quality school trains its teachers in specific pedagogy to equip them with skills to take care of children having cognitive learning disabilities, emotional problems, physical handicaps, etc. In case of slow learners, it makes provision for them to have extra class hours. Sometimes, it also pairs them with their peers who are advanced learners and are willing to help. It provides specialist teachers to take extra care of blind, dumb and deaf children and slow learners. It gives general training to all its teachers to make them aware of various types of learning aids used by dumb and deaf and blind students. It maintains a resource room for the purpose. It makes extra provision for comfrotable movement of physically handicapped children in the school campus. It takes helf of resource persons children available from the communty to take care of learning of children with special needs. Although E- inclusion is an under-theorised area, which has developed piecemeal over the last 30 years, ceretain high quality schools use it to enhance the learning of the children with special needs. They also appropriately train their teachers for the purpose. with the expectation that parental help in schools can boost learning of students suffering from physical and mental handicaps, many high quality schools invoke parents in the school programme. Of course, they tarain the parents for the purpose.

14 ABSTRACT PROBLEMS AND PROSPECTS OF INCLUSIVE EDUCATION IN INDIA Abha Kumari Bibi Aasia Begum Teachers Training College, Madhopur, Patna, Bihar, India In the times of education for all, we need to consider those who are somehow missing out. Among these, children with special needs occupy an important category. These children with disabilities are often left out of schools due to negative attitudes and non - inclusive set ups. Providing an opportunity to children with special needs is thus essential for every society or country in order to provide opportunities to each and every one for developing and growing to full potential and realizing the objectives of education for all. UNICEF's Report on the Status of Disability in India 2000 states that there are around 30 million children in India suffering from some form of disability. The Sixth All-India Educational Survey (NCERT, 1998) reports that out of India's 200 million school-aged children (6 14 years), 20 million require special needs education. While the national average for gross enrolment in school is over 90 per cent, less than five per cent of children with disabilities are in schools. According to the EFA Global Monitoring Report 2010: reaching the marginalized, children with disabilities remain one of the main groups being widely excluded from quality education. Disability is recognized as one of the least visible yet most potent factors in educational marginalization. The United Nation's Convention on the Rights of Persons with Disabilities (UNCRPD), which was entered into force in 2008, was ratified by India in October, It can be safely assumed that achieving the Education for All (EFA) targets and Millennium Development Goals will be impossible without improving access to and quality of education for children with disabilities. It is a binding on Indian government as well, being a signatory to UNCRPD. Inclusive Education for Disabled at Secondary Stage (IEDSS) was approved in India in September, 2008 to replace IEDC Scheme from The Scheme is 100% centrally funded. Inclusive education is a binding and priority for government of India. However, a wide gap in policy and practice exists in the country with respect to inclusive education.there exists a current need for teachers to have additional skills and abilities in technology, specifically concerning the special needs student and assistive technology. This need extends to all teachers, not just special education teachers, as all teachers are now likely to have students with disabilities. The current educational system encourages an inclusionary setting for all special needs students, and this setting is supported by federal laws. Keywords: Inclusive education, disabilities, educational marginalization. INCLUSIVE EDUCATION : WHY AND HOW TO MAKE IT POSSIBLE DR. NIVEDITA RAJ Bibi Aasia Begum Teachers' Training College Madhopur, Patna ABSTRACT MRS. SABIHA MAJEED Patliputra Teachers' Training College Anisabad, Patna Inclusive Education denotes that all children irrespective of their strengths and weakness will be part of the mainstream education. The feeling of belongingness among all community members teachers, students and other functionaries is developed through inclusive education. Inclusive education is for all, irrespective of any social community, caste, class, gender and disability of the child. In line with the new policy of inclusive education, special schools begin to function more and more as resource centers. They involve in outreach programmes, where they draw on their vast experience and knowledge. Inclusive education services allow children with disabilities to stay with their family and to go to the nearest school, Just like all other children. Every child has a special need for love, acceptance and a feeling of belongingness. Here, we call children with special needs to those who are different from their cohorts. Thus, Children with special needs refer to all those children those who require adaptations to the normal process of education due to problem of vision, hearing, movement, learning and intellect. In other words, these children have some kind of disability. For this child Union Government has started The Sarva Shiksha Abhiyan (SSA). The important aspect of SSA is on identification, enrolment and retention of the children from all categories of the society and focus on elementary education of satisfactory quality with emphasis on education for life. It is a challenge to the family, society, teachers, administrator as well as institutional mechanism working in the field of education for all (EFA). In this model of Inclusive Education, it is not the child, but the education system, which is seen as a problem. Therefore, it is the system which should be changed, modified and made flexible enough to accommodate the diverse needs of all learners, including children with disabilities.

15 lekos'kh f'k{kk vksj f'k{kk dk vf/kdkj RAJ LAXMI UGC-NET Assistant professor Women's Training College, Patna University, Patna. Abstract lekos'kh f'k{kk og f'k{kk gksrh gs] ftlds }kjk fof'k"v {kerk okys ckyd tsls euncqf)] vu/ks ckyd] cgjs ckyd rfkk izfrhkk'kkyh ckydksa dks Kku iznku fd;k tkrk gsa lekos'kh f'k{kk ds }kjk lozizfke Nk=ksa ds cksf)d 'ksf{kd Lrj dh tk p dh tkrh gs] rri'pkr~ mugsa nh tkus okyh f'k{kk dk Lrj fu/kkzfjr fd;k tkrk gsa vr% ;g,d,slh f'k{kk iz.kkyh gs tks fd fof'k"v {kerk okys ckydksa gsrq gh fu/kkzfjr dh tkrh gsa lekos'kh f'k{kk,slh f'k{kk gs ftlds vurxzr 'kkjhfjd :i ls ckf/kr ckyd rfkk lkeku; ckyd lkfk&lkfk lkeku; d{kk esa f'k{kk xzg.k djrs gsaa viax ckydksa dks dqn vf/kd lgk;rk iznku dh tkrh gsa bl izdkj lekos'kh f'k{kk viax ckydkas ds i`fkddhdj.k ds fojks/kh O;kogkfjd lek/kku gsa 'kkjhfjd nks"k;qdr fofhkuu ckydksa dh fo'ks"k vko';drkvksa dh lozizfke igpku djuk rfkk fu/kkzj.k djuk 'kkjhfjd nks"k dh n'kk dks c<+kus ls igys fd os xahkhj flfkfr dks izkir gks] muds jksdfkke ds fy;s lozizfke mik; fd;k tkuka ckydksa ds lh[kus dh lel;kvksa dks è;ku esa j[krs gq, dk;z djus dh fofhkuu uohu fof/k;kas }kjk fo kffkz;ksa dks f'k{kk iznku djuka 'kkjhfjd :i ls fod`fr;qdr ckydksa dk iquzokl djk;k tkuka 'kkjhfjd :i ls fod`fr;qdr ckydksa dh f'k{k.k lel;kvksa dh tkudkjh iznku djuk,oa lq/kkj gsrq lkewfgd laxbu dh rs;kjh fd;k tkuka ckydksa dh vlekfkzdrkzvksa dk irk yxkxj mudks nwj djus dk iz;kl djuka cppksa ds fy;s fu%'kqyd vksj vfuok;z f'k{kk dk vf/kdkj vf/kfu;e] 2009,d vizsy 2010 ls ykxw gqvk FkkA bl vf/kfu;e esas fodykaxrk okys cppksa lfgr cppksa ds fu%'kqyd vksj vfuok;z f'k{kk dh O;oLFkk gsa bu fodykaxrkvkas dk fodykax O;fDr ¼leku volj] vf/kdkjksa dh j{kk vksj iw.kz Hkkxhnkjh & 1995 esa vksj LoRehurk] eflr"d i{kkikr] eancqf) vksj cgq & fodykaxrk okys O;fDr;ksa ds dy;k.k ds fy;s jk"vªh; U;kl vf/kfu;e 1999 esa myys[k gs½a RTE esa blds lkfk&lkfk cksyus esa v{kerk vksj lh[kus v{kerk vkfn dh ijs'kkfu;ksa okys 6 ls 14 o"kz dh vk;q okys cppksa ds fy;s Hkh im+ksl ds Ldwy esa izkfkfed f'k{kk dh lqfo/kk dh O;oLFkk gsa ljdkj us lozf'k{kk vfhk;ku ds ekun.mksa dks Hkh RTE vf/kfu;e 2009 dh O;oLFkkvksa ds vuq:i cuk fn;k gsa bl f'k{kk dk,slk izk:i fn;k x;k gs ftlls viax ckyd dks leku f'k{kk ds volj izkir gks rfkk os lekt esa vu; yksxksa dh Hkkafr vkrefuhkzj gksdj viuk thou ;kiu dj ldsa lekos'kh f'k{kk vksj f'k{kk dk vf/kdkj vfhk'ksd dqekj lgk;d izk/;kid ¼f'k{kk ladk;½ jes'k >k efgyk egkfo ky; lgjlk] fcgkj f'k{kd cm+s lanhkz vksj xfrdh esa dke djrk gs vksj mlls cm+h meehnsa tqm+h gksrh gs A dgk tkrk gs fd f'k{kd dks f'k+{kk ds lkekftd lanhkksz ds izfr tokcnsg vksj laosnu'khy gksuk pkfg, lkfk gh mugsa fo kffkz;ksa dh i`'bhkwfe ds vurj] jk'vªh; rfkk osf'od] lanhkksz ]lkekftd lerk]u;k; vkfn ds jk'vªh; y{;ksa dh tkudkjh Hkh gksuh pkfg,a Hkkjrh; lafo?kku esa fn;s x;s lerk]lora=rk]lkekftd U;k;,oa O;fDr dh xfjek vkfn ewy; yksdrkaf=d lekt dh LFkkiuk ij cy nsrs gs gekjs lafo/kku esa Hkh oxkz]/kez ] vk;q,oa fyax ds vk/kkj ij fdlh Hkh izdkj ds fohksn dk fu'ks/k fd;k x;k gsa bl izdkj gekjk ;g lafo/kku Hkh,d lekos'kh lekt dh ladyiuk dks izlrqr djrk gs] ftlds ifjizs{; esa cppksa dks lkekftd]vkffkzd ]ysafxkd ]'kkjhfjd,oa ekufld n`f'v ls fhkuu ns[ks tkus dh ctk;,d Lora= vf/kxedùkkz ds :Ik esa ns[ks tkus dh vko';drk gsa f'k{kk pwwfd lekos'ku dk lcls egroiw.kz vkstkj gsavr% blds ek?;e ls lekos'kh f'k{kk dh ladyiuk dks lkdkj fd;k tk ldrk gs rfkk lekos'kh f'k{kk esa ck/kd rroksa ls Hkh fuivk tk ldrk gs A izeq[k 'kcn %& xfrdh] osf'od lanhkksz ]U;k; ]jk'vªh; y{;ksaa

16 INCLUSIVE EDUCATION AND RIGHT TO EDUCATION IN SPECIAL REFERENCE OF BIHAR Abstract Madhu Kumari Research Scholar P.G Dept. of Education Patna University,Patna Inclusive Education is that education which supports equal education to each and every child without any discrimination with respect to their different kinds of gender, caste, creed, race, color, ability or disability. It is defined by UNESCO as a process of addressing and responding to the different needs of all learners by increasing participation in learning and reducing exclusion within and from education. The objective of inclusive education is to support education for all, with special emphasis on removing barriers to participation and learning for disadvantaged groups, girls and women, children with disabilities and out-ofschool children. According to NCF, 2005 Inclusive education is about embracing all. Thus the overall goal is a school where all children are participating and treated equally. Right to Education, i.e. the right of children to free and compulsory Education Act, 2009 also stands for such type of education. It also clearly indicates free and compulsory elementary education to all children of the age group 6-14 years. It also prescribed strict standards and norms that all schools were required to meet. In Bihar (which was known as a godfather of education in the past but in the present scenario, whose educational condition is the worst) inclusive education and RTE Act 2009 saw a tremendous success to improve Educational output/outcome.through this paper, the effort will be highlighted the provision of inclusive education in the context of the RTE Act 2009 and the present scenario of inclusive education in Bihar. Some useful recommendations will be suggested for making it more beneficial or effective and calls for the joint support of the teachers, parents, authorities and children themselves to accomplish the goal of total literacy and education in Bihar. Key words: inclusive Education (IE), Right to Education (RTE) INCLUSIVE APPROACHES A HIGH QUALITY SCHOOL Dr. Manoj kumar verma Lecturer College of teacher education, Turki, Muzaffarpur A high quality school is inclusive in approach. It does not differentiate on the basis of caste, creed, sex, religion, physical or learning disability or income level of the parents. Because of Compulsory Education Act 2009, each school admits a proportion of its students from disadvantaged population. High quality school trains its teachers in specific pedagogy to equip them with skills to take care of children having cognitive learning disabilities, emotional problems, physical handicaps, etc. In case of slow learners, it makes provision for them to have extra class hours. Sometimes, it also pairs them with their peers who are advanced learners and are willing to help. It provides specialist teachers to take extra care of blind, dumb and deaf children and slow learners. It gives general training to all its teachers to make them aware of various types of learning aids used by dumb and deaf and blind students. It maintains a resource room for the purpose. It makes extra provision for comfrotable movement of physically handicapped children in the school campus. It takes helf of resource persons children available from the community to take care of learning of children with special needs. Although E-inclusion is an under-theorised area, which has developed piecemeal over the last 30 years, ceretain high quality schools use it to enhance the learning of the children with special needs. They also appropriately train their teachers for the purpose. with the expectation that parental help in schools can boost learning of students suffering from physical and mental handicaps, many high quality schools invoke parents in the school programme. Of course, they tarain the parents for the purpose.

17 Impact of Social Contact on Language Development: An Evaluation of Children with Intellectual Disability * Priti Tiwari & **Md. (Dr.) Wasay Zafar Abstract Social Contact Activities play very important role in once life. The present study was conducted with the aim to evaluate the impact of social contact on language development among children with mild intellectual disability. The sample included eight primary level children with mild intellectual disability, male and female student are taken in equal proportion, who are studying in Sanjeevani Special Education School, Chandauli, Uttar Pradesh. To evaluate language communication skill, express through words or sing or symbol or by indication, the investigator has selected to use Language Domain from Behaviour Assessment Scale for Indian Children with Mental Retardation (Basic-MR) Part-A developed by Reeta Peshawaria and S. Venkatesan. The quasi experimental time series research design has been used and this study did not have control group. Intervention was given for ten sessions, one hour for lunch-time activities and one hour other leisure time activity. Result of the study reveals that the significant impact of the social contact on developing language ability in children with mild intellectual disability. Key Terms: Social Contact Activity, Language Development, Primary level, Children with Mild Intellectual Disability. TEACHERS' COMPETENCIES FOR INCLUSIVE EDUCATION Swarnika pallavi Research Scholar Department of Education Patna University, Patna Inclusive education refers to an academic system that allows special education students to become included in mainstream classes alongside their peers.these teachers are now expected to incorporate the adaptive dimension in all their efforts for children with special needs. The teachers are now required to have a number of additional skills and competencies, not generally practiced in regular education classrooms. The Open File on Inclusive Education (UNESCO, 2001) suggests a number of requirements from teachers, from the perspective of inclusive curricula such as, teachers' participation in curriculum development at local level, their skill development for curriculum adaptation, management of a composite range of classroom activities, providing support to students' learning and in culturally sensitive ways. This study discuss about various type of Teachers' Competencies which require for inclusive class room. A critical need, as indicated by this study, is the necessity to bridge the gap between teachers' current skill levels and those needed to implement effective inclusive education programs. Objective To identify the competencies of inclusive school teachers. Methodology The research design in this study was the philosophical approach.in order to understand the teaching competencies for inclusive education and social perspective theresearcher has taken into account some sources like books, articles and national documents on teaching competencies and inclusive education from different libraries in Bihar. 1 Research Scholar, P. G. Department of Educa on, Patna University. 2 Head of Department & Dean, P. G. Department of Educa on, Patna University.

Direct Recruitment for post of Medical Officer. Medical Officers Direct Recruitment Examination 2016 (684 posts) Information Booklet

Direct Recruitment for post of Medical Officer. Medical Officers Direct Recruitment Examination 2016 (684 posts) Information Booklet RAJASTHAN UNIVERSITY OF HEALTH SCIENCES Kumbha Marg, Sector-18, Pratap Nagar, Tonk Road, Jaipur -302033 Phone: 0141-2792644, 2795527 Website: www.ruhsraj.org www.ruhsmo2016.org Direct Recruitment for post

More information

Department of Technical Education and Skill Development

Department of Technical Education and Skill Development Government of Madhya Pradesh Department of Technical Education and Skill Development Technical Education and Skill Development Policy-2012 (As amended on 26 September 2014) 1.0 Prologue- Rapid growth

More information

Personality Development

Personality Development W WORLD THINK GLOBALLY ), Lucknow, India Personality Development UN ILL ITE T HE D ONE AY I Monthly Bulletin of City Montessori School ( ACT GLOBALLY 2012 Vol IV Issue 4 September Price Re. 1/UNESCO City

More information

vè;{k dk lans'k Chairman s Message

vè;{k dk lans'k Chairman s Message vè;{k dk lans'k Chairman s Message gesa okf"kzd fjiksvz izlrqr djrs gq, vr;ar izluurk gks jgh gs tks jk"vªh; eqdr fo ky;h f'k{kk lalfkku (,uvkbzvks,l) }kjk o"kz 2011&12 ds nksjku dh xbz izeq[k xfrfof/;ksa

More information

2 di 7 29/06/

2 di 7 29/06/ 2 di 7 29/06/2011 9.09 Preamble The General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting at Paris from 17 October 1989 to 16 November 1989 at its twenty-fifth

More information

INSTITUTE OF RAIL TRANSPORT

INSTITUTE OF RAIL TRANSPORT Dear Student, INSTITUTE OF RAIL TRANSPORT Room No. 17, Rail Bhawan, Raisina Road, New Delhi - 110 001 As explained in the prospectus there are Six Assignments [Tutor Mark Assignment (TMA)]in total and

More information

BLOOMING BUDS SCHOOL

BLOOMING BUDS SCHOOL BLOOMING BUDS SCHOOL LIST OF BOOKS Class: U.K.G. Session: 2016-2017 S. Book Name Publishers 1 New!~ Learning to communicate Coursebook1 Oxford University 2 Good Grammar 1 Ratna Sagar 3 Gleaming English

More information

DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS

DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS DIOCESE OF PLYMOUTH VICARIATE FOR EVANGELISATION CATECHESIS AND SCHOOLS St. Boniface Catholic College Boniface Lane Plymouth Devon PL5 3AG URN 113558 Head Teacher: Mr Frank Ashcroft Chair of Governors:

More information

RAJASTHAN UNIVERSITY OF HEALTH SCIENCE

RAJASTHAN UNIVERSITY OF HEALTH SCIENCE RAJASTHAN UNIVERSITY OF HEALTH SCIENCE Kumbha Marg, Sector-18, Pratap Nagar, Tonk Road, Jaipur- 302033 Phone: 0141-2795527, Fax: 0141-2795550 Website: www.rushraj.org ADMISSIONS TO POST BASIC B.SC. NURSING

More information

VIBRANT SSC ACADEMY. The Quality Education Garh GENERAL INTELLIGENCE

VIBRANT SSC ACADEMY. The Quality Education Garh GENERAL INTELLIGENCE SSC CGL- 003 VIBRANT SSC ACADEMY GENERAL INTELLIGENCE a a Directions : In question number 1 to 5, select the related word/letters/number from the given alternatives. funs Z'k % iz'u la[;k 1 ls es a] fn,

More information

RAJASTHAN UNIVERSITY OF HEALTH SCIENCES Kumbha Marg, Sector-18, Pratap Nagar, Tonk Road, Jaipur Phone: ,

RAJASTHAN UNIVERSITY OF HEALTH SCIENCES Kumbha Marg, Sector-18, Pratap Nagar, Tonk Road, Jaipur Phone: , RAJASTHAN UNIVERSITY OF HEALTH SCIENCES Kumbha Marg, Sector-18, Pratap Nagar, Tonk Road, Jaipur -302033 Phone: 0141-2795527, 2795550 Websites: www.ruhsraj.org www.ruhspmc2017.org RAJASTHAN CENTRALIZED

More information

MAHENDRA'S PREPARATORY EXAM FOR (IBPS PO/MT-2012)

MAHENDRA'S PREPARATORY EXAM FOR (IBPS PO/MT-2012) B-54, ABOVE CENTRAL BANK OF INDIA, BHATIA COMPLEX, KAPOORTHALACHAURAHA, MAHANAGAR, LUCKNOW MAHENDRA'S PREPARATORY EXAM FOR (IBPS PO/MT-2012) egsuæk izhizsvjh ijh{kk ¼vkbZ-ch-ih-,l- ifjoh{kk/khu vf/kdkjh@izca/k

More information

UNESCO Bangkok Asia-Pacific Programme of Education for All. Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments

UNESCO Bangkok Asia-Pacific Programme of Education for All. Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments UNESCO Bangkok Asia-Pacific Programme of Education for All Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments UNESCO / O. Saltbones Introduction... Education systems must

More information

PUPIL PREMIUM POLICY

PUPIL PREMIUM POLICY PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL

More information

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES

AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUTHORITATIVE SOURCES ADULT AND COMMUNITY LEARNING LEARNING PROGRAMMES AUGUST 2001 Contents Sources 2 The White Paper Learning to Succeed 3 The Learning and Skills Council Prospectus 5 Post-16 Funding

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

Post-16 transport to education and training. Statutory guidance for local authorities

Post-16 transport to education and training. Statutory guidance for local authorities Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty

More information

A Study of Socio-Economic Status and Emotional Intelligence among Madrasa and Islamic School students towards Inclusive Development

A Study of Socio-Economic Status and Emotional Intelligence among Madrasa and Islamic School students towards Inclusive Development EUROPEAN ACADEMIC RESEARCH Vol. III, Issue 11/ February 2016 ISSN 2286-4822 www.euacademic.org Impact Factor: 3.4546 (UIF) DRJI Value: 5.9 (B+) A Study of Socio-Economic Status and Emotional Intelligence

More information

LITERACY ACROSS THE CURRICULUM POLICY

LITERACY ACROSS THE CURRICULUM POLICY "Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community

More information

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs

Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs American Journal of Educational Research, 2014, Vol. 2, No. 4, 208-218 Available online at http://pubs.sciepub.com/education/2/4/6 Science and Education Publishing DOI:10.12691/education-2-4-6 Greek Teachers

More information

Head of Maths Application Pack

Head of Maths Application Pack Head of Maths Application Pack Application Forms Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website: www.furzeplatt.com Tel: 01628 625308 Fax: 01628 782257 Head of Maths

More information

PROCEDURES FOR SELECTION OF INSTRUCTIONAL MATERIALS FOR THE SCHOOL DISTRICT OF LODI

PROCEDURES FOR SELECTION OF INSTRUCTIONAL MATERIALS FOR THE SCHOOL DISTRICT OF LODI PROCEDURES FOR SELECTION OF INSTRUCTIONAL MATERIALS FOR THE SCHOOL DISTRICT OF LODI Reference: Policy Number 322 and No. 322.1 (A) 3-7-94 (R) 10-10-94 The School District of Lodi shall comply with Standard

More information

Educational system gaps in Romania. Roberta Mihaela Stanef *, Alina Magdalena Manole

Educational system gaps in Romania. Roberta Mihaela Stanef *, Alina Magdalena Manole Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Scien ce s 93 ( 2013 ) 794 798 3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012)

More information

A STUDY ON AWARENESS ABOUT BUSINESS SCHOOLS AMONG RURAL GRADUATE STUDENTS WITH REFERENCE TO COIMBATORE REGION

A STUDY ON AWARENESS ABOUT BUSINESS SCHOOLS AMONG RURAL GRADUATE STUDENTS WITH REFERENCE TO COIMBATORE REGION A STUDY ON AWARENESS ABOUT BUSINESS SCHOOLS AMONG RURAL GRADUATE STUDENTS WITH REFERENCE TO COIMBATORE REGION S.Karthick Research Scholar, Periyar University & Faculty Department of Management studies,

More information

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000 Dakar Framework for Action Education for All: Meeting our Collective Commitments Text adopted by the World Education Forum Dakar, Senegal, 26-28 April 2000 Dakar Framework for Action Education for All:

More information

SESSIONAL WORK (Physics) Sr.no. Name Topic 1 Hemant Planning An Out Of Class Activity To Use Local Resources To Teach Physics. 2 Raj Kumar Preparation

SESSIONAL WORK (Physics) Sr.no. Name Topic 1 Hemant Planning An Out Of Class Activity To Use Local Resources To Teach Physics. 2 Raj Kumar Preparation SESSIONAL WORK (Mathematics) Sr.no. Name Topic 1 Divya Preparation Of An Article Related To Any Mathematical Topic. Student Should Select Those Types Of Topic Which May Be Useful For Creating Mathematical

More information

Impact of Digital India program on Public Library professionals. Manendra Kumar Singh

Impact of Digital India program on Public Library professionals. Manendra Kumar Singh Manendra Kumar Singh Research Scholar, Department of Library & Information Science, Banaras Hindu University, Varanasi, Uttar Pradesh 221005 Email: manebhu007@gmail.com Abstract Digital India program is

More information

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review.

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review. University of Essex Access Agreement 2011-12 The University of Essex Access Agreement has been updated in October 2010 to include new tuition fee and bursary provision for 2011 entry and account for the

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

Accessing Higher Education in Developing Countries: panel data analysis from India, Peru and Vietnam

Accessing Higher Education in Developing Countries: panel data analysis from India, Peru and Vietnam Accessing Higher Education in Developing Countries: panel data analysis from India, Peru and Vietnam Alan Sanchez (GRADE) y Abhijeet Singh (UCL) 12 de Agosto, 2017 Introduction Higher education in developing

More information

UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE

UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE UNIVERSITY OF THESSALY DEPARTMENT OF EARLY CHILDHOOD EDUCATION POSTGRADUATE STUDIES INFORMATION GUIDE 2011-2012 CONTENTS Page INTRODUCTION 3 A. BRIEF PRESENTATION OF THE MASTER S PROGRAMME 3 A.1. OVERVIEW

More information

CONCISE SYLLABUS OF CLASS - VI FOR THE SESSION

CONCISE SYLLABUS OF CLASS - VI FOR THE SESSION April to July CONCISE SYLLABUS OF CLASS - VI FOR THE SESSION 2017-2018 Month English Hindi Sanskrit Maths Science SST Computer Drawing 1- ohok ve`re 1- ;g gs Hkkjr ns'k gekjk 1- iqujko`fÿk% - Measurement

More information

Alternative education: Filling the gap in emergency and post-conflict situations

Alternative education: Filling the gap in emergency and post-conflict situations 2009 Alternative education: Filling the gap in emergency and post-conflict situations Overview Children and youth have a wide range of educational needs in emergency situations, especially when affected

More information

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of

More information

GLOBAL MEET FOR A RESURGENT BIHAR

GLOBAL MEET FOR A RESURGENT BIHAR GLOBAL MEET FOR A RESURGENT BIHAR 19-21 January, 2007, Patna Venue: Hotel Maurya, Patna Organised by Institute for Human Development and The Bihar Times In collaboration with Government of Bihar Organising

More information

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.

Curriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference. Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,

More information

The context of using TESSA OERs in Egerton University s teacher education programmes

The context of using TESSA OERs in Egerton University s teacher education programmes The context of using TESSA OERs in Egerton University s teacher education programmes Joseph M. Wamutitu, (Egerton University, Kenya); Fred N. Keraro, (Egerton University, Kenya) Johnson M. Changeiywo (Egerton

More information

Higher education is becoming a major driver of economic competitiveness

Higher education is becoming a major driver of economic competitiveness Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls

More information

IMPERIAL COLLEGE LONDON ACCESS AGREEMENT

IMPERIAL COLLEGE LONDON ACCESS AGREEMENT IMPERIAL COLLEGE LONDON ACCESS AGREEMENT BACKGROUND 1. This Access Agreement for Imperial College London is framed by the College s mission, our admissions requirements and our commitment to widening participation.

More information

Regional Bureau for Education in Africa (BREDA)

Regional Bureau for Education in Africa (BREDA) United Nations Education, Scientific and Cultural Organization Regional Bureau for Education in Africa (BREDA) Regional Conference on Higher Education in Africa (CRESA) 10-13 November 2008 Preparatory

More information

Guatemala: Teacher-Training Centers of the Salesians

Guatemala: Teacher-Training Centers of the Salesians Guatemala: Teacher-Training Centers of the Salesians Ex-post evaluation OECD sector Basic education / 11220 BMZ project ID 1995 66 621 Project-executing agency Consultant Asociación Salesiana de Don Bosco

More information

Australia s tertiary education sector

Australia s tertiary education sector Australia s tertiary education sector TOM KARMEL NHI NGUYEN NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH Paper presented to the Centre for the Economics of Education and Training 7 th National Conference

More information

The recognition, evaluation and accreditation of European Postgraduate Programmes.

The recognition, evaluation and accreditation of European Postgraduate Programmes. 1 The recognition, evaluation and accreditation of European Postgraduate Programmes. Sue Lawrence and Nol Reverda Introduction The validation of awards and courses within higher education has traditionally,

More information

Research Update. Educational Migration and Non-return in Northern Ireland May 2008

Research Update. Educational Migration and Non-return in Northern Ireland May 2008 Research Update Educational Migration and Non-return in Northern Ireland May 2008 The Equality Commission for Northern Ireland (hereafter the Commission ) in 2007 contracted the Employment Research Institute

More information

IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK

IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK IMPLEMENTING THE EARLY YEARS LEARNING FRAMEWORK A focus on Dr Jean Ashton Faculty of Education and Social Work Conclusive national and international research evidence shows that the first five years of

More information

5 Programmatic. The second component area of the equity audit is programmatic. Equity

5 Programmatic. The second component area of the equity audit is programmatic. Equity 5 Programmatic Equity It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum

More information

D.A.V. Public School

D.A.V. Public School Sl. No. D.A.V. Public School Sector-3, Dhurwa, Ranchi-4 (Syllabus) IV Subject :- English Lesson (2 nd Term) Month 01 Tenali Raman and theth leves June 02 Earth Day July 03 A Grain of wheat July 04 Tilak

More information

Swinburne University of Technology 2020 Plan

Swinburne University of Technology 2020 Plan Swinburne University of Technology 2020 Plan science technology innovation Swinburne University of Technology 2020 Plan Embracing change This is an exciting time for Swinburne. Tertiary education is undergoing

More information

Approval Authority: Approval Date: September Support for Children and Young People

Approval Authority: Approval Date: September Support for Children and Young People Document Title: Pupil Premium Policy Purpose: To set out the principles of the Pupil Premium Award, how it is received and how it has been spent in the last year and to evaluate the impact Summary: The

More information

PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION

PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION PROPOSED MERGER - RESPONSE TO PUBLIC CONSULTATION Paston Sixth Form College and City College Norwich Vision for the future of outstanding Post-16 Education in North East Norfolk Date of Issue: 22 September

More information

Affiliated to the CISCE, New DelhiJaipur. First Terminal Project: May, 2017 Class- IXSc. Marking Scheme

Affiliated to the CISCE, New DelhiJaipur. First Terminal Project: May, 2017 Class- IXSc. Marking Scheme 1 Affiliated to the CISCE, New DelhiJaipur First Terminal Project: May, 2017 Class- IXSc. English Literature:- Henry Cuyler Bunner was a famous American novelist and poet. His poem The Heart of the Tree

More information

ROLE OF TEACHERS IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION

ROLE OF TEACHERS IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION ROLE OF TEACHERS IN CURRICULUM DEVELOPMENT FOR TEACHER EDUCATION Presented by Ms. Megha Sahebrao Jadhav 1 Dr.(Ms) Pratibha S Patankar 2 Golden Jubilee DRF, Assistant Professor, Department of Education,

More information

Disability Resource Center (DRC)

Disability Resource Center (DRC) DISABILITY RESOURCE CENTER & DEAF AND HARD OF HEARING SERVICES College of Southern Nevada Disability Resource Center (DRC) Prospective Student General Information Packet NORTH LAS VEGAS OFFICE SORT CODE

More information

Programme Specification

Programme Specification Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)

More information

BASIC EDUCATION IN GHANA IN THE POST-REFORM PERIOD

BASIC EDUCATION IN GHANA IN THE POST-REFORM PERIOD BASIC EDUCATION IN GHANA IN THE POST-REFORM PERIOD By Abena D. Oduro Centre for Policy Analysis Accra November, 2000 Please do not Quote, Comments Welcome. ABSTRACT This paper reviews the first stage of

More information

UNIVERSITY OF MYSORE * * *

UNIVERSITY OF MYSORE * * * UNIVERSITY OF MYSORE STATUTES RELATING TO DIRECT RECRUITMENT AND CAREER ADVANCEMENT SCHEME AND MISCELLANEOUS PROVISIONS TO IMPLEMENT THE UGC PAY SCALES TO TEACHERS, PRINCIPALS OF THE CONSTITUENT COLLEGES,

More information

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND

Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects

More information

dqy ik p iz'uksa ds mùkj nsa A iz'u la[;k&1 vfuok;z gs A lhkh iz'uksa ds vad leku gs A 1- fueufyf[kr esa ^lgh* ;k ^xyr* crykb;s %&

dqy ik p iz'uksa ds mùkj nsa A iz'u la[;k&1 vfuok;z gs A lhkh iz'uksa ds vad leku gs A 1- fueufyf[kr esa ^lgh* ;k ^xyr* crykb;s %& NALANDA OPEN UNIVERSITY Intermediate of Art, Examination, 2009 Economics, Paper-I (Principles of Economics) Time: 3.00 Hrs. Full Marks: 80 Answer any Five Questions. Question No. 1 is Compulsory. All questions

More information

Pupil Premium Impact Assessment

Pupil Premium Impact Assessment Pupil Premium Impact Assessment 2015-16 Overview The Pupil Premium was introduced in April 2011. The eligibility criteria and the sums allocated often change each year. In 2015-16 it was given to schools

More information

A Diverse Student Body

A Diverse Student Body A Diverse Student Body No two diversity plans are alike, even when expressing the importance of having students from diverse backgrounds. A top-tier school that attracts outstanding students uses this

More information

Introduction. Background. Social Work in Europe. Volume 5 Number 3

Introduction. Background. Social Work in Europe. Volume 5 Number 3 12 The Development of the MACESS Post-graduate Programme for the Social Professions in Europe: The Hogeschool Maastricht/ University of North London Experience Sue Lawrence and Nol Reverda The authors

More information

FREQUENTLY ASKED QUESTIONS (FAQs) ON THE ENHANCEMENT PROGRAMME

FREQUENTLY ASKED QUESTIONS (FAQs) ON THE ENHANCEMENT PROGRAMME FREQUENTLY ASKED QUESTIONS (FAQs) ON THE ENHANCEMENT PROGRAMME 1. What is the Enhancement Programme? One of the fundamental goals of the Education and Human Resource Strategy Plan 2008-2020 is the review

More information

The Comparative Study of Information & Communications Technology Strategies in education of India, Iran & Malaysia countries

The Comparative Study of Information & Communications Technology Strategies in education of India, Iran & Malaysia countries Australian Journal of Basic and Applied Sciences, 6(9): 310-317, 2012 ISSN 1991-8178 The Comparative Study of Information & Communications Technology Strategies in education of India, Iran & Malaysia countries

More information

FACULTY OF PSYCHOLOGY

FACULTY OF PSYCHOLOGY FACULTY OF PSYCHOLOGY STRATEGY 2016 2022 // UNIVERSITY OF BERGEN STRATEGY 2016 2022 FACULTY OF PSYCHOLOGY 3 STRATEGY 2016 2022 (Adopted by the Faculty Board on 15 June 2016) The Faculty of Psychology has

More information

JAWAHAR NAVODAYA VIDYALAYA BHILLOWAL, POST OFFICE PREET NAGAR DISTT. AMRITSAR (PUNJAB)

JAWAHAR NAVODAYA VIDYALAYA BHILLOWAL, POST OFFICE PREET NAGAR DISTT. AMRITSAR (PUNJAB) Email: jnvlopoke_asr2spl@yahoo.com JAWAHAR NAVODAYA VIDYALAYA BHILLOWAL, POST OFFICE PREET NAGAR DISTT. AMRITSAR (PUNJAB) (TO BE FILLED IN CAPITAL LETTERS) NAME OF CANDIDATE: FATHER S NAME: MOTHER S NAME:

More information

No.1-32/2006-U.II/U.I(ii) Government of India Ministry of Human Resource Development Department of Higher Education

No.1-32/2006-U.II/U.I(ii) Government of India Ministry of Human Resource Development Department of Higher Education No.1-32/2006-U.II/U.I(ii) Government of India Ministry of Human Resource Development Department of Higher Education New Delhi, dated the 31St December, 2008 To The Secretary, University Grants Commission,

More information

Setting the Scene and Getting Inspired

Setting the Scene and Getting Inspired Setting the Scene and Getting Inspired Inclusive Education and Schools Sheldon Shaeffer Save the Children Learning Event Inclusive Education: From Theoretical Concept to Effective Practice Bangkok, Thailand

More information

JICA s Operation in Education Sector. - Present and Future -

JICA s Operation in Education Sector. - Present and Future - JICA s Operation in Education Sector - Present and Future - September 2010 Preface Only five more years remain for the world to work towards achieving the Millennium Development Goals (MDGs) by 2015. Developing

More information

Examinations Officer Part-Time Term-Time 27.5 hours per week

Examinations Officer Part-Time Term-Time 27.5 hours per week SULLIVAN UPPER SCHOOL, HOLYWOOD Examinations Officer Part-Time Term-Time 27.5 hours per week 1. INTRODUCTION AND TITLE OF THE POST Sullivan Upper School wishes to recruit an enthusiastic individual who

More information

STUDENT AND ACADEMIC SERVICES

STUDENT AND ACADEMIC SERVICES STUDENT AND ACADEMIC SERVICES Admissions Division International Admissions Administrator (3 posts available) Full Time, Fixed Term for 12 months Grade D: 21,220-25,298 per annum De Montfort University

More information

Council of the European Union Brussels, 4 November 2015 (OR. en)

Council of the European Union Brussels, 4 November 2015 (OR. en) Council of the European Union Brussels, 4 November 2015 (OR. en) 13631/15 NOTE From: To: General Secretariat of the Council JEUN 96 EDUC 285 SOC 633 EMPL 416 CULT 73 SAN 356 Permanent Representatives Committee/Council

More information

UPPER SECONDARY CURRICULUM OPTIONS AND LABOR MARKET PERFORMANCE: EVIDENCE FROM A GRADUATES SURVEY IN GREECE

UPPER SECONDARY CURRICULUM OPTIONS AND LABOR MARKET PERFORMANCE: EVIDENCE FROM A GRADUATES SURVEY IN GREECE UPPER SECONDARY CURRICULUM OPTIONS AND LABOR MARKET PERFORMANCE: EVIDENCE FROM A GRADUATES SURVEY IN GREECE Stamatis Paleocrassas, Panagiotis Rousseas, Vassilia Vretakou Pedagogical Institute, Athens Abstract

More information

Literacy Level in Andhra Pradesh and Telangana States A Statistical Study

Literacy Level in Andhra Pradesh and Telangana States A Statistical Study The International Journal of Engineering and Science (IJES) Volume 6 Issue 6 Pages PP 70-77 2017 ISSN (e): 2319 1813 ISSN (p): 2319 1805 Literacy Level in Andhra Pradesh and Telangana States A Statistical

More information

UNIVERSITY OF NAIROBI. GENDER MAINSTREAMING POLICY SEPTEMBER 2008 (Revised August 2015)

UNIVERSITY OF NAIROBI. GENDER MAINSTREAMING POLICY SEPTEMBER 2008 (Revised August 2015) UNIVERSITY OF NAIROBI GENDER MAINSTREAMING POLICY SEPTEMBER 2008 (Revised August 2015) TABLE OF CONTENTS Foreword...iii Acronyms and Abbreviations... iv Definition of Terms... v 1.0 Introduction... 1 1.1

More information

MEd. Master of Education. General Enquiries

MEd. Master of Education. General Enquiries MEd 2018 Master of Education The information in this brochure is accurate at the time of printing but may be subject to change at any time. The Faculty reserves the right at all times to withdraw, change

More information

Knowle DGE Learning Centre. PSHE Policy

Knowle DGE Learning Centre. PSHE Policy Knowle DGE Learning Centre PSHE Policy Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities

More information

Strategic Plan SJI Strategic Plan 2016.indd 1 4/14/16 9:43 AM

Strategic Plan SJI Strategic Plan 2016.indd 1 4/14/16 9:43 AM Strategic Plan SJI Strategic Plan 2016.indd 1 Plan Process The Social Justice Institute held a retreat in December 2014, guided by Starfish Practice. Starfish Practice used an Appreciative Inquiry approach

More information

RURAL LIBRARY AS COMMUNITY INFORMATION CENTRE: A STUDY OF KARNATAKA STATE

RURAL LIBRARY AS COMMUNITY INFORMATION CENTRE: A STUDY OF KARNATAKA STATE e-library Science Research Journal ISSN : 2319-8435 Research Papers Impact Factor : 2.1703(UIF) RURAL LIBRARY AS COMMUNITY INFORMATION CENTRE: A STUDY OF KARNATAKA STATE 1 2 B. D. Kumbar and Manohar B.

More information

Feedback, Marking and Presentation Policy

Feedback, Marking and Presentation Policy Feedback, Marking and Presentation Policy This policy was developed as part of a consultation process involving pupils, staff, parents and Governors of the school. In development of this policy reference

More information

St Matthew s RC High School

St Matthew s RC High School St Matthew s RC High School Teacher of Mathematics with TLR Application Pack - 1 - Appointment of Teacher of Mathematics The Governors are keen to invite applications from successful and enthusiastic qualified

More information

Job Description Head of Religious, Moral and Philosophical Studies (RMPS)

Job Description Head of Religious, Moral and Philosophical Studies (RMPS) Job Description Head of Religious, Moral and Philosophical Studies (RMPS) George Watson s College wishes to appoint a Head of Religious, Moral and Philosophical Studies (RMPS) from January 2018. The post

More information

ST. XAVIER S SCHOOL DORANDA, RANCHI SYLLABUS STD. III - MORAL SCIENCE

ST. XAVIER S SCHOOL DORANDA, RANCHI SYLLABUS STD. III - MORAL SCIENCE STD. III - MORAL SCIENCE CHAPTERS. Let Us Pray God Is Everywhere God Speaks to us Let Us Love God The Lord's Prayer Good Friend's An Ideal Student Let Us Be Grateful Learn To Forgive Prayer Before Class

More information

General rules and guidelines for the PhD programme at the University of Copenhagen Adopted 3 November 2014

General rules and guidelines for the PhD programme at the University of Copenhagen Adopted 3 November 2014 General rules and guidelines for the PhD programme at the University of Copenhagen Adopted 3 November 2014 Contents 1. Introduction 2 1.1 General rules 2 1.2 Objective and scope 2 1.3 Organisation of the

More information

Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11)

Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) A longitudinal study funded by the DfES (2003 2008) Exploring pupils views of primary school in Year 5 Address for correspondence: EPPSE

More information

General syllabus for third-cycle courses and study programmes in

General syllabus for third-cycle courses and study programmes in ÖREBRO UNIVERSITY This is a translation of a Swedish document. In the event of a discrepancy, the Swedishlanguage version shall prevail. General syllabus for third-cycle courses and study programmes in

More information

2015 Annual Report to the School Community

2015 Annual Report to the School Community 2015 Annual Report to the School Community Narre Warren South P-12 College School Number: 8839 Name of School Principal: Rob Duncan Name of School Council President: Greg Bailey Date of Endorsement: 23/03/2016

More information

Plans for Pupil Premium Spending

Plans for Pupil Premium Spending Plans for Pupil Premium Spending September 2016 August 2017 Impact of Pupil Premium September 2015 August 2016 Mission Statement All Saints Multi Academy Trust, Birmingham God s Love in Action Our children

More information

DIRECT CERTIFICATION AND THE COMMUNITY ELIGIBILITY PROVISION (CEP) HOW DO THEY WORK?

DIRECT CERTIFICATION AND THE COMMUNITY ELIGIBILITY PROVISION (CEP) HOW DO THEY WORK? DIRECT CERTIFICATION AND THE COMMUNITY ELIGIBILITY PROVISION (CEP) HOW DO THEY WORK? PRESENTED BY : STEPHANIE N. ROBINSON DIRECTOR, SCHOOL SUPPORT DIVISION 1 Monday, June 22, 2015 2 THERE ARE FOUR NEW

More information

5.7 Country case study: Vietnam

5.7 Country case study: Vietnam 5.7 Country case study: Vietnam Author Nguyen Xuan Hung, Secretary, Vietnam Pharmaceutical Association, xuanhung29@vnn.vn Summary Pharmacy workforce development has only taken place over the last two decades

More information

Cooper Upper Elementary School

Cooper Upper Elementary School LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary

More information

Report on organizing the ROSE survey in France

Report on organizing the ROSE survey in France Report on organizing the ROSE survey in France Florence Le Hebel, florence.le-hebel@ens-lsh.fr, University of Lyon, March 2008 1. ROSE team The French ROSE team consists of Dr Florence Le Hebel (Associate

More information

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.

Every curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field. 1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct

IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct Preamble IUPUI disciplinary procedures determine responsibility and appropriate consequences for violations

More information

DfEE/DATA CAD/CAM in Schools Initiative - A Success Story so Far

DfEE/DATA CAD/CAM in Schools Initiative - A Success Story so Far DfEE/DATA CAD/CAM in Schools Initiative - A Success Story so Far Abstract This paper explains the structure and early development of the government's major initiative to develop CAD/CAM in schools as part

More information

International Journal of Innovative Research and Advanced Studies (IJIRAS) Volume 4 Issue 5, May 2017 ISSN:

International Journal of Innovative Research and Advanced Studies (IJIRAS) Volume 4 Issue 5, May 2017 ISSN: Effectiveness Of Using Video Presentation In Teaching Biology Over Conventional Lecture Method Among Ninth Standard Students Of Matriculation Schools In Coimbatore District Ms. Shigee.K Master of Education,

More information

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

Listening and Speaking Skills of English Language of Adolescents of Government and Private Schools

Listening and Speaking Skills of English Language of Adolescents of Government and Private Schools Listening and Speaking Skills of English Language of Adolescents of Government and Private Schools Dr. Amardeep Kaur Professor, Babe Ke College of Education, Mudki, Ferozepur, Punjab Abstract The present

More information