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Tuesday, October 6, 2020

National Secondary Education Campaign supplementary literature STD 11th

 


    The objective of the National Secondary Education Campaign (RSMA) is to expand and improve the standards of secondary education - Classes 9 to 10. National Secondary Education Campaign by specifying a secondary school (up to class 10) within an area of ​​5 km for each adjoining country. Will also take secondary education to the corner. The National Secondary Education Campaign (RMSA) is the latest initiative of the Government of India to achieve the goal of Universalization of Secondary Education (USE).

The Sarva Shiksha Abhiyan was set up by the government to bring elementary education to millions of children which has been hugely successful and hence the need to strengthen the structure of secondary education across the country. The campaign (RMSA) is also said to have launched plans to implement it at a total cost of Rs.20,120 crore during the 11th Plan.

Std. Matter of providing supplementary literature (exemplar) for students from 9th to 12th.

According to the above subject, due to the current Koro epidemic, it is not possible to start educational work by calling students in schools. Therefore, students are being imparted home based education through various mediums under home learning program.

In the current situation, if students are given supplementary literature along with the textbook, students can stay at home and practice more. Soft copy of supplementary literature (Exemplar) of Chemistry, Physics, Biology, Mathematics subject in Std-9 and 10 Mathematics-Science subjects and Std-11 and 12 Science streams prepared by Gujarat State School Textbook Board, Gandhinagar for this purpose. In PDF format which is sent by the office here on the first Saturday of every month as per the syllabus of that month. The research is accompanied by a soft copy (PDF) of the October Supplementary Literature (Example) attached.

Through teachers Std. 9 and 10 and Std. 11 and 12 (science stream) students are asked to deliver. Students are asked to make necessary arrangements at your level to ensure proper guidance on the use of this literature.

Responsibility for the expansion of public and distance learning will be undertaken, especially for those who cannot pursue full-time secondary education and for the addition / growth of oral instruction. The system will also play an important role in the education of out-of-school children.

Institutional reforms and strengthening of resource institutions

1. To make necessary administrative reforms in each state will be a pre-requisite for central assistance. These include institutional reforms.
2. School Management Improvements - Improves the performance of schools by decentralizing their management and accountability
3. Adoption of equitable policy of teacher recruitment, employment, training, compensation and career development
4. Responsibility for reforms in educational administration including modernization / management and representation / decentralization
5. Provision of necessary business and educational advancements in the secondary education system at all levels, i.e., above the school level; And
6. Simplify financial processes for rapid flow of funds and their optimal utilization
7. Necessary strengthening of resource institutions at various levels, e.g.
8. At the national level, NCERT (Included RIEs), NUEPA and NIOS
9. SCERTs at state level, state public schools, SIEMATs, etc., and

10. Under the centrally-sponsored scheme of teacher education, university departments of permanent education, reputed institutes on science / social sciences / humanities, and colleges of teacher education (CTEs) / institutes of progressive studies in education (IASEs)
Inclusion of Panchayat Raj

The involvement of Panchayat Raj and Municipal Boards in the management of secondary education, community, teachers, elders and other partners in the management of secondary education will be ensured in the planning process, implementation, monitoring and evaluation through bodies like school management committees and elder-teacher associations.

The government operates four centrally sponsored schemes
The Central Government implements four Centrally Sponsored Schemes

(i) ICT To provide assistance to state governments for computer education and computer aided education in schools, secondary and higher secondary schools.

(ii) Integrated Education for Disabled Children (IEDC) to assist State Governments and NGOs in primarily segregating children with disabilities in school education

(iii) strengthening food and hostel facilities for female students of secondary and higher secondary schools (admission and fairness) to provide support to NGOs for running girls hostels in rural areas, and Quality Improvement in Schools which includes provision of assistance to State Governments for introduction of Yoga in schools, improvement of science education in schools, environmental education and population education to support International Science Olympiads. All these schemes, in current or modified forms, New schemes will be implemented.
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National Secondary Education Campaign supplementary literature STD 10th

 National Secondary Education Campaign supplementary literature STD 10th


     The objective of the National Secondary Education Campaign (RSMA) is to expand and improve the standards of secondary education - Classes 9 to 10. National Secondary Education Campaign by specifying a secondary school (up to class 10) within an area of ​​5 km for each adjoining country. Will also take secondary education to the corner. The National Secondary Education Campaign (RMSA) is the latest initiative of the Government of India to achieve the goal of Universalization of Secondary Education.

The Sarva Shiksha Abhiyan was set up by the government to bring elementary education to millions of children which has been hugely successful and hence the need to strengthen the structure of secondary education across the country. The campaign (RMSA) is also said to have launched plans to implement it at a total cost of Rs.20,120 crore during the 11th 

    Std. Matter of providing supplementary literature (exemplar) for students from 9th to 12th.
According to the above subject, due to the current Koro epidemic, it is not possible to start educational work by calling students in schools. Therefore, students are being imparted home based education through various mediums under home learning program.

In the current situation, if students are given supplementary literature along with the textbook, students can stay at home and practice more. Soft copy of supplementary literature (Exemplar) of Chemistry, Physics, Biology, Mathematics subject in Std-9 and 10 Mathematics-Science subjects and Std-11 and 12 Science streams prepared by Gujarat State School Textbook Board, Gandhinagar for this purpose. In PDF format which is sent by the office here on the first Saturday of every month as per the syllabus of that month. The research is accompanied by a soft copy (PDF) of the October Supplementary Literature (Example) attached.

Through teachers Std. 9 and 10 and Std. 11 and 12 (science stream) students are asked to deliver. Students are asked to make necessary arrangements at your level to ensure proper guidance on the use of this literature.

Initiation of new secondary schools / higher secondary schools in supply areas on the basis of school depiction experiment. All these buildings will have mandatory water harvesting system and will be made environmentally friendly.

• Rain harvesting systems will also be installed in existing school buildings

• Existing school buildings will also be made environmentally friendly

• New schools will also be set up in PPP style

Quality::

Provide necessary infrastructure like black board, furniture, libraries, science and mathematical laboratories, computer labs, toilet set

Appointment of additional teachers and on-the-job training of teachers.
Bridged curriculum to develop learning ability for students who have passed Class VIII
Review course to meet NCF, 2005 standards
Accommodation for teachers in rural and difficult mountainous areas
Accommodation for female teachers will be given priority

Impartiality

Free accommodation / meals for students from SC, ST, OBC and minority communities
Hostels / residential schools for babies, cash incentives, uniforms, books, separate toilets
Providing scholarships to well-endowed / needy students at secondary level

Inclusive education will be the hallmark of all activities. Efforts will be made to provide all the necessary facilities for specially able children in all schools.

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National Secondary Education Campaign supplementary literature STD 9th

 National Secondary Education Campaign supplementary literature STD 9th


The objective of the National Secondary Education Campaign (RSMA) is to expand and improve the standards of secondary education - Classes 9 to 10. National Secondary Education Campaign by specifying a secondary school (up to class 10) within an area of ​​5 km for each adjoining country. Will also take secondary education to the corner. The National Secondary Education Campaign (RMSA) is the latest initiative of the Government of India to achieve the goal of Universalization of Secondary Education (USE).

The Sarva Shiksha Abhiyan was set up by the government to bring elementary education to millions of children which has been hugely successful and hence the need to strengthen the structure of secondary education across the country. The campaign (RMSA) is also said to have launched plans to implement it at a total cost of Rs.20,120 crore during the 11th Plan.

The goal

The goal for secondary education is to make good quality education available, accessible and accessible to all young people between the ages of 14-18. With this goal in mind, the following should be achieved:

To provide secondary education within a reasonable distance of any residence, which should be 5 kilometers for secondary schools and 7-10 kilometers for higher secondary schools.
To provide access to secondary education with special references to economically weaker sections of the society, educationally backward, rural population and disabled children and other marginalized groups such as Scheduled Castes, Scheduled Tribes, Other Backward Classes and Educationally Backward Minorities (EBMs).
Goal and purpose

To meet the challenges of universalisation of secondary education (USE), there is a need for exemplary migration in the imaginary framework of secondary education. There are guiding principles in this regard; Universal access, equality and social justice, relevance and development and curriculum related and structural aspects. Universalization of secondary education provides opportunities to move towards equality. The concept of 'public school' will be promoted. If these values ​​are established in the system, Schools, including those of unsupported private schools, will contribute to the universalization of secondary education (USE) by ensuring adequate enrollment for children from disadvantaged and below poverty line (BPL) families.

Main objectives::

  • Ensuring that all secondary schools such as government / local bodies and government aided schools and other schools have physical facilities, staff and supplies as per minimum standards through financial support in appropriate regulatory procedures.
  • Proximity based on local conditions involving public education (i.e., secondary schools within 5 km and higher secondary schools within 7-10 km) / Secondary for all young persons as per standards through efficient and safe transport managements / housing facilities To improve access to education. However, these standards may be relaxed in mountainous and difficult areas. In particular, residential schools may be established in such areas.
  • To ensure that no child is deprived of satisfactory quality secondary education due to gender, socio-economic disabilities and other barriers
  • To improve the quality of secondary education resulting in the attainment of advanced intellectual, social and cultural learning
  • To ensure that all children pursuing secondary education get a good quality education
  • Achieving the above objectives will also describe the real progress towards public school system in other subjects.
  • Approaches and strategies for the secondary phase

In the context of the universalization of secondary education (USE), large-scale admissions in the form of additional schools, additional classrooms, teachers, and other facilities must be provided to meet the challenges of numbers, reliability, and quality. , Educational initiatives and effective monitoring of program implementation are required. Initially the scheme will cover up to class 10. Gradually, the higher secondary level will also be taken up, especially within two years of implementation. The strategy for universal access to secondary education and improving its quality is as follows:

Admission

There are wide disparities in education facilities in different parts of the country. There are disparities between private schools and between private and government schools. / Provision may be made for each State / Central Government keeping in view the geometrical, socio-cultural, linguistic and demographic status of the region where the Union Government is not sufficient but also where necessary.

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22 SERVICE ONLINE READ IN GUJARATI

 1.2 For the above, it is not in the work under the service of the purpose to give an idea to the elementary teachers of school programs.  1.2 To give an idea of   the activities of other branches of the building;  Provide information on programs, activities and topics taught in all other branches of the organization.  Such as:




 (a) Service determination programs for elementary teachers.  

(B) Training programs for school education and adult education personnel.  (Or why locally useful text, teaching materials, teaching materials to avoid shortcomings. Evaluation from technology - Develop without testing equipment.  ), One thing is clear from this that these branches are interrelated and complementary to each other. Another thing is that there is a coherent process in the functions of these branches, from the third interaction to the PRU.  

It is also considered that no field should be deprived with qualitative improvement in primary education. Now the functions and importance of each branch should be taken into consideration. Branch Functions:  The work that is to be done by the buildings for the in-service teachers and for the school / adult education workers is also to be given to the teachers taking pre-training education. 

The experience of working in the extended fields of the buildings is to be given to these teachers.  Special attention needs to be paid to the teachers of this branch along with the subject knowledge of their subjects  The importance of the work of each section of the buildings and the functions are to be informed.  So that it can be useful to the school as a future in-service teacher. 

 1.1 Serving as a Central Branch The professors working in this branch should get all the information from the trainees coming in the branch to what we will now call pre-service teachers, from admission to training, evaluation-testing.  It is necessary to study the curriculum of this branch and the academic information of its subjects thoroughly as it is to be taught.  

1.2 Preparation of research and curriculum material: Student oriented education and personality development including value education and cultural education.  Conduct research work including preparation of appropriate meditation materials.  Training and propagating through extension work.  


1.2 Matters relating to teaching activity science: Teaching activities applied in various levels of teaching to use science, develop and provide guidance.  Different levels i.e. branch teachers.  To give an idea of   the education, courses, teaching processes and activities used for school students, school subjects, children from disadvantaged groups, children with major disabilities and other minor disabilities, talented children etc.  (E) To conduct research tomorrow on how to improve the quality of education, not to make it an 'A' or 'V' of the deprived groups.

1.2 Preservation of teaching materials: Science Laboratory.  Psychology tools, art education tools, sports-like and exercise learning materials and a friend for disabled children. 

 1.9 Co-textbook activities: The beak competes in its oratory literature, science may ''.  Promoting the activities of visual and amenity arts, sports and exercises like shiktri etc. competitions such as yoga and bibu etc. which are a part of Peach Cum.  Summary: Thus the pre-service education branch is an important one and its functions are poisonous.  The subject education for the branch head is not limited to the nabs but also the learning order of the underprivileged groups, small and big paralyzed, talented ba ', etc. from the time of service.  There is a process of teaching and weaving in training.

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Important Desisaon ti Food security act 10 lakh family's provide food

     This chapter looks at the origins of the concept of chronic food insecurity, the implications for measurement, and suggests the need for a complementary investigation into the implications for transitory food insecurity of trade liberalization. The 2002 food crisis in Southern Africa is used to highlight issues for further discussion.

     The continuing evolution of food security as an operational concept in public policy has reflected the wider recognition of the complexities of the technical and policy issues involved. The most recent careful redefinition of food security is that negotiated in the process of international consultation leading to the World Food Summit (WFS) in November 1996. The contrasting definitions of food security adopted in 1974 and 1996, along with those in official FAO and World Bank documents of the mid-1980s, are set out below with each substantive change in definition underlined. A comparison of these definitions highlights the considerable reconstruction of official thinking on food security that has occurred over 25 years. These statements also provide signposts to the policy analyses, which have re-shaped our understanding of food security as a problem of international and national responsibility.



    Food security as a concept originated only in the mid-1970s, in the discussions of international food problems at a time of global food crisis. The initial focus of attention was primarily on food supply problems - of assuring the availability and to some degree the price stability of basic foodstuffs at the international and national level. That supply-side, international and institutional set of concerns reflected the changing organization of the global food economy that had precipitated the crisis. A process of international negotiation followed, leading to the World Food Conference of 1974, and a new set of institutional arrangements covering information, resources for promoting food security and forums for dialogue on policy issues.

    The issues of famine, hunger and food crisis were also being extensively examined, following the events of the mid 1970s. The outcome was a redefinition of food security, which recognized that the behaviour of potentially vulnerable and affected people was a critical aspect.

     A third, perhaps crucially important, factor in modifying views of food security was the evidence that the technical successes of the Green Revolution did not automatically and rapidly lead to dramatic reductions in poverty and levels of malnutrition. These problems were recognized as the result of lack of effective demand.

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