TS SCERT New Education Policy Themes in TeluguTS SCERT New Education Policy Themes and Questions Booklet download, As per the directions of Director of School Education, all the DEOs are requested to conduct the District Level meeting with Mandal Level Resource Persons on 31st August, 2015 as per the schedule.
National Education Policy 2015 themes on School Education:
Ensuring Learning Outcomes in Elementary Education:
Several studies have shown that school children do not seem to acquire age appropriate skills in reading, writing and numeracy. There is a need to explore the various approaches to improve teaching–learning at the elementary stage. The objective of this theme is to understand the issues of low learning achievement levels in elementary schooling, assess the system of Continuous and Comprehensive Evaluation and suggest ways and methods of improving the learning outcomes of school children which would result in enhancing the quality of elementary education.
Extending outreach of Secondary and Senior Secondary Education:
With a dramatic growth in elementary education enrolments and improvements in retention and transition rates in recent years, particularly amongst the more disadvantaged groups, there is an increasing pressure on the secondary schools to admit more students. With the enforcement of RTE Act and further improvement in retention and transition rates, demand for secondary schooling will grow rapidly in the coming years. The objective of this discussion group is to assess to what extent we have made quality education available, accessible and affordable to the target population in the age group of 14–18 years. How we can increase access to post elementary education across the country in a manner so as to ensure no child is denied the opportunity of completing his/her school education. In particular, how can we address the geographical and social disparities in secondary education?
Strengthening of Vocational Education:
There is a greater emphasis on integrating skills in education and a renewed focus on vocational education in secondary education. The National Vocational Education Qualification Framework (NVEQF) has been aligned with the National Skills Qualification Framework (NSQF). The objective of this group will be examine the issues of enhancing acceptance of vocational qualifications, difficulties in implementing VE , ensuring horizontal and vertical mobility, availability of teachers. Some States have been effectively integrating vocational education in mainstream education. How can these be adopted or adapted across other States?
Reforming School Examination Systems:
Examination reforms that focus on problem-solving, critical thinking and reasoning skills are critical to improving quality at the secondary level. Such reforms will change the teaching–learning processes and improve learning outcomes. In recent years, CBSE has introduced wide-ranging examination reforms in schools affiliated to it, such as Class X Board Examination has been made optional, Continuous and Comprehensive Evaluation (CCE) has been strengthened so that the students, are assessed on an ongoing basis for their holistic development, a system of grading in place of marks has been introduced. The objectives are to look at the existing systems and suggest reforms which would help better assessment of students.
Revamping Teacher Education for Quality Teachers:
Competence of teachers and their motivation is crucial for improving the quality. Several initiatives are being taken for addressing teacher shortages, shortages of secondary school teachers in mathematics, science and languages, improving the quality of pre-service teachers and in-service teachers professional development, enhancing the status of teaching as a profession, improving teachers’ motivation and their accountability for ensuring learning outcomes, and improving the quality of teacher educators. The objective of this theme is to assess the existing scenario and provide workable solutions to address the gamut of issues in teacher education in the school sector.
Accelerating rural literacy with special emphasis on Women, SCs, STs & Minorities through Adult Education and National Open Schooling Systems:
Though there have been significant gains in literacy rates, large gender, social and regional disparities in literacy levels persist. The gains in literacy levels are due to success of the adult education programmes and improvements in primary schooling. However, there is a further need to enhance the literacy levels of the socially marginalized groups and those living in rural areas through interventions of adult education programmes and open schooling systems. This theme seeks to elicit views on how we achieve faster progress in reducing the existing disparities in literacy levels.
Promotion of Information and Communication Technology systems in school and adult education:
ICT can potentially make significant difference in improving the quality of education. The National Policy of ICT in School Education envisions and provides for the development of a holistic framework of ICT support in the school system. While there have several ways in which ICT in schools are being implemented, we need to optimally use and leverage technology to achieve quality and efficiency in all of the interventions. Under this theme, we need to find solutions on how best technology can be leveraged for both school and adult education and share best practices, if any.
New Knowledge, pedagogies and approaches for teaching of Science, Maths and Technology in School Education to improve learning outcomes of Students:
Poor science and maths education (and English) accounts for 80 per cent of total students who fail in Tenth Board Examination. The low enrolment in science stream at higher secondary level and poor-quality education is a constraint in development of scientific manpower in the country. Science and Maths education would need special attention. We need to deliberate and find workable strategies for strengthening the quality of teaching–learning processes for better outcomes; innovations and diversity of approaches in matters of curricula, pedagogies and use of technology to improve the learning levels.
School standards, School assessment and School Management systems:
There is a need to put in place a School Quality Assessment and Accreditation System to cover all aspects of school functioning, including scholastic and co-scholastic domains, physical infrastructure, faculty management, school leadership, learning outcomes and satisfaction of pupils and their parents/ guardians. Better governance structures in schools striking a balance between mandating and persuading, training of district and block-level education officers as well as head teachers for better management practices, on using data to better monitor and support school performance, and to mobilise community resources and efforts to improve school performance. What are the current experiences and how can they be bettered to achieve tangible results.
Enabling Inclusive Education – education of Girls, SCs, STs, Minorities and children with special needs: The issue of social access and equity are far too complex. While the gaps in average enrolments between disadvantaged groups like SC, ST, Muslims, girls and Children with special needs and the general population have decreased, there is still a considerably large gap in learning levels with historically disadvantaged and economically weaker children having significantly lower learning outcomes. Large and growing learning gaps threaten the equity gains achieved on the enrolment front because children with lower levels of learning are more likely to drop out. We need to examine current interventions in bridging the gender and social gaps and identify focused strategies for effective inclusion.
Promotion of Languages:
A multi-lingual society recognises the importance of education in languages. While there are some interventions for appointment of language teachers and promotion of classical languages, there is no comprehensive scheme or language policy and we need to have inputs on this dimension.
Comprehensive Education – Ethics, Physical Education, Arts & Crafts, Life Skills:
Our students need to have a holistic development which cannot be achieved only through information and instruction. Knowledge needs sensitization to values, ethics, appreciating arts, physical education, sports and life skills. This theme invites views and suggestions for concrete methods and tools for integration of sports, physical education, arts and crafts, functional skills for livelihood and value education in school curriculum.
Focus on Child Health:
There is a need to improve access to child health services. The Ministry of Health is focusing on promoting child health through appropriate interventions. Presently, the Department of School Education and Literacy, MHRD addresses the nutritional needs of school going children in the age group of 6-14 years through the Mid- Day Meal (MDM) Scheme. The Integrated Child Development Scheme (ICDS) under WCD also addresses the issues of child health. There is, however, a need to synergize the multi-sectoral interventions taken by the relevant GOI Ministries. The existing schemes need to be examined for their outcomes and impediments in implementation, including those of coordination. This theme seeks views and suggestions on how to ensure greater focus on child through improvements in existing schemes and suggest new holistic interventions.
In this regard, the soft copy Booklet on Themes and Questions pertaining to New Education Policy is enclosed.
The DEOs are requested to make copies of this Booklet to the Mandal Level Resource Persons and conduct the meeting as per schedule i.e. 31st August, 2015.
The Booklets on Themes and Booklets on Gram Panchayats and Mandals with questions are being printed by SSA, State Office. They will reach Districts before Mandal Level meetings.
TS SCERT-New Education Policy Themes in Telugu Booklet